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Volumn 11, Issue 2, 2016, Pages 115-121

CSCL: connecting the social, emotional and cognitive dimensions

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84969993137     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-016-9236-4     Document Type: Editorial
Times cited : (20)

References (18)
  • 1
    • 84954158244 scopus 로고    scopus 로고
    • Arguing to learn
    • Sawyer RK, (ed), Cambridge University Press, New York
    • Andriessen, J., & Baker, M. (2014). Arguing to learn. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 439–460). New York: Cambridge University Press.
    • (2014) The Cambridge handbook of the learning sciences , pp. 439-460
    • Andriessen, J.1    Baker, M.2
  • 2
    • 84857996719 scopus 로고    scopus 로고
    • Personal and shared experiences as resources for meaning making in a philosophy of science course
    • Arvaja, M. (2012). Personal and shared experiences as resources for meaning making in a philosophy of science course. International Journal of Computer-Supported Collaborative Learning, 7(1), 85–108.
    • (2012) International Journal of Computer-Supported Collaborative Learning , vol.7 , Issue.1 , pp. 85-108
    • Arvaja, M.1
  • 3
    • 22944455193 scopus 로고    scopus 로고
    • Ambivalent effect of member portraits in virtual groups
    • Cress, U. (2005). Ambivalent effect of member portraits in virtual groups. Journal of Computer Assisted Learning, 21(4), 281–291.
    • (2005) Journal of Computer Assisted Learning , vol.21 , Issue.4 , pp. 281-291
    • Cress, U.1
  • 4
    • 38849180416 scopus 로고    scopus 로고
    • The need for considering multilevel analysis in CSCL research—an appeal for the use of more advanced statistical methods
    • Cress, U. (2008). The need for considering multilevel analysis in CSCL research—an appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69–84.
    • (2008) International Journal of Computer-Supported Collaborative Learning , vol.3 , Issue.1 , pp. 69-84
    • Cress, U.1
  • 5
    • 84957440456 scopus 로고    scopus 로고
    • The multi-layered nature of small-group learning: Productive interactions in object- oriented collaboration
    • Damsa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object- oriented collaboration. International Journal of Computer-Supported Collaborative Learning, 9(3), 247–281.
    • (2014) International Journal of Computer-Supported Collaborative Learning , vol.9 , Issue.3 , pp. 247-281
    • Damsa, C.I.1
  • 7
    • 84873863177 scopus 로고    scopus 로고
    • Toward a script theory of guidance in computer-supported collaborative learning
    • Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56–66.
    • (2013) Educational Psychologist , vol.48 , Issue.1 , pp. 56-66
    • Fischer, F.1    Kollar, I.2    Stegmann, K.3    Wecker, C.4
  • 10
    • 34748922985 scopus 로고    scopus 로고
    • How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?
    • Lund, K., Molinari, G., Séjourné, A., & Baker, M. (2007). How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate? International Journal of Computer-Supported Collaborative Learning, 2(2–3), 273–295.
    • (2007) International Journal of Computer-Supported Collaborative Learning , vol.2 , Issue.2-3 , pp. 273-295
    • Lund, K.1    Molinari, G.2    Séjourné, A.3    Baker, M.4
  • 16
    • 33646174190 scopus 로고    scopus 로고
    • Group cognition: Computer support for building collaborative knowledge
    • Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. MIT Press.
    • (2006) MIT Press
    • Stahl, G.1
  • 18
    • 84857129131 scopus 로고    scopus 로고
    • Achieving alignment of perspectival framings in problem- solving discourse
    • van de Sande, C., & Greeno, J. G. (2012). Achieving alignment of perspectival framings in problem- solving discourse. The Journal of the Learning Sciences, 21(1), 1–44.
    • (2012) The Journal of the Learning Sciences , vol.21 , Issue.1 , pp. 1-44
    • van de Sande, C.1    Greeno, J.G.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.