Table of Contents

• Interaction analysis of dual-interaction CSCL environmentsMurat Perit Çakir, Gerry Stahl. 3-12 [doi]
• Roles of initiators and interaction patterns: exploring an informal online community at the interpersonal planeGyeong Mi Heo, Alain Breuleux. 13-17 [doi]
• Inscriptions becoming representationsRichard Medina, Daniel D. Suthers, Ravi K. Vatrapu. 18-27 [doi]
• Students engaged in collaborative modelingPeter Reimann, Anindito Aditomo, Kate Thompson. 28-32 [doi]
• Collaborative learning through practices of group cognitionGerry Stahl. 33-42 [doi]
• Grassroots open, online, calculus help forumsCarla van de Sande. 43-47 [doi]
• Understanding and analyzing chat in CSCL as reading's workAlan Zemel, Murat Cakir, Gerry Stahl. 48-57 [doi]
• Tatiana: an environment to support the CSCL analysis processGregory Dyke, Kristine Lund, Jean-Jacques Girardot. 58-67 [doi]
• The needlework in evaluating a CSCL system: the evaluand oriented responsive evaluation modelIván M. Jorrín-Abellán, Robert E. Stake, Alejandra Martínez-Monés. 68-72 [doi]
• A model-based coding scheme to analyze students' organizationPatrice Moguel, Pierre Tchounikine, André Tricot. 73-77 [doi]
• Collaboration and abstract representations: towards predictive models based on raw speech and eye-tracking dataMarc-Antoine Nüssli, Patrick Jermann, Mirweis Sangin, Pierre Dillenbourg. 78-82 [doi]
• From meaning making to joint construction of knowledge practices and artefacts: a trialogical approach to CSCLSami Paavola, Kai Hakkarainen. 83-92 [doi]
• Knowledge and learning claims in blog conversations: a discourse analysis in social psychology (DASP) perspectiveTrena Paulus, Kathy Evans, Olivia Halic, Jessica Lester, Jonathan Taylor, Marsha Spence. 93-97 [doi]
• Using process mining to identify models of group decision making in chat dataPeter Reimann, Jimmy Frerejean, Kate Thompson. 98-107 [doi]
• Recognizing creative thinking in graphical e-discussions using artificial intelligence graph-matching techniquesRupert Wegerif, Bruce M. McLaren, Marian Chamrada, Oliver Scheuer, Nasser Mansour, Jan Miksatko. 108-112 [doi]
• Analyzing CSCL-mediated science argumentation: how different methods matterJennifer Yeo, Yew-Jin Lee, Aik-Ling Tan, Seng Chee Tan, Shawn Lum. 113-117 [doi]
• Learning as a practical achievement: an interactional perspectiveAlan Zemel, Murat Perit Çakir, Nan Zhou, Gerry Stahl. 118-122 [doi]
• Examining the relation between domain-related communication and collaborative inquiry learningAnjo Anjewierden, Hannie Gijlers, Bas Kollöffel, Nadira Saab, Robert de Hoog. 123-131 [doi]
• Online and face-to-face discussions in the classroom: a study on the experiences of 'active' and 'silent' studentsChrista S. C. Asterhan, Tammy Eisenmann. 132-136 [doi]
• Conceptual and procedural knowledge construction in computer supported collaborative learningBernhard Ertl. 137-141 [doi]
• Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environmentHuang-Yao Hong, Fei Ching Chen, Hsiu-Mei Chang, Calvin C. Y. Liao, Wen-Ching Chan. 142-150 [doi]
• Collaborative learning in virtual seminars: analyzing learning processes and learning outcomesBirgitta Kopp, Katharina Schnurer, Heinz Mandl. 151-160 [doi]
• The effects of corrected-errors in asynchronous video based lessons on task efficiencyAntonios Saravanos, Seungoh Paek, Jin Kuwata, Alexandra Saravanos. 161-164 [doi]
• Notational effects on use of collaboratively constructed representations during individual essay writingRavi K. Vatrapu, Daniel D. Suthers, Richard Medina. 165-169 [doi]
• How gender composition influences individual knowledge elaboration in CSCLNing Ding. 173-177 [doi]
• Procedural and conceptual knowledge acquisition in mathematics: where is collaboration helpful?Dejana Diziol, Nikol Rummel, Hans Spada. 178-187 [doi]
• Collaboration and knowledge integrationLibby Gerard, Erika Tate, Jennifer L. Chiu, Stephanie Corliss, Marcia C. Linn. 188-193 [doi]
• Collaborative scientific conceptual change: a framework for analyzing science learningLei Liu, Cindy E. Hmelo-Silver. 194-198 [doi]
• Failures and successes in collaborative inquiry: learning the physics of electricity with agent-based modelsSuneeta Pathak, Beaumie Kim, Michael J. Jacobson, Baohui Zhang. 199-203 [doi]
• Co-designing curricula to promote collaborative knowledge construction in secondary school scienceVanessa L. Peters, James D. Slotta. 204-213 [doi]
• Forums for preservice teachers' development: lessons learned from five years of researchNicole Clouet, Dominique Roué, Eric Bruillard. 214-218 [doi]
• Online discussion design on adult students' learning perceptions and patterns of online interactionsFengfeng Ke, Kui Xie. 219-226 [doi]
• When is collaborating with friends a good idea? insights from design educationHeidy Maldonado, Scott R. Klemmer, Roy D. Pea. 227-231 [doi]
• Sustaining collaborative knowledge construction in graduate-level education: examining design issuesHedieh Najafi, James D. Slotta. 232-236 [doi]
• Collaboration and the net generation: the changing characteristics of first year university studentsChristopher R. Jones 0002, Ruslan Ramanau. 237-241 [doi]
• How does students' motivation relate to peer-moderated online interactions?Kui Xie, Fengfeng Ke. 242-251 [doi]
• Relay race of practice: integrating technological tools into teaching and learning scenariosTammy Eisenmann, Baruch B. Schwarz, Reuma De Groot. 252-256 [doi]
• Towards design-based knowledge-building practices in teachingHuang-Yao Hong, Jianwei Zhang, Chewlee Teo, Marlene Scardamalia. 257-261 [doi]
• CSCL for teacher professional developmentBruno Poellhuber, Catherine Allen, Martine Chomienne. 262-266 [doi]
• Three years of teaching resource sharing by primary school teachers trainees on a CSCW platformSimon Jean. 267-271 [doi]
• Exploring the process of convergent adaptation in technology-based science curriculum constructionSusan A. Yoon, Lei Liu, Sao-Ee Goh. 272-281 [doi]
• Democratizing design: new challenges and opportunities for computer-supported collaborative learningGerhard Fischer. 282-286 [doi]
• The process of digital formalization in sociotechnical learning communities: needed or overloaded?Isa Jahnke. 287-291 [doi]
• A context for collaboration: institutions and the infrastructure for learningChris Jones. 292-296 [doi]
• Main functionalities of the knowledge practices environment (KPE) affording knowledge creation practices in educationMinna Lakkala, Sami Paavola, Kari Kosonen, Hanni Muukkonen, Merja Bauters, Hannu Markkanen. 297-306 [doi]
• Testing and validating frames for online organizationsLisa Scherff, Josie Prado, Nancy Robb Singer. 307-311 [doi]
• Integrating CMC and verbal discussions in students' collaborative learning in a F2F classroomWenli Chen, Chee-Kit Looi, Sini Tan. 315-319 [doi]
• Making classrooms socio-technical environments for supporting collaborative learning: the role of personal devices and boundary objectsChen-Chung Liu, Chen-Wei Chung, Shu-Yuan Tao. 320-324 [doi]
• What have you done! the role of 'interference' in tangible environments for supporting collaborative learningTaciana Pontual Falcão, Sara Price. 325-334 [doi]
• Around the table: are multiple-touch surfaces better than single-touch for children's collaborative interactions?Amanda Harris, Jochen Rick, Victoria Bonnett, Nicola Yuill, Rowanne Fleck, Paul Marshall, Yvonne Rogers. 335-344 [doi]
• Physical space and division of labor around a tabletop tangible simulationPatrick Jermann, Guillaume Zufferey, Bertrand Schneider, Aurélien Lucchi, Simon Lépine, Pierre Dillenbourg. 345-349 [doi]
• Exploring interactional moves in a CSCL environment for Chinese language learningChee-Kit Looi, Wenli Chen, Yun Wen. 350-359 [doi]
• Reducing dominance in multiple-mouse learning activitiesAndrea Moed, Owen Otto, Joyojeet Pal, Udai Singh Pawar, Matthew Kam, Kentaro Toyama. 360-364 [doi]
• Distributed weather net: wireless sensor network supported inquiry-based learningBen Chang, Hsue-Yie Wang, Chin-Shueh Chen, Jen-Kai Liang. 365-369 [doi]
• Constructing the face-to-face collaborative game-based interacted environment for portable devices in English vocabulary acquisitionHui-Chun Hung, Shelley Shwu-Ching Young, Chiu Pin Lin. 370-374 [doi]
• Designing opportunistic user interfaces to support a collaborative museum exhibitLeilah Lyons. 375-384 [doi]
• Research on knowledge practices with the contextual activity sampling systemHanni Muukkonen, Mikko Inkinen, Kari Kosonen, Kai Hakkarainen, Petri Vesikivi, Hanna Lachmann, Klas Karlgren. 385-394 [doi]
• From handheld collaborative tool to effective classroom module: embedding CSCL in a broader design frameworkJeremy Roschelle, Ken Rafanan, Gucci Estrella, Miguel Nussbaum, Susana Claro. 395-403 [doi]
• The spellbound ones: illuminating everyday collaborative gaming practices in a MMORPGUlrika Bennerstedt, Jonas Linderoth. 404-413 [doi]
• Supporting student engagement in simulation developmentKaterina Glezou, Maria Grigoriadou. 414-418 [doi]
• Generative conversations in game-based learningLai Har Judy Lee, Yam San Chee. 419-428 [doi]
• Designing the game-based environment to facilitate learners' interaction in performance-based learning by virtual petsCalvin C. Y. Liao, Zhi-Hong Chen, Tak-Wai Chan. 429-433 [doi]
• Why be a WikipedianHoda Baytiyeh, Jay Pfaffman. 434-443 [doi]
• Knowledge exchange as a motivational problem: results of an empirical research programUlrike Cress, Joachim Kimmerle. 444-453 [doi]
• Social networking and education: emerging research within CSCLChristine Greenhow. 454-458 [doi]
• Learning and knowledge building with social softwareJoachim Kimmerle, Johannes Moskaliuk, Ulrike Cress. 459-468 [doi]
• Does social software fit for all? examining students' profiles and activities in collaborative learning mediated by social softwareJari Laru, Piia Näykki, Sanna Järvelä. 469-473 [doi]
• Adaptation patterns in systems for scripted collaborationAnastasios Karakostas, Stavros N. Demetriadis. 477-481 [doi]
• Over-computing CSCL macro scripts? gaining flexibility by using WikiPlus instead of specialized tools for authoring macro scriptsBeat Döbeli Honegger, Michele Notari. 482-486 [doi]
• Analyzing the role of students' self-organization in a case of scripted collaborationPantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis Stamelos. 487-496 [doi]
• Human guidance of synchronous E-discussions: the effects of different moderation scripts on peer argumentationBaruch B. Schwarz, Christa S. C. Asterhan, Julia Gil. 497-506 [doi]
• Towards embedding assessment in CSCL scripts through selection and assembly of learning and assessment patternsEloy D. Villasclaras-Fernández, Davinia Hernández Leo, Juan I. Asensio-Pérez, Yannis A. Dimitriadis, Alejandra Martínez-Monés. 507-511 [doi]
• Sustainable script and scaffold development for collaboration on varying web content: the S-COL technological approachChristof Wecker, Karsten Stegmann, Florian Bernstein, Michael J. Huber, Georg Kalus, Sabine Rathmayer, Ingo Kollar, Frank Fischer. 512-516 [doi]
• Enhancing pair learning of pupils with cognitive disabilities: structural support with help of floor controlMartina Bientzle, Katrin Wodzicki, Andreas Lingnau, Ulrike Cress. 517-521 [doi]
• A practice scaffolding interactive platformJeppe Bundsgaard. 522-526 [doi]
• A technical framework to support implicit structured collaborationAndreas Lingnau, Martina Bientzle. 527-531 [doi]
• Representational scripting effects on group performanceBert Slof, Gijsbert Erkens, Paul A. Kirschner. 532-541 [doi]
• Is representational guidance culturally relative?Ravi K. Vatrapu, Daniel D. Suthers. 542-551 [doi]
• Beyond explicit feedback: new directions in adaptive collaborative learning supportErin Walker, Nikol Rummel, Kenneth R. Koedinger. 552-556 [doi]
• Negotiation-tools in CSCL-scenarios: do they have a valid use?Angela Carell, Thomas Herrmann. 557-566 [doi]
• Argumentation scheme and shared online diagramming in case-based collaborative learningJohn Dowell, Michael Tscholl, Thomas Gladisch, M. Asgari-Targhi. 567-575 [doi]
• Arguing on the computer in scientific and non-scientific domainsKalypso Iordanou, Deanna Kuhn. 576-585 [doi]
• The effects of task characteristics on online discussionRobert L. Jorczak. 586-595 [doi]
• Participation in knowledge building "revisited": reflective discussion and information design with advanced digital video technologyCarmen Zahn, Karsten Krauskopf, Friedrich W. Hesse, Roy Pea. 596-600 [doi]
• Studying the effect of interaction analysis indicators on students' selfregulation during asynchronous discussion learning activitiesTharrenos Bratitsis, Angelique Dimitracopoulou. 601-605 [doi]
• SCAN tools for collaborative learningJürgen Buder, Daniel Bodemer, Jessica Dehler, Tanja Engelmann. 606-615 [doi]
• Creating discussion threads graphs with AnagoraEmmanuel Giguet, Nadine Lucas. 616-620 [doi]
• Self-regulation in ACT: a case study in peer-assessment activitiesAgoritsa Gogoulou, Evangelia Gouli, Christos Tsakostas, Maria Grigoriadou. 621-625 [doi]
• The design of peer feedback and reflection tools in a CSCL environmentChris Phielix, Frans J. Prins, Paul A. Kirschner. 626-635 [doi]
• Working collaboratively in small groups supported by KnowCat system: incidence on self-regulated learning processesManoli Pifarré, Ruth Cobos. 636-640 [doi]
• Effects of a context awareness tool on students' cognition of their team-mates learning time in a distance learning project activityMargarida Romero, André Tricot, Claudette Mariné. 641-645 [doi]
• Effects of awareness support on moderating multiple parallel E-discussionsAstrid Wichmann, Adam Giemza, Ulrich Hoppe, Matthias Krauß. 646-650 [doi]
• V.S.P.O.W.: an innovative collaborative writing approach to improve Chinese as L2 pupils' linguistic skillsLung-Hsiang Wong, Chee-Kuen Chin, Wenli Chen, Ping Gao. 651-661 [doi]