Table of Contents

• The effect of window state on user behavior in an on-line computer mediated conferenceTerence Ahern. 1-7 [doi]
• Understanding the collaborative learning process in a technology rich environment: the case of children's disagreementsMarion A. Barfurth. 8-13 [doi]
• The knowledge integration environment: theory and designPhilip Bell, Elizabeth A. Davis, Marcia C. Linn. 14-21 [doi]
• Computer conferencing and collaborative writing tools: starting a dialogue about student dialogueCurtis J. Bonk, Kira S. King. 22-26 [doi]
• An alternative perspective for developing a mathematical microworldJanet Bowers. 27-31 [doi]
• Multiplayer activities that develop mathematical coordinationLauren J. Bricker, Steven L. Tanimoto, Alex I. Rothenberg, Danny C. Hutama, Tina H. Wong. 32-39 [doi]
• Computer partner in the classroom: fostering small group problem solvingSean P. Brophy. 40-44 [doi]
• Reframing learning in CSCL environmentsTeresa Cerratto, Claire Belisle. 45-48 [doi]
• Simulating a learning companion in reciprocal tutoring systemsTak-Wai Chan, Chih-Yueh Chou. 49-56 [doi]
• Making distance learning collaborativeEllen Christiansen, Lone Dirckinck-Holmfeld. 57-61 [doi]
• TurboTurtle: a collaborative microworld for exploring Newtonian physicsAndy Cockburn, Saul Greenberg. 62-66 [doi]
• Equity issues in computer-based collaboration: looking beyond surface indicatorsKaren A. Cole. 67-74 [doi]
• Applications to support student group workPenny Collings, David Walker. 75-79 [doi]
• Academic risk-taking and CSCLSeung-Youn Chyung, Judi Repman, William Lan. 80-83 [doi]
• Shared annotation for cooperative learningJames R. Davis, Daniel P. Huttenlocher. 84-88 [doi]
• Training cops' decisions in deadly force through reflection by use of a powerful learning environmentFrank P. C. M. de Jong, Jos G. B. Mensink. 89-93 [doi]
• Athena Univ. - VOU and GENIIGeorge Duckett, William Painter Jr., Marty Gay, Dan Gerson, Terry Lee Moore, Katherine B. Wallet. 94-98 [doi]
• Design for collaborative learnabilityR. T. Jim Eales, Jim Welsh. 99-106 [doi]
• A design for effective support of inquiry and collaborationDaniel C. Edelson, D. Kevin O'Neill, Louis M. Gomez, Laura D'Amico. 107-111 [doi]
• Collaboration as pedagogy, collaboration as windowEva Ekeblad, Berner Lindström. 112-115 [doi]
• Towards computer support for collaborative learning at workMarjo Favorin. 116-119 [doi]
• Team learning through computer supported collaborative designAnne Ferraro, Edwin H. Rogers, Cheryl Geisler. 120-124 [doi]
• Distributed cognition, learning webs, and domain-oriented design environmentsGerhard Fischer. 125-129 [doi]
• Towards and analytical framework for CSCdistanceLAnnita Fjuk. 130-134 [doi]
• Collaboration through concept mapsBrian R. Gaines, Mildred L. G. Shaw. 135-138 [doi]
• Theory sequences in a problem-based learning group: a case studyPhillip J. Glenn, Timothy Kochmann, Melinda Conlee. 139-142 [doi]
• Environments for collaborating mathematically: the middle-school mathematics through applications projectShelley Goldman, Judit Moschkovich. 143-146 [doi]
• Support for workspace awareness in educational groupwareCarl Gutwin, Gwen Stark, Saul Greenberg. 147-156 [doi]
• Collaborative support for learning in complex domainsMark Guzdial, Jennifer Turns, Noel Rappin, David Carlson. 157-160 [doi]
• Technology selection for small-group collaborative distance learningElske Heeren. 161-164 [doi]
• Listserver communication: the discourse of community-buildingFrançoise Herrmann. 165-168 [doi]
• Technology support for collaborative learning in a problem-based curriculum for sustainable technologyCindy E. Hmelo, Jorge A. Vanegas, Matthew Realff, Bret Bras, Jim Mulholland, Terry Shikano, Mark Guzdial. 169-172 [doi]
• Collaborative information networksDavid J. S. Ibsen. 173-176 [doi]
• Playing together beats playing apart, especially for girlsKori Inkpen, Kellogg S. Booth, Maria M. Klawe, Rena Upitis. 177-181 [doi]
• Operationalizing mental models: strategies for assessing mental models to support meaningful learning and design-supportive learning environmentsDavid H. Jonassen. 182-186 [doi]
• Towards a pedagogy of informaticsAna Cristina L. A. Jurema, Maria Edite Costa Lima, Mary C. Dalmau, Merval Jurema Filho. 187-190 [doi]
• A cooperative system for collaborative problem solvingGellof Kanselaar, Gijsbert Erkens. 191-194 [doi]
• Using a game for social setting in a learning environment: AlgoArena - a tool for learning software designHiroshi Kato, Akiko Ide. 195-199 [doi]
• Identifying the support needed in computer-supported collaborative learning systemsSandra Katz. 200-203 [doi]
• Computer representations in students' conversations: analysis of discourse in small laboratory groupsGregory J. Kelly, Teresa Crawford. 204-208 [doi]
• A classroom study: electronic games engage children as researchersMaria Klawe, Eileen Phillips. 209-213 [doi]
• Exploring cases on-line with virtual environmentsBruce Lindeman, Todd Kent, Mable Kinzie, Valerie Larsen, Lara Ashmore, Frank Becker. 214-217 [doi]
• A collaborative environment for semi-structured medical problem based learningDirk E. Mahling, Bryan B. Sorrows, Ingjerd Skogseid. 218-225 [doi]
• CASENET: creating conditions for conversation and community for teachers in the midst of reformJoan Mazur, Traci Bliss. 226-233 [doi]
• A methodology for designing post graduate professional development distant learning CSCL programmesDavid McConnell. 234-237 [doi]
• Using collaborative writing and problem-based learning in the college classroomR. R. McCown, Marcy P. Driscoll. 238-241 [doi]
• Use of collaborative computer simulation activities to facilitate relative motion learningJames M. Monaghan, John Clement. 242-246 [doi]
• Computational support for collaborative learning through generative problem solvingN. Hari Narayanan, Cindy E. Hmelo, Valery A. Petrushin, Wendy Newstetter, Mark Guzdial, Janet L. Kolodner. 247-254 [doi]
• Learning to weave collaborative hypermedia into classroom practiceD. Kevin O'Neill, Daniel C. Edelson, Louis M. Gomez, Laura D'Amico. 255-258 [doi]
• Information-access characteristics for high conceptual progress in a computer-networked learning environmentJun Oshima, Carl Bereiter, Marlene Scardamalia. 259-267 [doi]
• A qualitative examination of an interactive computer program on multiculturalismSusan M. Powers. 268-272 [doi]
• Teaching IS design and development in a group learning settingGail L. Rein. 273-279 [doi]
• Project CIRCLE: student mentors as a strategy for training and supporting teachers in the use of computer-based tools for collaborative learningPaul E. Resta. 280-282 [doi]
• Creating the enriched case: using aesthetics as an alternative approach to designing a multimedia caseRon S. Saito, Gail A. Rathbun, David A. Goodrum. 283-286 [doi]
• Analysis of interactions based on computer use from cognitive and cultural perspectives: an exploratory study in MexicoBertha Salinas, Jorge Márquez, Rigoberto León. 287-290 [doi]
• Collaborative learning as interplay between simulation model builder and playerKurt Schneider, Kumiyo Nakakoji. 291-295 [doi]
• Collaborative writing software for problem solving in mathHelen J. Schwartz, Jeffrey X. Watt. 296-299 [doi]
• Comparing constructions through the WebMildred L. G. Shaw, Brian R. Gaines. 300-307 [doi]
• A postmodern, constructivist and cooperative pedagogy for teaching educational psychology, assisted by computer mediated communicationsLawrence W. Sherman. 308-311 [doi]
• Collaborative distance education on the World Wide Web: what would that look like?Paul G. Shotsberger, Karan B. Smith, Christopher G. Spell. 312-316 [doi]
• Toward supporting learners participating in scientifically-informed community discourseJeff Spitulnik, Scott Studer, Elizabeth Finkel, Edwin Gustafson, Jason Laczko, Elliot Soloway. 317-320 [doi]
• Internet repositories for collaborative learning: supporting both students and teachersGerry Stahl, Tamara Sumner, Alexander Repenning. 321-328 [doi]
• LEAP: a constructivist laserdisc program for English/language arts teacher educationLiz C. Stephens. 329-332 [doi]
• The enabling impact of information technology: the case of the Ohio University MBAJohn E. Stinson, Richard G. Milter. 333-336 [doi]
• A framework of hypertextual vocabulary support for collaborative learningTaku Sugimoto. 337-340 [doi]
• Groupware for developing critical discussion skillsDaniel D. Suthers, Arlene Weiner. 341-348 [doi]
• Interaction-level support for collaborative learning: AlgoBlock - an open programming languageHideyuki Suzuki, Hiroshi Kato. 349-355 [doi]
• Teaching computer science students how to work togetherKathleen M. Swigger, Robert P. Brazile, Dongil Shin. 356-361 [doi]
• Supporting collaborative guided inquiry in a learning environment for biologyIris Tabak, William A. Sandoval, Brian K. Smith, Aggelici Agganis, Eric Baumgartner, Brian J. Reiser. 362-366 [doi]
• Supporting collaborative learning during information searchingMichael B. Twidale, David M. Nichols, Gareth Smith, Jonathan Trevor. 367-370 [doi]
• Cyber Bosnia: computer-mediated communications in a war zoneJames Walch. 375-379 [doi]
• Computer support for pupils collaborating: a case study on collisionsDenise Whitelock, Eileen Scanlon, Josie Taylor, Tim O'Shea. 380-384 [doi]
• An historical perspective on instructional design: is it time to exchange Skinner's teaching machine for Dewey's toolboxKarin M. Wiburg. 385-391 [doi]
• Designing for learnability (DesiL): an engine for informing the design of easy-to-learn microcomputer interfacesDonald J. Winiecki, Terence Ahern. 392-396 [doi]
• Collaboration and learning with Logo: does gender make a difference?Nicola Yelland. 397-401 [doi]
• Refining knowledge in a virtual community: a case-based collaborative project for preservice teachersYong Zhao, Keith Campbell. 402-405 [doi]