The impact of CSCL beyond the online environment

Computer-Supported Collaborative Learning Conference, CSCL

Volumn 1, Issue , 2013, Pages 105-112

  Clarke, Sherice N ^a   Chen, Gaowei ^a   Stainton, Catherine ^a   Katz, Sandra ^a   Greeno, James G ^a   Resnick, Lauren B ^a   Dyke, Gregory ^b   Howley, Iris ^c   Adamson, David ^c   Rosé, Carolyn P ^c  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b UNIVERSITÉ DE LYON   (France)

^c CARNEGIE MELLON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CLASSROOM INTERACTION; COLLABORATIVE REASONINGS; CONVERSATIONAL AGENTS; GROUP ACTIVITIES; ONLINE COLLABORATIVE LEARNING; ONLINE ENVIRONMENTS; PROFESSIONAL DEVELOPMENT PROGRAM; TEACHER PROFESSIONAL DEVELOPMENT;

STUDENTS;

TEACHING;

EID: 84886517767     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (22)

1. Adey, P., & Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. Cognition and Instruction, 11(1), 1-29.
2. Bill, V., Leer, M., Reams, L., & Resnick, L. (1992). From cupcakes to equations: The structure of discourse in a primary mathematics classroom. Verbum, 1, 2, 63-85.
3. Chapin, S., & O'Connor, C. (2004). Project challenge: Identifying and developing talent in mathematics within low-income urban schools Boston University School of Education Research Report No. 1, pp. 1-6.
4. Clarke, S. N., Spiegel, S., & Granger, R. (2012). Supporting Student Engagement in Discussion through Collaborative Learning. Technical Report. Learning Research and Development Center. University of Pittsburgh. Pittsburgh.
5. Greeno, J. G. (in press). Classroom Talk Sequences and Learning. In L. B. Resnick, C. Asterhan & S. N. Clarke (Eds.), Socializing Intelligence through Academic Talk and Dialogue. Washington, DC: American Educational Research Association.
6. Hmelo-Silver, C. E. & Barrows, H. S. (2006). Goals and Strategies of a Problem-based Learning Facilitator. The Interdisciplinary Journal of Problem Based Learning, 1(1), pp 21-39.
7. Kumar, R., Rosé, C.P. (2011). Architecture for Building Conversational Agents that Support Collaborative Learning. IEEE Transactions on Learning Technologies 4(1), 1-1.
8. Kumar, R., Ai, H., Beuth, J., Rosé, C. P. (2010). Socially-capable Conversational Tutors can be Effective in Collaborative Learning Situations, in Proceedings of Intelligent Tutoring Systems.
9. Mayfield, E., & Rosé, C. P. (in press). LightSIDE: Open source machine learning for text accessible to nonexperts Handbook of Automated Essay Evaluation.
10. Mehan, H. (1979). Learning lessons: social organization in the classroom. Cambridge, Mass.: Harvard University Press.
11. Mühlpfordt, M., Wessner, M. (2005). Explicit referencing in chat supports collaborative learning, Proc. Computer Support for Collaborative Learning (CSCL).
12. O'Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. Interaction in cooperative groups: The theoretical anatomy of group learning, 120-141.
13. Rabe-Hesketh, S. & Skrondal, A. (2012). Multilevel and Longitudinal Modeling Using Stata, Stata Press.
14. Rabe-Hesketh, S., Skrondal, A., & Pickles, A. (2004). GLLAMM Manual. University of California, Berkely. U. C. Berkeley Division of Biostatistics Working Paper Series, Paper 160.
15. Resnick, L. B., and Asterhan., C. A., & Clarke, S. N. (in press). Socializing Intelligence through Academic Talk and Dialogue. Washington, DC: American Educational Reserach Association.
16. Resnick, L. B., Salmon, M., Zeitz, C. M., and Wathen., S. H., & Holowchak, M. (1993). Reasoning in conversation. Cognition and Instruction, 11(3-4), 347-364.
17. Resnick, L. B., Michaels, S., & O'Connor, M. (2010). How (well-structured) talk builds the mind. In D. Preiss & R. J. Sternberg (Eds.), Innovations in educational psychology: Perspectives on learning, teaching, and human development (pp. 163-194). New York: Springer.
18. Rosé, C. P., Jordan, P., Ringenberg, M., Siler, S., VanLehn, K., Weinstein, A. (2001). Interactive Conceptual Tutoring in Atlas-Andes, Proceedings of AI in Education
19. Topping, K. J., & Trickey, S. (2007a). Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 years. British Journal of Educational Psychology, 77(2), 271-288.
20. Topping, K. J., & Trickey, S. (2007b). Collaborative philosophical inquiry for schoolchildren: Cognitive gains at 2-year follow-up. British Journal of Educational Psychology, 77(4), 787-796.
21. Wegerif, R., Mercer, N., & Dawes, L. (1999). From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development. Learning and Instruction, 9(6), 493-516.
22. West, L., & Staub, F. C. (2003). Content-focused coaching: Transforming mathematics lessons: Heinemann Portsmouth, NH.