Table of Contents

• Action context and target context representations: a case study on collaborative design learningHenrik Artman, Robert Ramberg, Hillevi Sundholm, Teresa Cerratto Pargman. 1-7 [doi]
• Coercing knowledge construction in collaborative learning environmentsPieter J. Beers, Paul A. Kirschner, Henny P. A. Boshuizen, Wim Gijselaers. 8-17 [doi]
• Improving the coordination of collaborative learning with process modelsAngela Carell, Thomas Herrmann, Andrea Kienle, Natalja Menold. 18-27 [doi]
• AGQ: a model of student question generation supported by one-on-one educational computingSung-Bin Chang, Hsien-Ming Huang, Kuan-Jung Tung, Tak-Wai Chan. 28-32 [doi]
• Effective discussions, social talks and learning: a paradox on learning in discussion forumsFei Ching Chen, Yu-Wei Lee, Hui Chen Chu, Hung Ren Wang, Huo-Ming Jiang. 33-42 [doi]
• Animal companions as motivators for teammates helping each other learnZhi-Hong Chen, Chih-Yueh Chou, Yi-Chan Deng, Tak-Wai Chan. 43-47 [doi]
• MatrixDesks: interactive computing desks toward one-on-two educational computing environmentsHercy N. H. Cheng, Yi-Chan Deng, Ben Chang, Tak-Wai Chan. 48-52 [doi]
• Problem-based learning online: multiple perspectives on collaborative knowledge constructionEllina Chernobilsky, Anandi Nagarajan, Cindy E. Hmelo-Silver. 53-62 [doi]
• A pilot study of computer supported learning by constructing instruction notes and peer expository instructionEmily Ching, Chih-Ti Chen, Chih-Yueh Chou, Yi-Chan Deng, Tak-Wai Chan. 63-67 [doi]
• Measuring motivation in collaborative inquiry-based learning contextsAngela Chow, Nancy Law. 68-75 [doi]
• Analyzing the quality of argumentation supported by personally-seeded discussionsDouglas B. Clark, Victor D. Sampson. 76-85 [doi]
• Why member portraits can undermine participationUlrike Cress. 86-90 [doi]
• ICT can recover collaborative tutorial conversation and position it within undergraduate curriculaCharles K. Crook. 91-95 [doi]
• Researching "collaborative knowledge building" in formal distance learning environmentsVanessa Paz Dennen, Trena M. Paulus. 96-104 [doi]
• Making a mesh of it: a STELLAR approach to teacher professional developmentSharon J. Derry, Cindy E. Hmelo-Silver, Anandi Nagarajan, Ellina Chernobilsky, Joan Feltovich, Brad Halfpap. 105-114 [doi]
• Designing collaborative learning systems: current trends & future research agendaAngelique Dimitracopoulou. 115-124 [doi]
• Supporting CSCL with automatic corpus analysis technologyPinar Donmez, Carolyn Penstein Rosé, Karsten Stegmann, Armin Weinberger, Frank Fischer. 125-134 [doi]
• A study of the foundations of artifact-mediated collaborationNathan Dwyer, Daniel D. Suthers. 135-144 [doi]
• Effects of an individual's prior knowledge on collaborative knowledge construction and individual learning outcomes in videoconferencingBernhard Ertl, Birgitta Kopp, Heinz Mandl. 145-154 [doi]
• The SENSE project: a context-inclusive approach to studying environmental science within and across schoolsDanae Stanton Fraser, Hilary Smith, Ella Tallyn, Dave Kirk, Steve Benford, Duncan Rowland, Mark Paxton, Sara Price, Geraldine Fitzpatrick. 155-159 [doi]
• No need to read messages right now: helping mediators to steer educational forums using statistical and visual informationMarco Aurélio Gerosa, Mariano Gomes Pimentel, Hugo Fuks, Carlos José Pereira de Lucena. 160-169 [doi]
• The role of floor control and of ontology in argumentative activities with discussion-based toolsAmnon Glassner, Baruch B. Schwarz. 170-179 [doi]
• ACT: a web-based adaptive communication toolAgoritsa Gogoulou, Evangelia Gouli, Maria Grigoriadou, Maria Samarakou. 180-189 [doi]
• The effects of electronic communication support on presence learning scenariosAndreas Harrer, Sam Zeini, Niels Pinkwart. 190-194 [doi]
• From parallel play to meshed interaction: the evolution of the eSTEP systemCindy E. Hmelo-Silver, Sharon J. Derry, David K. Woods, Matt DelMarcelle, Ellina Chernobilsky. 195-204 [doi]
• The shape of the elephant: scope and membership of the CSCL communityChristopher M. Hoadley. 205-210 [doi]
• Building bridges within learning communities through ontologies and "thematic objects"Ulrich Hoppe, Niels Pinkwart, Maria Oelinger, Sam Zeini, Felisa Verdejo, Beatriz Barros, José Ignacio Mayorga. 211-220 [doi]
• A new role for computer-mediated communication in engaging teacher learning within informal professional communitiesDiane Hui. 221-226 [doi]
• Preserving authenticity in CoLs and CoPs: proposing an agenda for CSCLDavid Hung. 227-231 [doi]
• V-share - video-based analysis and reflection of teaching experiences in (virtual) groupsPeter Huppertz, Ute Massler, Rolf Ploetzner. 232-236 [doi]
• CSCL - the next ten years: a view from EuropeChristopher R. Jones 0002, Lone Dirckinck-Holmfeld, Berner Lindström. 237-246 [doi]
• Design principles for online peer-evaluation: fostering objectivityYael Kali, Miky Ronen. 247-251 [doi]
• Problem solving as a complex, evolutionary activity: a methodological framework for analyzing problem-solving processes in a computer-supported collaborative environmentManu Kapur, John Voiklis, Charles K. Kinzer. 252-261 [doi]
• Our way to Taipei: an analysis of the first ten years of the CSCL communityAndrea Kienle, Martin Wessner. 262-271 [doi]
• Anonymity options and professional participation in an online community of practicePeter G. Kilner, Christopher M. Hoadley. 272-280 [doi]
• The evolution of the intellectual partnership with a cognitive tool in inquiry-based astronomy laboratoryBeaumie Kim, Kenneth E. Hay. 281-290 [doi]
• Review of computer-mediated collaborative concept mapping: implication for future researchBosung Kim, Chia-Chi Yang, I-Chun Tsai. 291-295 [doi]
• Weak guidance with "Look" functionality in handheld-based classroom activitiesKibum Kim, Deborah G. Tatar. 296-300 [doi]
• The effects of remote gesturing on distance instructionDavid S. Kirk, Danae Stanton Fraser. 301-310 [doi]
• Collaborative learning through augmented reality role playingEric Klopfer, Judy Perry, Kurt Squire, Ming-Fong Jan. 311-315 [doi]
• Mystery at the museum: a collaborative game for museum educationEric Klopfer, Judy Perry, Kurt Squire, Ming-Fong Jan, Constance Steinkuehler. 316-320 [doi]
• Progressive refinement of a CSCL-based lesson plan for improving student learning as knowledge building in the period for the integrated study321-330 [doi]
• Internal and external collaboration scripts in web-based science learning at schoolsIngo Kollar, Frank Fischer, James D. Slotta. 331-340 [doi]
• A cognitive tool in handheld devices for collaborative learning: comprehending procedural knowledge of the addition of common fractionsSiu Cheung Kong, Sau Yin Lam, Lam-for Kwok. 341-345 [doi]
• Arguing on the computerDeanna Kuhn, Wendy Goh. 346-352 [doi]
• A lightweight approach for flexible group management in the classroomMarkus Kuhn, Marc Jansen, Andreas Harrer, Ulrich Hoppe. 353-357 [doi]
• Information and communications technology and literacy developmentMary Lamon. 358-367 [doi]
• Language learning in a virtual classroom: synchronous methods, cultural exchangesDeborah K. LaPointe, Kerrin A. Barrett. 368-372 [doi]
• Assessing learning outcomes in CSCL settingsNancy Law. 373-377 [doi]
• Students assessing their own knowledge advances in a knowledge building environmentEddy Y. C. Lee, Carol K. K. Chan, Jan van Aalst. 378-387 [doi]
• Vulgar competence, ethnomethodological indifference and curricular designOskar Lindwall, Gustav Lymer. 388-397 [doi]
• How representation matters: comparing collaborative learning with alternative versions of hypermediaLei Liu, Cindy E. Hmelo-Silver, Surabhi Marathe. 398-402 [doi]
• A structured chat framework for distributed educational settingsJacques Lonchamp. 403-407 [doi]
• We learn better together: enhancing eLearning with emotional charactersHeidy Maldonado, Jong-Eun Roselyn Lee, Scott Brave, Clifford Nass, Hiroshi Nakajima, Ryota Yamada, Kimihiko Iwamura, Yasunori Morishima. 408-417 [doi]
• Cognitive tutoring of collaboration: developmental and empirical steps towards realizationBruce M. McLaren, Lars Bollen, Erin Walker, Andreas Harrer, Jonathan Sewall. 418-422 [doi]
• CSCL scripts: modelling features and potential useYongwu Miao, Kay Hoeksema, Heinz Ulrich Hoppe, Andreas Harrer. 423-432 [doi]
• An experimental study on collaborative scientific activities with an actual/imaginary partnerKazuhisa Miwa, Yoshie Baba, Hitoshi Terai. 433-439 [doi]
• Promotion of self-assessment for learners in online discussion using the visualization softwareToshio Mochizuki, Hiroshi Kato, Kazaru Yaegashi, Tomoko Nagata, Toshihisa Nishimori, Shinichi Hisamatsu, Satoru Fujitani, Jun Nakahara, Mariko Suzuki. 440-449 [doi]
• Designing for constructionist web-based knowledge buildingYishay Mor, Jakob Tholander, Jesper Holmberg. 450-459 [doi]
• Explicit referencing in chat supports collaborative learningMartin Mühlpfordt, Martin Wessner. 460-469 [doi]
• iTree: does the mobile phone encourage learners to be more involved in collaborative learning?Jun Nakahara, Shinichi Hisamatsu, Kazaru Yaegashi, Yuhei Yamauchi. 470-478 [doi]
• From CSCL classroom to real-world settings through project-based learningNaoko Osada, Naomi Miyake. 479-483 [doi]
• Collaborative scaffolding in synchronous environment: congruity and antagonism of tutor/student facilitation actsKai Pata, Tago Sarapuu, Raymond Archee. 484-493 [doi]
• Assessment of collaboration in online coursesMariano Gomes Pimentel, Marco Aurélio Gerosa, Hugo Fuks, Carlos José Pereira de Lucena. 494-498 [doi]
• Mediated chat development process: avoiding chat confusion on educational debatesMariano Gomes Pimentel, Hugo Fuks, Carlos José Pereira de Lucena. 499-503 [doi]
• Computer-supported collaboration in a scripted 3-D game environmentRaija Hämäläinen, Päivi Häkkinen, Sanna Järvelä, Tony Manninen. 504-508 [doi]
• Mining learning groups' activities in forum-type toolsPablo Reyes, Pierre Tchounikine. 509-513 [doi]
• Establishing communities of practice among students and start-up companiesMarkus Rohde, Ralf Klamma, Volker Wulf. 514-519 [doi]
• Towards a design framework for mobile computer-supported collaborative learningJeremy Roschelle, Ricardo Rosas, Miguel Nussbaum. 520-524 [doi]
• Implementing online collaborative professional development for innovative educatorsDonna L. Russell, Art Schneiderheinze. 525-533 [doi]
• Local and distributed interaction in a collaborative knowledge building scenarioKurt Rysjedal, Barbara Wasson. 534-540 [doi]
• Supporting collaborative discovery learning by presenting a toolNadira Saab, Wouter R. van Joolingen. 541-546 [doi]
• Experiences with interactive lectures: considerations from the perspective of educational psychology and computer scienceNicolai Scheele, Anja Wessels, Wolfgang Effelsberg, Manfred Hofer, Stefan Fries. 547-556 [doi]
• The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groupsTammy Schellens, Hilde van Keer, Martin Valcke, Bram de Wever. 557-566 [doi]
• A new direction for log file analysis in CSCL: experiences with a spatio-temporal metricTill Schümmer, Jan-Willem Strijbos, Thomas Berkel. 567-576 [doi]
• Teaching distributed software development with the project methodTill Schümmer, Stephan Lukosch, Jörg M. Haake. 577-586 [doi]
• Non-linear dynamical development of CSCL communitiesLi Sha, Jan van Aalst. 587-591 [doi]
• all CSL is CL: distributed mind and the future of computer supported collaborative learningDavid Williamson Shaffer, Katherine A. Clinton. 592-601 [doi]
• Fostering social presence in asynchronous online class discussionsLifang Shih, Karen Swan. 602-606 [doi]
• Instructional methods for CSCL: review of case studiesHyo-Jeong So, Bosung Kim. 607-616 [doi]
• Understanding computer mediated social experience: implications for CSCL617-621 [doi]
• A new method to assess the quality of collaborative process in CSCLHans Spada, Anne Meier, Nikol Rummel, Sabine Hauser. 622-631 [doi]
• Group cognition: the collaborative locus of agency in CSCLGerry Stahl. 632-640 [doi]
• How can we use hypervideo design projects to construct knowledge in university courses?Elmar Stahl, Carmen Zahn, Matthias Finke. 641-646 [doi]
• Functional versus spontaneous roles during CSCLJan-Willem Strijbos, Maarten De Laat, Rob L. Martens, Wim M. G. Jochems. 647-656 [doi]
• Identifying peer interaction patterns and related variables in community-based learningHeejeon Suh, Myunghee Kang, Kyungae Moon, Howook Jang. 657-661 [doi]
• Technology affordances for intersubjective learning: a thematic agenda for CSCLDaniel D. Suthers. 662-671 [doi]
• Using paper to support collaboration in educational activitiesElla Tallyn, David Frohlich, Nadja Linketscher, Beat Signer, Guy Adams. 672-676 [doi]
• A heterogeneous animated platform for educational participatory simulationsBill Tomlinson. 677-681 [doi]
• The effect of video-augmented chat on collaborative learning with casesMichael Tscholl, John D. McCarthy, Jeremiah Scholl. 682-686 [doi]
• CSC: computer supported collaborative work, learning, and playMichael B. Twidale, Christine Wang, D. Michelle Hinn. 687-696 [doi]
• Exploring collaborative aspects of knowledge building through collaborative summary notesJan van Aalst, John Kamimura, Carol K. K. Chan. 697-706 [doi]
• Towards a dialogic understanding of the relationship between CSCL and teaching thinking skillsRupert Wegerif. 707-716 [doi]
• Computer-supported collaborative learning in higher education: scripts for argumentative knowledge construction in distributed groupsArmin Weinberger, Frank Fischer, Karsten Stegmann. 717-726 [doi]
• Macroscopic study of the social networks formed in web-based discussion forumsYau-yuen Yeung. 727-731 [doi]
• Story-lines: a case study of online learning using narrative analysisJoyce Yukawa. 732-736 [doi]
• Advanced digital video technologies to support collaborative learning in school education and beyondCarmen Zahn, Friedrich W. Hesse, Matthias Finke, Roy Pea, Michael Mills, Joseph Rosen. 737-742 [doi]
• Usability as an interactional resource: deictic management of scene formulationAlan Zemel, Timothy Koschmann, Curtis LeBaron, Paul J. Feltovich. 743-752 [doi]
• Texts-in-interaction: collaborative problem-solving in quasi-synchronous computer-mediated communicationAlan Zemel. 753-757 [doi]
• Analyzing and supporting collaboration in cooperative computer-mediated communicationJörg Zumbach, Jochen Schönemann, Peter Reimann. 758-767 [doi]