| From Cognitive Load Theory to Collaborative Cognitive Load Theory |
35 |
| When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research |
11 |
| Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning |
10 |
| Providing different types of group awareness information to guide collaborative learning |
10 |
| Challenges in online collaboration: effects of scripting shared task perceptions |
9 |
| What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations? |
6 |
| Orchestrating the emergence of conceptual learning: a case study in a geometry class |
6 |
| Learning to monitor and regulate collective thinking processes |
6 |
| Conceptualizing the designs of authentic computer-supported collaborative learning environments in schools |
6 |
| Learners' agency and CSCL technologies: towards an emancipatory perspective |
6 |
| Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups |
5 |
| Students' engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support |
5 |
| Using big data techniques for measuring productive friction in mass collaboration online environments |
5 |
| Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents |
5 |
| Learning through collaborative design of location-based games |
4 |
| Exploring college English language learners' self and social regulation of learning during wiki-supported collaborative reading activities |
4 |
| Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving |
4 |
| Rendering controversial socioscientific issues legible through digital mapping tools |
4 |
| One framework to rule them all? Carrying forward the conversation started by Wise and Schwarz |
3 |
| It is not either or: An initial investigation into combining collaborative and individual learning using an ITS |
3 |
| Imagining with improvised representations in CSCL environments |
3 |
| Why and how do middle school students exchange ideas during science inquiry? |
3 |
| Guiding collaborative revision of science explanations |
3 |
| Comparing effects of two collaboration scripts on learning activities for wiki-based environments |
2 |
| Instrumental genesis in the design studio |
2 |
| Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning |
2 |
| A handheld classroom dashboard: Teachers' perspectives on the use of real-time collaborative learning analytics |
2 |
| Multiple forms of regulation and coordination across levels in educational settings |
2 |
| The opportunities of networks of research-practice partnerships and why CSCL should not give up on large-scale educational change |
2 |
| Deliberative emotional talk |
2 |
| Are we together or not? The temporal interplay of monitoring, physiological arousal and physiological synchrony during a collaborative exam |
1 |
| Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going? |
1 |
| Towards a micro-ecological approach to CSCL |
1 |
| Community technology mapping: inscribing places when everything is on the move |
1 |
| Improving the quality of vocational students' collaboration and knowledge acquisition through instruction and joint reflection |
1 |
| Connecting levels of activity with classroom network technology |
1 |
| Cohesion in online environments |
1 |
