Volume 1, Number 1, March 2006

ijCSCL—a journal for research in CSCL
Gerry Stahl & Friedrich Hesse
3-7
The CSCL community in its first decade: Development, continuity, connectivity
Andrea Kienle & Martin Wessner (Germany)
9-33
A relational, indirect and meso level approach to CSCL design in the next decade
Chris Jones (UK), Lone Dirckinck-Holmfeld (Denmark), & Berner Lindström (Sweden)
35-56
Student assessing their own collaborative knowledge building
Eddy Y. C. Lee (China), Carol K. K. Chan (China), & Jan van Aalst (Canada)
57-87
Situating CoWeb: A scholarship of application
Jochen Rick & Mark Guzdial (US)
89-115
R-U-Typing-2-Me? Evolving a chat tool to increase understanding in learning activities
Hugo Fuks, Mariano Pimentel, & Carlos José Pereira de Lucena (Brazil)
117-142
A dialogical understanding of the relationship between CSCL and teaching thinking skills
Rupert Wegerif (UK)
143-157

Volume 1, Number 2, June 2006

Building knowledge in the classroom, building knowledge in the CSCL community
Gerry Stahl & Friedrich Hesse
163-165
Approaching institutional context: Systemic versus dialogic research in CSCL
Hans Christian Arnseth & Sten Ludvigsen (Norway)
167-185
Collaborative knowledge building using the Design Principles Database
Yael Kali (Israel)
187-201
Co-reflection in online learning: Collaborative critical thinking as narrative
Joyce Yukawa (US)
203-228
Knowledge-building activity structures in Japanese elementary science pedagogy
Jun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Makiko Takenaka, Tomakazu Yamamoto, Etsuji Yamaguchi & Hayashi Nakayama (Japan)
229-246
Supporting synchronous collaborative learning: A generic multi-dimensional model
Jacques Lonchamp (France)
247-276
Errata
Students assessing their own collaborative knowledge building
Eddy Y. C. Lee (China), Carol K. K. Chan (China), & Jan van Aalst (Canada)
227-307

Volume 1, Number 3, September 2006

Focusing on participation in group meaning making
Gerry Stahl & Friedrich Hesse
311-313
Technology affordances for intersubjective meaning making: A research agenda for CSCL
Daniel D. Suthers (US)
315-337
The affordance of anchored discussion for the collaborative processing of academic texts
Jakko van der Pol, W. Admiraal & P. R. J. Simons (Netherlands)
339-357
Code talk: Student discourse and participation with networked handhelds
Tobin White (US)
359-382
Studying participation networks in collaboration using mixed methods
Alejandra Martínez, Jose Marcos, Yannis Dimitriadis, Eduardo Gomez-Sanchez, Bartolome Rubia-Avi, Ivan Jorrin-Abellan & Jose A. Marcos (Spain)
383-408

Volume 1, Number 4, December 2006

Social practices of computer-supported collaborative learning
Gerry Stahl & Friedrich Hesse
409-412
From dialogue to monologue and back: Middle spaces in computer-mediated learning
Noel Enyedy & Christopher M. Hoadley (US)
413-439
Knowledge building in mathematics: Supporting collaborative learning in pattern problems
Joan Moss & Ruth Anne Beatty (US)
441-465
Electronic (re)constitution of groups: Group dynamics from face-to-face to an online setting
Lynn Clouder, Jayne Dalley, Julian Hargreaves, Sally Parkes, Julie Sellars & Jane Toms (UK)
467-480
Consistent practices in artifact-mediated collaboration
Nathan Dwyer & Daniel D. Suthers (US)
481-511

Volume 2, Number 1, March 2007

Welcome to the future: ijCSCL volume 2
Gerry Stahl & Friedrich Hesse
1-8
Community-based learning: The core competency of residential, research-based universities
Gerhard Fischer (US), Markus Rohde & Volker Wulf (Germany)
9-40
Patterns as a paradigm for theory in community-based learning
John M.Carroll & Umer Farooq (US)
41-62
A rating scheme for assessing the quality of computer-supported collaboration processes
Anne Meier, Hans Spada & Nikol Rummel (Germany)
63-86
Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for social network analysis
Maarten De Laat & Victor Lally, Lasse Lipponen & Robert-Jan Simons (Netherlands & Finland)
87-103
Barriers to online critical discourse
Liam Rourke & Heather Kanuka (Singapore)
105-126

Volume 2, Number 2 & 3, September 2007

A double issue for CSCL 2007
Gerry Stahl, Daniel D. Suthers & Friedrich Hesse
127-131

Contextual perspective in analyzing collaborative knowledge construction of two small groups in web-based discussion
Maarit Arvaja (Finland)
133-158
Supporting collaborative learning and problem solving in a constraint-based CSCL environment for UML class diagrams
Nilufar Baghaei, Antonija Mitrovic & Warwick Irwin (New Zealand)
159-190
Dealing with multiple documents on the WWW: The role of meta-cognition in the formation of documents models
Marc Stadtler & Rainer Bromme (Germany)
191-210
Specifying computer-supported collaboration scripts
Lars Kobbe, Armin Weinberger, Pierre Dillenbourg, Andreas Harrer, Raija Hämäläinen, Päivi Häkkinen, & Frank Fischer (Germany, Switzerland, Finland)
211-224
Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?
Tammy Schellens, Hilde Van Keer, Bram De Wever & Martin Valcke (Belgium)
225-246
Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo
Nathalie Muller Mirza, Valérie Tartas, Anne-Nelly Perret-Clermont & Jean-François De Pietro (Switzerland, France)
247-272
How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?
Kristine Lund, Gaëlle Molinari, Arnauld Séjourné & Michael Baker (France, Switzerland)
273-295
Argumentation in a changing world
Baruch B. Schwarz & Reuma De Groot (Israel)
297-313
Rainbow: A framework for analyzing computer-mediated pedagogical debates
Michael Baker, Jerry Andriessen, Kristine Lund, Marie van Amelsvoort & Matthieu Quignard (France, Netherlands)
315-357

Volume 2, Number 4, December 2007

CSCL and its flash themes
Gerry Stahl
359-362
Using activity-oriented design methods to study collaborative knowledge building in e-learning courses within higher education
Christine Greenhow & Brad Belbas (US)
363-391
Future Technology Workshop: A collaborative method for the design of new learning technologies and activities
Giasemi N. Vavoula & Mike Sharples (UK)
393-419
Facilitating argumentative knowledge construction with computer-supported collaboration scripts
Karsten Stegmann, Armin Weinberger & Frank Fischer (Germany)
421-447
The role of floor control and of ontology in argumentative activities with discussion-based tools
Baruch B. Schwarz & Amnon Glassner (Israel)
449-478
Putting the pieces together: Online Argumentation Vee Diagrams enhance thinking during discussion
E. Michael Nussbaum, Denise L. Winsor, Yvette M. Aqui & Anne M. Poliquin (US)
479-500

Volume 3, Number 1, March 2008

The many levels of CSCL
Gerry Stahl & Friedrich Hesse
1-4
The mechanics of CSCL macro scripts
Pierre Dillenbourg & Fabrice Hong (Switzerland)
5-23
What does it mean? Students' procedural and conceptual problem solving in a CSCL environment designed within the field of science education
Ingeborg Krange & Sten Ludvigsen (Norway)
25-51
A community of practice among tutors enabling student participation in a seminar preparation
Bernhard Nett (Germany)
53-67
The need for considering multilevel analysis in CSCL research—An appeal for the use of more advanced statistical methods
Ulrike Cress (Germany)
69-84
Group awareness and self-presentation in computer-supported information exchange
Joachim Kimmerle & Ulrike Cress (Germany)
85-97

Volume 3, Number 2, June 2008

The strength of the lone wolf
Gerry Stahl
99-103
A systemic and cognitive view on collaborative knowledge building with wikis
Ulrike Cress & Joachim Kimmerle (Germany)
105-122
Supporting controversial CSCL discussion with augmented group awareness tools
Jürgen Buder & Daniel Bodemer (Germany)
123-139
Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies
Joanna Wolfe (US)
141-164
Appropriation of a shared workspace: Organizing principles and their application
Maarten Overdijk & Wouter van Diggelen (Netherlands)
165-192
Operationalizing macro-scripts in CSCL technological settings
Pierre Tchounikine (France)
193-233

Volume 3, Number 3, September 2008

Explorations of participation in discourse
Gerry Stahl * Friedrich Hesse
235-236
Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in CSCL
Carolyn Rosé * Yi-Chia Wang * Yue Cui * Jaime Arguello * Karsten Stegmann * Armin Weinberger * Frank Fischer (US, Germany)
237-271
Context-oriented communication and the design of computer-supported discursive learning
Thomas Herrmann * Andrea Kienle (Germany)
273-299
Cultural practices in networked classroom learning environments
Nancy Ares (US)
301-326
The effect of a script and a structured interface in grounding discussions
Judith Schoonenboom (Netherlands)
327-341
Supporting students' participation in authentic proof activities in CSCL environments
Diler Oner (Turkey)
343-359
Book review: Exploring thinking as communicating in CSCL
Gerry Stahl (US)
361-368

Volume 3, Number 4, December 2008

CSCL practices
Gerry Stahl * Friedrich Hesse
369-372
Leveraging online communities in fostering adaptive schools
David Hung * Kenneth Y. T. Lim * Der-Thanq Victor Chen * Thiam Seng Koh (Singapore)
373-386
The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation
Andreas Lund * Ingvill Rasmussen (Norway)
387-412
Exploring embedded guidance and self-efficacy in educational multi-user virtual environments
Brian C. Nelson * Diane Jass Ketelhut (US)
413-427
Alternative goal structures for computer game-based learning
Fengfeng Ke (US)
429-445
Automatic coding of dialog acts in collaboration protocols
Gijsbert Erkens * Jeroen Janssen (Netherlands)
447-470

Volume 4, Number 1, March 2009

Yes we can!
Gerry Stahl
1-4
The pedagogical challenges to collaborative technologies
Diana Laurillard (UK)
5-20
Productive failure in CSCL groups
Manu Kapur (Singapore) * Charles Kinzer (US)
21-46
A connective ethnography of peer knowledge sharing and diffusion in a tween virtual world
Deborah Fields * Yasmin Kafai (US)
47-68
Learning to collaborate while being scripted or by observing a model
Nikol Rummel * Hans Spada * Sabine Hauser (Germany)
69-92
The power of natural frameworks: Technology and the question of agency in CSCL settings
Annika Lantz-Andersson (Sweden)
93-107

Volume 4, Number 2, June 2009

Practice perspectives in CSCL
Gerry Stahl * Friedrich Hesse
109-114
The joint organization of interaction within a multimodal CSCL medium
Murat Cakir * Alan Zemel * Gerry Stahl (US)
115-149
Affordances revisited: Articulating a Merleau-Pontian view
Nina Bonderup Dohn (Denmark)
151-170
Genre and CSCL: The form and rhetoric of the online posting
Norm Friesen (US)
171-185
Exploring metaskills of knowledge-creating inquiry in higher education
Hanni Muukkonen * Minna Lakkala (Finland)
187-211
Knowledge-practice perspective on technology-mediated learning
Kai Hakkarainen (Finland)
213-231

Volume 4, Number 3, September 2009

Classical dialogs in CSCL
Gerry Stahl * Friedrich Hesse
233-237
Time is precious: Variable- and event-centred approaches to process analysis in CSCL research
Peter Reimann (Australia)
239-257
Distinguishing knowledge sharing, knowledge construction, and knowledge creation discourses
Jan van Aalst (China)
259-287
A three-level analysis of collaborative learning in dual interaction spaces
Jacques Lonchamp (France)
289-317
Collaborative corrections with spelling control: Digital resources and peer assistance
Asta Cekaite (Sweden)
319-341
Web 2.0: Inherent tensions and evident challenges for education
Nina Bonderup Dohn (Denmark)
343-363

Volume 4, Number 4, December 2009

Paradigms of shared knowledge
Gerry Stahl * Friedrich Hesse
365-369
Wikis to support the "collaborative" part of collaborative learning
Johann A. Larusson * Richard Alterman (USA)
371-402
Earth science learning in SMALLab: A design experiment for mixed reality
David Birchfield * Colleen Megowan-Romanowicz (USA)
403-421
Contrasting the use of tools for presentation and critique: Some cases from architectural education
Gustav Lymer * Jonas Ivarsson * Oskar Lindwall (Sweden)
423-444
An ontology engineering approach to the realization of theory-driven group formation
Seiji Isotani * Akiko Inaba * Mitsuru Ikeda * Riichiro Mizoguchi (Japan)
445-478