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Relevant bibliographies by topics / Computer Supported Collaborative Learning

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Academic literature on the topic 'Computer Supported Collaborative Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Computer Supported Collaborative Learning"

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McManus, Margaret M. "Computer supported collaborative learning." ACM SIGGROUP Bulletin 18, no. 1 (April 1997): 7–9. http://dx.doi.org/10.1145/271159.271161.

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Kanselaar, Gellof, Gijsbert Erkens, Jos Jaspers, and Hermi (Tabachneck-). Schijf. "Computer supported collaborative learning Computer supported collaborative learning: cognitive and computational approaches." Teaching and Teacher Education 17, no. 1 (January 2001): 123–29. http://dx.doi.org/10.1016/s0742-051x(00)00042-1.

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David Whittington, C. "Mole: computer-supported collaborative learning." Computers & Education 26, no. 1-3 (April 1996): 153–61. http://dx.doi.org/10.1016/0360-1315(95)00053-4.

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Silverman, Barry G. "Computer Supported Collaborative Learning (CSCL)." Computers & Education 25, no. 3 (November 1995): 81–91. http://dx.doi.org/10.1016/0360-1315(95)00059-3.

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Jee, Min Jung. "Computer Supported Collaborative LANGUAGE Learning (CSCLL)." EuroCALL Review 16 (March 15, 2010): 31. http://dx.doi.org/10.4995/eurocall.2010.16335.

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<p>As the title suggests, the concept of Computer-Supported Collaborative Language Learning (CSCLL) adopts and shares many aspects of Computer-Supported Collaborative Learning (CSCL). This article is an attempt to incorporate CSCL in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, and to examine the potential applicability of CSCL in ESL and EFL classes. The goal of this article is to examine potential effects of CSCL in ESL and EFL. To validate its usefulness, the theoretical framework of CSCL and the effects of collaboration in language learning are introduced. With guidelines for task design, a sample of CSCLL is presented. The specific description of the sample is designed to enhance the ESL and EFL teachers' understanding and to motivate them to use CSCLL in their teaching contexts. Practical tips for classroom implementation will be also included. In addition, potential benefits and limitations are discussed. Among these are increased authenticity, eliciting students' active participation and interaction, flexibility, reduced anxiety and higher motivation, scaffolding and collaboration, learnercenteredness, developing electronic literacy and promoting ownership and personal responsibility by webpublishing. Affordability, practicality and heavy work-load for the teachers can be considered as potential limitations. Finally, pedagogical implications for teachers and researchers are suggested.</p>

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Iinuma, M., T. Matsuhashi, T. Nakamura, and H. Chiyokura. "Student Awareness Change in Computer Supported Collaborative Learning (CSCL) Environment." International Journal of Information and Education Technology 6, no. 6 (2016): 448–52. http://dx.doi.org/10.7763/ijiet.2016.v6.730.

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Persico, Donatella, Francesca Pozzi, and Luigi Sarti. "Monitoring collaborative activities in computer supported collaborative learning." Distance Education 31, no. 1 (April 21, 2010): 5–22. http://dx.doi.org/10.1080/01587911003724603.

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Shen, Chun-Yi, and Chen-Hsien Wu. "An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning." International Journal of Online Pedagogy and Course Design 1, no. 2 (April 2011): 60–72. http://dx.doi.org/10.4018/ijopcd.2011040105.

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Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.

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Pandey, Pallavi, and Rages John. "Computer Supported Collaborative Learning: An Introduction." TechnoLearn: An International Journal of Educational Technology 7, no. 1and2 (2017): 23. http://dx.doi.org/10.5958/2249-5223.2017.00003.1.

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Brandon, David P., and Andrea B. Hollingshead. "Collaborative learning and computer‐supported groups." Communication Education 48, no. 2 (April 1999): 109–26. http://dx.doi.org/10.1080/03634529909379159.

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Dissertations / Theses on the topic "Computer Supported Collaborative Learning"

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Weinberger, Armin. "Scripts for Computer-Supported Collaborative Learning." Diss., lmu, 2003. http://nbn-resolving.de/urn:nbn:de:bvb:19-11206.

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Myneni, Lakshman Sundeep Narayanan N. Hari. "Studio-based computer supported collaborative learning." Auburn, Ala, 2009. http://hdl.handle.net/10415/1665.

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Gudkova, N. "Strategies for effective computer-supported collaborative learning." Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.

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In social constructionist pedagogical approaches, learning is defined as an interactive, discursive and situated activity. This rests on the idea that knowledge is co-constructed through social interaction. Students are seen as active learners and teachers as facilitators. In both off- and online settings, collaborative learning refers to two or more learners working together and striving to solve a common task or achieve a shared learning objective using predominantly peer-directed interactions. Computer-supported collaborative learning has the potential to improve learners’ cognitive, affective and social learning outcomes.

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Alrayes, Amal. "Investigating the learning performance in computer supported collaborative learning environments." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-learning-performance-in-computer-supported-collaborative-learning-environments(369f64e0-3309-499e-a00a-c097ae7e5d03).html.

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This thesis concerns groupwork, Computer Supported Collaborative Learning (CSCL) and social relationships. The use of the computer, especially when it involves the web, is claimed to be one of the most powerful tools for providing teachers and learners with an interactive and independent learning environment. This claim is justified by the immediate and wide accessed to resources. Although CSCL involves many technologies and functions, it is agreed that its universal feature is to encourage students to seek in-depth learning. The main purpose of this research is to empirically investigate the influences on learning outcomes in CSCL environments, specifically to understand how affordances for collaboration contribute to user experience as well as performance in groupwork; and to study social relationships and how they may affect learning performance. The main motivations behind this research are: 1) contradictions in the literature about the effectiveness of using the technology in groupwork, and 2) the shortcomings of existing collaborative environments, such as a poor sense of presence and limited non-verbal communication. Evaluations of collaborative technology have tended to follow either an ethnographic approach to investigate the context of use in depth, or more focused experimental analyses directed towards specific questions about collaboration. However, this research followed the mixed methods approach which has been successfully applied in HCI (Murphy et al., 1999; Ormerod et al., 2004), so this approach is suitable for investigating CSCL affordances and requirements. A series of seven field studies was conducted, using both quantitative (questionnaires) and qualitative (observations and interviews) methods. Synthesising the analysis of the seven studies involved experimentally comparing the affordances of some existing collaborative technologies (Blackboard and SecondLife). Overall, the results offer four main contributions. First, a conceptual model of the factors that impact performance in CSCL environments is developed, including three main dimensions: technology, group and learner features. Second, the key theoretical findings in this research show that social relationships and overall group activities do not correlate directly with performance, so our results appear to agree with previous findings that social relationships have no positive effect on learning performance. However, some social familiarity does appear to promote group interaction and performance. Comparing the use of technologies with face-to-face collaboration produced a complex picture. The 3D virtual world did not produce the expected benefit, probably because of usability problems encountered with the avatars. In contrast, the text-based virtual world was perceived as being more usable, even though for some groups it was considered to be boring and not a stimulating user experience. Although face-to-face collaboration was expected to be most effective, and indeed it was quickest and rated best on experience and positive emotions, it did not produce more accurate results. Third, was the mixed methods research approach and the discourse analysis method used to analyse the Blackboard threads in this research. Finally, the research provides guidelines for both educators and designers of CSCL environments. Although the exploratory nature of the study resulted in certain limitations, the study enriches existing knowledge in the area of CSCL and provides theoretical, methodological and practical insights that suggest promising opportunities for future research.

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Murphy, Brian. "Computer supported collaborative learning through reflection on practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364879.

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Hakkarainen, Kai Pekka Juhani. "Epistemology of scientific inquiry and computer-supported collaborative learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0011/NQ41435.pdf.

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Shum, Ming-fai Sammy, and 沈明輝. "Acquiring internet communication concepts through computer supported collaborative learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29954939.

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Issroff, Kim. "Investigating computer-supported collaborative learning from an affective perspective." Thesis, Open University, 1996. http://oro.open.ac.uk/56457/.

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Recent research on computer-supported collaborative learning has an emphasis on cognitive factors and experimental studies. However there are contradictory findings and disagreements about the mechanisms underpinning collaborative learning. In this thesis, computer-supported collaborative learning situations are assessed with an emphasis on the affective factors, students' perceptions and aspects of the learning situation that learners themselves find important. Three empirical studies were conducted to highlight some of these factors. The first study investigated 11 individuals and 22 pairs of students in a secondary school using a computer to fill in a worksheet about chemistry. The second study examined 61 psychology undergraduates working collaboratively at a summer school. The third study followed a group of three primary school children working collaboratively on a dynamic document in science. The first study found differences between individuals and pairs in terms of on-task performance but no differences between them in terms of preto post-test gain. It also showed the importance of affective factors to students. The analysis of videotapes showed changes over sessions and developments over time in students' collaborative interactions. The affective findings from the first study were supported by the results of the second study which showed that the majority of students thought that it was more important to get along with their peers than to succeed in the task. In the third study, temporal features of the interaction were analysed in a longer-term collaboration. A number of different methodologies were used in the studies and issues concerning pre- and post-testing and the use of naturalistic and experimental studies are discussed. Time-based analyses are carried out on approximately 26 hours of videotapes of collaborative interactions and these show developments in patterns of interactions. The thesis supports Ames' (1984) view that a moral dimension is important in collaborative learning, with findings showing that the majority of students think that it is more important to get along with their peers than to get the correct answer, with this being particularly pertinent for women. Together these studies show that both the task structure and the way in which collaboration is resourced has an impact on the products, processes and outcomes of collaborative interactions.

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Thorsteinsson, Gisli, and Tom Page. "COMPUTER SUPPORTED COLLABORATIVE LEARNING IN TECHNOLOGY EDUCATION THROUGH VIRTUAL REALITY LEARNING ENVIRONMENTS." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2007. http://hdl.handle.net/2237/12115.

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Wang, Wei 1974. "Computer-supported virtual collaborative learning and assessment framework for distributed learning environment." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/84815.

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Books on the topic "Computer Supported Collaborative Learning"

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O’Malley, Claire, ed. Computer Supported Collaborative Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1.

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1957-, O'Malley Claire, North Atlantic Treaty Organization. Scientific Affairs Division., and NATO Advanced Research Workshop on Computer Supported Collaborative Learning (1989 : Acquafredda di Maratea, Italy), eds. Computer supported collaborative learning. Berlin: Springer-Verlag, 1995.

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O'Malley, Claire. Computer Supported Collaborative Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995.

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Fischer, Frank, Ingo Kollar, Heinz Mandl, and Jörg M. Haake, eds. Scripting Computer-Supported Collaborative Learning. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-36949-5.

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Cress, Ulrike, Carolyn Rosé, Alyssa Friend Wise, and Jun Oshima, eds. International Handbook of Computer-Supported Collaborative Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65291-3.

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Wen, Yun. Computer-Supported Collaborative Chinese Second Language Learning. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0271-2.

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Goggins, Sean P., Isa Jahnke, and Volker Wulf, eds. Computer-Supported Collaborative Learning at the Workplace. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-1740-8.

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Murphy, Brian. Computer supported collaborative learning through reflection on practice. Oxford: Oxford Brookes University, 2001.

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Zheng, Lanqin. Data-Driven Design for Computer-Supported Collaborative Learning. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1718-8.

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Zheng, Lanqin. Knowledge Building and Regulation in Computer-Supported Collaborative Learning. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1972-2.

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Book chapters on the topic "Computer Supported Collaborative Learning"

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Ludvigsen, Sten, and Hans Christian Arnseth. "Computer-Supported Collaborative Learning." In Technology Enhanced Learning, 47–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02600-8_5.

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Suthers, Daniel D. "Computer-Supported Collaborative Learning." In Encyclopedia of the Sciences of Learning, 719–22. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_389.

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Dillenbourg, Pierre, and John Self. "Designing Human-Computer Collaborative Learning." In Computer Supported Collaborative Learning, 245–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1_13.

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Bannon, Liam J. "Issues in Computer Supported Collaborative Learning." In Computer Supported Collaborative Learning, 267–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1_14.

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O’Malley, Claire. "Designing Computer Support for Collaborative Learning." In Computer Supported Collaborative Learning, 283–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1_15.

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Crook, Charles. "Educational Practice Within Two Local Computer Networks." In Computer Supported Collaborative Learning, 165–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1_9.

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Howe, Christine, Andrew Tolmie, and Mhairi MacKenzie. "Computer Support for the Collaborative Learning of Physics Concepts." In Computer Supported Collaborative Learning, 51–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1_4.

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Kaye, Anthony R. "Computer Supported Collaborative Learning in a Multi-Media Distance Education Environment." In Computer Supported Collaborative Learning, 125–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1_7.

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Henri, France. "Distance Learning and Computer-Mediated Communication: Interactive, Quasi-Interactive or Monologue?" In Computer Supported Collaborative Learning, 145–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1_8.

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Blaye, Agnès, and Paul Light. "Collaborative Problem Solving with HyperCard: The Influence of Peer Interaction on Planning and Information Handling Strategies." In Computer Supported Collaborative Learning, 3–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1_1.

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Conference papers on the topic "Computer Supported Collaborative Learning"

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Lazareva, Aleksandra. "Conceptualizing Collaboration in the Context of Computer-supported Collaborative Learning." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005482804380443.

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"TOWARDS LIBRARY SUPPORTED COLLABORATIVE LEARNING." In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001974704310434.

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Wan, Dadong, and Philip M. Johnson. "Computer supported collaborative learning using CLARE." In the 1994 ACM conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/192844.193006.

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Miyake, Naomi. "Introduction to computer supported collaborative learning." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599755.

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Goggins, Sean P., and Isa Jahnke. "Computer supported collaborative learning at work." In the 16th ACM international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1880071.1880151.

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Rojano-Cáceres, José Rafael, Fernando Ramos Quintana, and Edgard Benítez Guerrero. "Assessing collaboration from real computer supported collaborative learning sessions." In Interacción '17: XVIII International Conference on Human Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3123818.3123867.

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Nurdiyanto, Hery, Herman Dwi Surjono, Priyanto Priyanto, and Noor Fitrihana. "Collaborative Learning Model With Computer Supported Learning Approach." In 2017 International Conference on Education and Technology (2017 ICEduTech). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icedutech-17.2018.45.

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Wessner, Martin, and Hans-Rüdiger Pfister. "Group formation in computer-supported collaborative learning." In the 2001 International ACM SIGGROUP Conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/500286.500293.

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Lipponen, Lasse. "Exploring foundations for computer-supported collaborative learning." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658627.

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Weinberger, Armin, Frank Fischer, and Karsten Stegmann. "Computer-supported collaborative learning in higher education." In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149387.

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Reports on the topic "Computer Supported Collaborative Learning"

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Chang, Michael Alan, Alejandra Magana, Bedrich Benes, Dominic Kao, and Judith Fusco. Driving Interdisciplinary Collaboration through Adapted Conjecture Mapping: A Case Study with the PECAS Mediator. Digital Promise, May 2022. http://dx.doi.org/10.51388/20.500.12265/156.

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In this report, we demonstrate how an interdisciplinary team of computer science and learning sciences researchers utilize an adapted conjecture mapping tool during a collaborative problem-solving session. The session is documented through an edited “Dialogue” format, which captures the process of conjecture map construction and subsequent reflection. We find that creating the conjecture map collaboratively surfaces a key tension: while learning sciences theory often highlights the nuanced and complex relational nature of learning, even the most cutting-edge computing techniques struggle to discern these nuances. Articulating this tension proved to be highly generative, enabling the researchers to discuss how considering impacted community members as a critical “part of the solution” may lead to a socio-technical tool which supports desired learning outcomes, despite limitations in learning theory and technical capability. Ultimately, the process of developing the conjecture map directed researchers towards a precise discussion about how they would need to engage impacted community members (e.g., teachers) in a co-design process.

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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.

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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.

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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, March 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).

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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.

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Rudd, Ian. Leveraging Artificial Intelligence and Robotics to Improve Mental Health. Intellectual Archive, July 2022. http://dx.doi.org/10.32370/iaj.2710.

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Artificial Intelligence (AI) is one of the oldest fields of computer science used in building structures that look like human beings in terms of thinking, learning, solving problems, and decision making (Jovanovic et al., 2021). AI technologies and techniques have been in application in various aspects to aid in solving problems and performing tasks more reliably, efficiently, and effectively than what would happen without their use. These technologies have also been reshaping the health sector's field, particularly digital tools and medical robotics (Dantas & Nogaroli, 2021). The new reality has been feasible since there has been exponential growth in the patient health data collected globally. The different technological approaches are revolutionizing medical sciences into dataintensive sciences (Dantas & Nogaroli, 2021). Notably, with digitizing medical records supported the increasing cloud storage, the health sector created a vast and potentially immeasurable volume of biomedical data necessary for implementing robotics and AI. Despite the notable use of AI in healthcare sectors such as dermatology and radiology, its use in psychological healthcare has neem models. Considering the increased mortality and morbidity levels among patients with psychiatric illnesses and the debilitating shortage of psychological healthcare workers, there is a vital requirement for AI and robotics to help in identifying high-risk persons and providing measures that avert and treat mental disorders (Lee et al., 2021). This discussion is focused on understanding how AI and robotics could be employed in improving mental health in the human community. The continued success of this technology in other healthcare fields demonstrates that it could also be used in redefining mental sicknesses objectively, identifying them at a prodromal phase, personalizing the treatments, and empowering patients in their care programs.

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