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Computers & Education

December 2003 Volume 41, Number 4

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Table of Contents

Number of articles: 6

  1. Authority and convergence in collaborative learning

    Teresa Hübscher-Younger & N.Hari Narayanan

    Teachers and students have established social roles, norms and conventions when they encounter Computer-Supported Collaborative Learning (CSCL) systems in the classroom. Authority, a major force in... More

    pp. 313-334

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  2. Comparing the roles of representations in face-to-face and online computer supported collaborative learning

    Daniel D. Suthers, Christopher D. Hundhausen & Laura E. Girardeau

    This paper reports an empirical study comparing the role of discourse and knowledge representations (graphical evidence mapping) in face-to-face versus synchronous online collaborative learning.... More

    pp. 335-351

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  3. Combining qualitative evaluation and social network analysis for the study of classroom social interactions

    A. Martı́nez, Y. Dimitriadis, B. Rubia, E. Gómez & P. de la Fuente

    Studying and evaluating real experiences that promote active and collaborative learning is a crucial field in CSCL. Major issues that remain unsolved deal with the merging of qualitative and... More

    pp. 353-368

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  4. Tracing success: graphical methods for analysing successful collaborative problem solving

    Richard Joiner & Kim Issroff

    The aim of this paper is to evaluate the use of trace diagrams for analysing collaborative problem solving. The paper describes a study where trace diagrams were used to analyse joint navigation in... More

    pp. 369-378

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  5. Between the lines: documenting the multiple dimensions of computer-supported collaborations

    Rosemary Luckin

    This paper discusses the development of a documentation technique for collaborative interactions. We describe the original version of the technique as used for a single learner collaborating with a... More

    pp. 379-396

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  6. Analyzing collaborative knowledge construction: multiple methods for integrated understanding

    Cindy E. Hmelo-Silver

    Documenting collaborative knowledge construction is critical for research in computer-supported collaborative learning. Because this is a multifaceted phenomenon, mixed methods are necessary to... More

    pp. 397-420

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