-
1
-
-
0001854324
-
The impact of VMC on collaborative problem solving: An analysis of task performance, communicative process, and user satisfaction
-
K. E. Finn, A. J. Sellen, & S. Wilbur Eds, Mahwah, NJ: Erlbaum
-
Anderson, A. H., O'Malley, C., Doherty Sneddon, G., Langten, S., Newlands, A., Mullin, J., Fleming, A. M., & Van der Velden, J. (1997). The impact of VMC on collaborative problem solving: An analysis of task performance, communicative process, and user satisfaction. In K. E. Finn, A. J. Sellen, & S. Wilbur (Eds.), Video mediated communication (pp. 133-155). Mahwah, NJ: Erlbaum.
-
(1997)
Video mediated communication
, pp. 133-155
-
-
Anderson, A.H.1
O'Malley, C.2
Doherty Sneddon, G.3
Langten, S.4
Newlands, A.5
Mullin, J.6
Fleming, A.M.7
Van der Velden, J.8
-
2
-
-
0002624590
-
Controlling the intelligibility of referring expressions in dialogue
-
Bard, E. G., Anderson, A. H., Sotillo, C., Aylett, M., Doherty Sneddon, G., & Newlands, A. (2000). Controlling the intelligibility of referring expressions in dialogue. Journal of Memory and Language, 42(1), 1-22.
-
(2000)
Journal of Memory and Language
, vol.42
, Issue.1
, pp. 1-22
-
-
Bard, E.G.1
Anderson, A.H.2
Sotillo, C.3
Aylett, M.4
Doherty Sneddon, G.5
Newlands, A.6
-
4
-
-
0442299502
-
Effects of structural schema training and text organization on expository prose processing
-
Brooks, L. W., & Dansereau, D. F. (1983). Effects of structural schema training and text organization on expository prose processing. Journal of Educational Psychology, 75, 811-820.
-
(1983)
Journal of Educational Psychology
, vol.75
, pp. 811-820
-
-
Brooks, L.W.1
Dansereau, D.F.2
-
6
-
-
0001927247
-
Grounding in communication
-
L. B. Resnick Ed, Washington, DC: American Psychological Association
-
Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick (Ed.), Perspectives on socially shared cognition (pp. 127-149). Washington, DC: American Psychological Association.
-
(1991)
Perspectives on socially shared cognition
, pp. 127-149
-
-
Clark, H.H.1
Brennan, S.E.2
-
7
-
-
34547411020
-
-
De Corte, E. (2003). Designing learning environments that foster the productive use, acquired knowledge, and skills. In E. De Corte, L. Verschaffel, N. Entwistle, & J. J. G. v. Merrienboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 21.-33). Amsterdam: Pergamon.
-
De Corte, E. (2003). Designing learning environments that foster the productive use, acquired knowledge, and skills. In E. De Corte, L. Verschaffel, N. Entwistle, & J. J. G. v. Merrienboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 21.-33). Amsterdam: Pergamon.
-
-
-
-
8
-
-
34547422944
-
-
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL? (pp. 61-91). Heerlen: Open Universiteit Nederland.
-
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL? (pp. 61-91). Heerlen: Open Universiteit Nederland.
-
-
-
-
9
-
-
32644446542
-
Sharing solutions: Persistence and grounding in multimodal collaborative problem solving
-
Dillenbourg, P., & Traum, D. (2006). Sharing solutions: persistence and grounding in multimodal collaborative problem solving. Journal of the Learning Sciences, 15(1), 121-151.
-
(2006)
Journal of the Learning Sciences
, vol.15
, Issue.1
, pp. 121-151
-
-
Dillenbourg, P.1
Traum, D.2
-
10
-
-
0001083716
-
Information enforcement and learning with interactive graphical systems
-
Dobson, M. (1999). Information enforcement and learning with interactive graphical systems. Learning and Instruction, 9(4), 365-390.
-
(1999)
Learning and Instruction
, vol.9
, Issue.4
, pp. 365-390
-
-
Dobson, M.1
-
11
-
-
33646861662
-
Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments
-
Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers & Education, 47(3), 298-315.
-
(2006)
Computers & Education
, vol.47
, Issue.3
, pp. 298-315
-
-
Ertl, B.1
Fischer, F.2
Mandl, H.3
-
12
-
-
84858405537
-
Effects of an individual's prior knowledge on collaborative knowledge construction and individual learning outcomes in videoconferencing
-
T. Koschmann, D. Suthers, & C. Chan Eds, Mahwah, NJ: Lawrence Erlbaum Associates
-
Ertl, B., Kopp, B., & Mandl, H. (2005). Effects of an individual's prior knowledge on collaborative knowledge construction and individual learning outcomes in videoconferencing. In T. Koschmann, D. Suthers, & C. Chan (Eds.), Computer supported collaborative learning 2005: the next 10years! (pp. 145-154). Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2005)
Computer supported collaborative learning 2005: The next 10years
, pp. 145-154
-
-
Ertl, B.1
Kopp, B.2
Mandl, H.3
-
13
-
-
34547488027
-
Fostering collaborative learning in videoconferencing: The influence of content schemes and collaboration scripts on collaboration outcomes and individual learning outcomes
-
Ertl, B., Reiserer, M., & Mandl, H. (2005). Fostering collaborative learning in videoconferencing: The influence of content schemes and collaboration scripts on collaboration outcomes and individual learning outcomes. Education, Communication & Information, 5(2), 147-166.
-
(2005)
Education, Communication & Information
, vol.5
, Issue.2
, pp. 147-166
-
-
Ertl, B.1
Reiserer, M.2
Mandl, H.3
-
14
-
-
33646867337
-
Kooperatives Lernen mit Videokonferenzen: Gemeinsame Wissenskonstruktion und individueller Lernerfolg [Collaborative learning in videoconferencing. Collaborative knowledge construction and individual learning outcomes]
-
Fischer, F., Brunn, J., Gräsel, C., & Mandl, H. (2000). Kooperatives Lernen mit Videokonferenzen: Gemeinsame Wissenskonstruktion und individueller Lernerfolg [Collaborative learning in videoconferencing. Collaborative knowledge construction and individual learning outcomes]. Kognitionswissenschaft, 9, 5-16.
-
(2000)
Kognitionswissenschaft
, vol.9
, pp. 5-16
-
-
Fischer, F.1
Brunn, J.2
Gräsel, C.3
Mandl, H.4
-
15
-
-
0036175599
-
Fostering collaborative knowledge construction with visualization tools
-
Fischer, F., Brunn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213-232.
-
(2002)
Learning and Instruction
, vol.12
, pp. 213-232
-
-
Fischer, F.1
Brunn, J.2
Gräsel, C.3
Mandl, H.4
-
16
-
-
34547485533
-
-
Fund, Z. (2002). Cognitive support in computerized science problem solving: Eliciting external representation and improving search strategies. In P. Brna, M. Baker, K. Stenning, & A. Tiberghien (Eds.), The role of communication in learning to model (pp. 127-154). Mahwah, NJ: Lawrence Erlbaum Associates.
-
Fund, Z. (2002). Cognitive support in computerized science problem solving: Eliciting external representation and improving search strategies. In P. Brna, M. Baker, K. Stenning, & A. Tiberghien (Eds.), The role of communication in learning to model (pp. 127-154). Mahwah, NJ: Lawrence Erlbaum Associates.
-
-
-
-
17
-
-
19744370205
-
Effects of problem-based learning: A meta-analysis from the angle of the assessment
-
Gijbels, D., Dochy, F., van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of the assessment. Review of Educational Research, 75, 27-61.
-
(2005)
Review of Educational Research
, vol.75
, pp. 27-61
-
-
Gijbels, D.1
Dochy, F.2
van den Bossche, P.3
Segers, M.4
-
18
-
-
85128251905
-
Identifying the organization of writing process
-
L. W. Gregg & E. R. Steinberg Eds, Hillsdale, NJ: Erlbaum
-
Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing process. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
-
(1980)
Cognitive processes in writing
, pp. 3-30
-
-
Hayes, J.R.1
Flower, L.S.2
-
20
-
-
0002866898
-
Implications of current research on cooperative interaction for classroom application
-
R. Hertz-Lazarowitz Ed, New York: Cambridge University Press
-
Hertz-Lazarowitz, R., Kirkus, V. B., & Miller, N. (1992). Implications of current research on cooperative interaction for classroom application. In R. Hertz-Lazarowitz (Ed.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 253-280). New York: Cambridge University Press.
-
(1992)
Interaction in cooperative groups: The theoretical anatomy of group learning
, pp. 253-280
-
-
Hertz-Lazarowitz, R.1
Kirkus, V.B.2
Miller, N.3
-
21
-
-
0040484229
-
The negotiation of dialogue focus: An investigation of dialogue processes in joint planning in a computer based task
-
C. O'Malley Ed, Berlin: Springer
-
Joiner, R. (1995). The negotiation of dialogue focus: An investigation of dialogue processes in joint planning in a computer based task. In C. O'Malley (Ed.), Computer supported collaborative learning, (pp. 203-222). Berlin: Springer.
-
(1995)
Computer supported collaborative learning
, pp. 203-222
-
-
Joiner, R.1
-
22
-
-
0001743681
-
The processes of causal attribution
-
Kelley, H. H. (1973). The processes of causal attribution. American Psychologist, 28, 107-128.
-
(1973)
American Psychologist
, vol.28
, pp. 107-128
-
-
Kelley, H.H.1
-
23
-
-
0006302238
-
Representation and transfer in problem solving
-
D. Klahr & K. Kotovsky Eds, Hillsdale, NJ: Erlbaum
-
Kotovsky, K., & Fallside, D. (1989). Representation and transfer in problem solving. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 69-108). Hillsdale, NJ: Erlbaum.
-
(1989)
Complex information processing: The impact of Herbert A. Simon
, pp. 69-108
-
-
Kotovsky, K.1
Fallside, D.2
-
24
-
-
0000347046
-
Why are some problems hard? Evidence from Tower of Hanoi
-
Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, 248-294.
-
(1985)
Cognitive Psychology
, vol.17
, pp. 248-294
-
-
Kotovsky, K.1
Hayes, J.R.2
Simon, H.A.3
-
25
-
-
0002748783
-
Display-based problem solving
-
D. Klahr & K. Kotovsky Eds, Hillsdale, NJ: Erlbaum
-
Larkin, J. H. (1989). Display-based problem solving. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 319-341). Hillsdale, NJ: Erlbaum.
-
(1989)
Complex information processing: The impact of Herbert A. Simon
, pp. 319-341
-
-
Larkin, J.H.1
-
27
-
-
34547466293
-
Computer support for collaborative learning environments
-
L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou Eds, Amsterdam: Elsevier
-
Mandl, H., Ertl, B., & Kopp, B. (2006). Computer support for collaborative learning environments. In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou (Eds.), Instructional psychology: Past, present and future trends: Fifteen essays in honor of Erik De Corte (pp. 223-237). Amsterdam: Elsevier.
-
(2006)
Instructional psychology: Past, present and future trends: Fifteen essays in honor of Erik De Corte
, pp. 223-237
-
-
Mandl, H.1
Ertl, B.2
Kopp, B.3
-
28
-
-
0003781450
-
-
New York: Cambridge University Press
-
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
-
(2001)
Multimedia learning
-
-
Mayer, R.E.1
-
30
-
-
0027736668
-
Conversations over video conferences: An evaluation of the spoken aspects of video-mediated communication
-
O'Connaill, B., Whittaker, S., & Wilbur, S. (1993). Conversations over video conferences: An evaluation of the spoken aspects of video-mediated communication. Human Computer Interaction, 8, 389-428.
-
(1993)
Human Computer Interaction, 8
, pp. 389-428
-
-
O'Connaill, B.1
Whittaker, S.2
Wilbur, S.3
-
31
-
-
0002646784
-
Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance
-
R. Hertz-Lazarowitz & N. Miller Eds, New York: Cambridge University Press
-
O'Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interactions in cooperative groups. The theoretical anatomy of group learning (pp. 120-141). New York: Cambridge University Press.
-
(1992)
Interactions in cooperative groups. The theoretical anatomy of group learning
, pp. 120-141
-
-
O'Donnell, A.M.1
Dansereau, D.F.2
-
32
-
-
0034341144
-
Interactive effects of prior knowledge and material format on cooperative teaching
-
O'Donnell, A. M., & Dansereau, D. F. (2000). Interactive effects of prior knowledge and material format on cooperative teaching. Journal of Experimental Education, 68, 101-118.
-
(2000)
Journal of Experimental Education
, vol.68
, pp. 101-118
-
-
O'Donnell, A.M.1
Dansereau, D.F.2
-
33
-
-
0003584016
-
-
O'Donnell, A. M, & King, A, Eds, Mahwah, NJ: Erlbaum
-
O'Donnell, A. M., & King, A. (Eds.). (1999). Cognitive perspectives on peer learning. Mahwah, NJ: Erlbaum.
-
(1999)
Cognitive perspectives on peer learning
-
-
-
34
-
-
84963428932
-
Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
-
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
-
(1984)
Cognition and Instruction
, vol.1
, pp. 117-175
-
-
Palincsar, A.S.1
Brown, A.L.2
-
35
-
-
0001996134
-
Generative effects of note-taking during science lectures
-
Peper, R. J., & Mayer, R. E. (1986). Generative effects of note-taking during science lectures. Journal of Educational Psychology, 78, 34-38.
-
(1986)
Journal of Educational Psychology
, vol.78
, pp. 34-38
-
-
Peper, R.J.1
Mayer, R.E.2
-
36
-
-
0013045950
-
Why scaffolding should sometimes make tasks more difficult for learners
-
G. Stahl Ed, Boulder, CO: Erlbaum
-
Reiser, B. J. (2002). Why scaffolding should sometimes make tasks more difficult for learners. In G. Stahl (Ed.), Computer support for collaborative learning: foundations for a CSCL community (pp. 255-264). Boulder, CO: Erlbaum.
-
(2002)
Computer support for collaborative learning: Foundations for a CSCL community
, pp. 255-264
-
-
Reiser, B.J.1
-
37
-
-
0030540641
-
Inert knowledge: Analyses and remedies
-
Renkl, A., Mandl, H., & Gruber, H. (1996). Inert knowledge: Analyses and remedies. Educational Psychologist, 31, 115-121.
-
(1996)
Educational Psychologist
, vol.31
, pp. 115-121
-
-
Renkl, A.1
Mandl, H.2
Gruber, H.3
-
38
-
-
0002294343
-
The construction of shared knowledge in collaborative problem solving
-
C. O'Malley Ed, Berlin: Springer
-
Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer supported collaborative learning, (pp. 69-97). Berlin: Springer.
-
(1995)
Computer supported collaborative learning
, pp. 69-97
-
-
Roschelle, J.1
Teasley, S.D.2
-
40
-
-
0030520977
-
Teaching students to generate questions: A review of the intervention studies
-
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.
-
(1996)
Review of Educational Research
, vol.66
, pp. 181-221
-
-
Rosenshine, B.1
Meister, C.2
Chapman, S.3
-
41
-
-
17444380789
-
Learning to collaborate: An instructional approach to promoting collaborative problem-solving in computer-mediated settings
-
Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem-solving in computer-mediated settings. Journal of the Learning Sciences, 14, 201-241.
-
(2005)
Journal of the Learning Sciences
, vol.14
, pp. 201-241
-
-
Rummel, N.1
Spada, H.2
-
42
-
-
3142735069
-
How including prior knowledge as a subject variable may change outcomes of learning research
-
Shapiro, A. M. (2004). How including prior knowledge as a subject variable may change outcomes of learning research. American Educational Research Journal, 41, 159-189.
-
(2004)
American Educational Research Journal
, vol.41
, pp. 159-189
-
-
Shapiro, A.M.1
-
43
-
-
4043070685
-
Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts
-
Sherin, B. L., Reiser, B. J., & Edelson, D. (2004). Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts. The Journal of the Learning Sciences, 13(3), 387-421.
-
(2004)
The Journal of the Learning Sciences
, vol.13
, Issue.3
, pp. 387-421
-
-
Sherin, B.L.1
Reiser, B.J.2
Edelson, D.3
-
44
-
-
0038272780
-
Towards a systematic study of representational guidance for collaborative learning discourse
-
Suthers, D. (2001). Towards a systematic study of representational guidance for collaborative learning discourse. Journal of Universal Computer Science, 7, 254-277.
-
(2001)
Journal of Universal Computer Science
, vol.7
, pp. 254-277
-
-
Suthers, D.1
-
45
-
-
0002591902
-
Learning by constructing collaborative representations: An empirical comparison of three alternatives
-
P. Dillenbourg, A. Eurelings, & K. Hakkarainen Eds, Maastricht: McLuhan Institute
-
Suthers, D. D., & Hundhausen, C. D. (2001). Learning by constructing collaborative representations: An empirical comparison of three alternatives. In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), Proceedings of the first European conference on computer-supported collaborative learning (euroCSCL) (pp. 577-584). Maastricht: McLuhan Institute.
-
(2001)
Proceedings of the first European conference on computer-supported collaborative learning (euroCSCL)
, pp. 577-584
-
-
Suthers, D.D.1
Hundhausen, C.D.2
-
46
-
-
34547492904
-
-
Weinberger, A. (2003). Scripts for computer-supported collaborative learning. Dissertation, Ludwig-Maximilian-University Munich, Available online at: http://edoc.ub.uni-muenchen.de/archive/00001120/01/Weinberger_Armin,pdf.
-
Weinberger, A. (2003). Scripts for computer-supported collaborative learning. Dissertation, Ludwig-Maximilian-University Munich, Available online at: http://edoc.ub.uni-muenchen.de/archive/00001120/01/Weinberger_Armin,pdf.
-
-
-
-
47
-
-
14644420235
-
Epistemic and social scripts in computer-supported collaborative learning
-
Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33, 1-30.
-
(2005)
Instructional Science
, vol.33
, pp. 1-30
-
-
Weinberger, A.1
Ertl, B.2
Fischer, F.3
Mandl, H.4
-
48
-
-
0031116378
-
The nature of external representations in problem solving
-
Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science, 21, 179-217.
-
(1997)
Cognitive Science
, vol.21
, pp. 179-217
-
-
Zhang, J.1
-
49
-
-
0002614978
-
Representations in distributed cognitive tasks
-
Zhang, J., & Norman, D. A. (1994). Representations in distributed cognitive tasks. Cognitive Science, 18, 87-122.
-
(1994)
Cognitive Science
, vol.18
, pp. 87-122
-
-
Zhang, J.1
Norman, D.A.2
|