Academic literature on the topic 'CSCL, Collaboration'
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Journal articles on the topic "CSCL, Collaboration"
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.
Full textCostaguta, Rosanna, Pablo Santana-Mansilla, Germán Lescano, and Daniela Missio. "Mining Associations Between Collaborative Skills and Group Roles in Collaborative E-Learning Environments." Journal of Information Technology Research 12, no. 2 (April 2019): 159–74. http://dx.doi.org/10.4018/jitr.2019040109.
Full textLazareva, Aleksandra. "Role Scripting as a Tool to Foster Transactivity of Asynchronous Student Discussions." International Journal of Online Pedagogy and Course Design 11, no. 3 (July 2021): 1–16. http://dx.doi.org/10.4018/ijopcd.2021070101.
Full textPozzi, F., L. Hofmann, D. Persico, K. Stegmann, and F. Fischer. "Structuring CSCL Through Collaborative Techniques and Scripts." International Journal of Online Pedagogy and Course Design 1, no. 4 (October 2011): 39–49. http://dx.doi.org/10.4018/ijopcd.2011100103.
Full textShell, Duane F., Jenefer Husman, Jeannine E. Turner, Deborah M. Cliffel, Indira Nath, and Noelle Sweany. "The Impact of Computer Supported Collaborative Learning Communities on High School Students' Knowledge Building, Strategic Learning, and Perceptions of the Classroom." Journal of Educational Computing Research 33, no. 3 (October 2005): 327–49. http://dx.doi.org/10.2190/787l-bcbq-20fn-fw6c.
Full textOvalle Carranza, Demetrio Arturo, Jovani Alberto Jiménez Builes, and César Alberto Collazos Ordóñez. "Model for supporting awareness in the CSCL ALLEGRO environment through a blackboard architecture." Ingeniería e Investigación 26, no. 3 (September 1, 2006): 67–77. http://dx.doi.org/10.15446/ing.investig.v26n3.14753.
Full textGerdes, Anne. "Revealing preconditions for trustful collaboration in CSCL." International Journal of Computer-Supported Collaborative Learning 5, no. 3 (June 26, 2010): 345–53. http://dx.doi.org/10.1007/s11412-010-9090-8.
Full textChen, Yuxin, Christopher D. Andrews, Cindy E. Hmelo-Silver, and Cynthia D'Angelo. "Coding schemes as lenses on collaborative learning." Information and Learning Sciences 121, no. 1/2 (December 12, 2019): 1–18. http://dx.doi.org/10.1108/ils-08-2019-0079.
Full textStrauß, Sebastian, and Nikol Rummel. "Promoting interaction in online distance education: designing, implementing and supporting collaborative learning." Information and Learning Sciences 121, no. 5/6 (June 29, 2020): 251–60. http://dx.doi.org/10.1108/ils-04-2020-0090.
Full textLazareva, Aleksandra, and Bjørn Erik Munkvold. "Facilitating Collaboration." International Journal of e-Collaboration 13, no. 3 (July 2017): 22–38. http://dx.doi.org/10.4018/ijec.2017070102.
Full textDissertations / Theses on the topic "CSCL, Collaboration"
Turani, Aiman. "A Pedagogical Application Framework for Synchronous Collaboration." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1943.
Full textTurani, Aiman. "A Pedagogical Application Framework for Synchronous Collaboration." Electrical and Information Engineering, 2007. http://hdl.handle.net/2123/1943.
Full textDesigning successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s.
Tucker, Andrea. "Learning to collaborate : the influence of physical digital workspaces on the development of collaborative competencies." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H039.
Full textThis research aims to investigate collaborative methods of working and learning in an educational context. What are the competencies associated with collaboration and how are they acquired? How do technologies that have both physical and digital affordances influence this process? The capacity of an individual to work collaboratively with others is at the heart of current institutional concerns, marked particularly by discourse about how collaborative practices can be facilitated by adapted technologies. To this end, we study how three different forms of physical-digital workspaces influence collaboration in student work groups, including multi-user tactile tables, boards and individual tablets used in various combinations with the aim of proposing a model for collaboration and collaborative competency assessment. In this dissertation we propose a state of the art on collaboration, collaboration as a competency and physical-digital workspaces. Then, we present our research protocol from a study with 45 university students working on case studies in the context of a course. We propose two models. The first is a model of interactions mobilized during collaborative work. The second is a framework for assessing engagement and the impact of behaviors during collaboration based on five key competencies. Our results show that the form of the physical-digital workspace has an influence on modes of interaction employed by students during their work as well as on the appearance or lack thereof of certain competencies. Most notably, those workspaces which integrate both individual and collective space seem to have the most positive impact on collaborative processes and competency activation related to participation and engagement, communication, and sharing talk time
Seidel, Niels. "Interaction Design Patterns und CSCL-Scripts für Videolernumgebungen." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-233756.
Full textBlack, Elizabeth Ann. "Good Issues and bad tidying: what GitHub can tell us about agency in project-based group modelling work for higher education." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29571.
Full textInuzuka, Marcelo Akira. "Uso educativo do wiki: um estudo de caso na Faculdade de EducaÃÃo da Universidade de BrasÃlia." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3942.
Full textO presente trabalho tem como objetivo analisar a vivÃncia experimentada por alunos de uma turma de pedagogia, no uso pedagÃgico de uma ferramenta colaborativa baseada em wiki. A pesquisa foi realizada na Faculdade de EducaÃÃo da Universidade de BrasÃlia (UnB) em quatro semanas cedidas de uma disciplina denominada âPrÃticas MediÃticas de InformÃtica na EducaÃÃoâ cedidas pelo orientador desta dissertaÃÃo. Trata-se de um estudo de caso que utiliza uma metodologia de pesquisa-aÃÃo participativa. Para colher as opiniÃes dos participantes, foram aplicados: questionÃrio; entrevistas individuais e em grupo; e um seminÃrio com participaÃÃo de grupos formados por temas. Como referencial teÃrico, foram utilizado os quatro critÃrios de anÃlise de Dillenbourg (situaÃÃo, interaÃÃo, mecanismo e efeito) da Aprendizagem Colaborativa Suportada por Computador (CSCL) e o modelo de construÃÃo colaborativa de conhecimento de Stahl para projetar o Ambiente de ConstruÃÃo de Conhecimento (KBE) utilizado. Antes de aplicar este estudo de caso, vÃrios outros foram analisados, assim, o projeto levou em conta a experiÃncia de outras pesquisadores do tema. AtravÃs da anÃlise dos resultados, foram percebidos pelos alunos vÃrias dificuldades tÃcnicas de operaÃÃo e dificuldades culturais, especialmente relacionados a colaboraÃÃo em equipe; porÃm os alunos consideraram a ferramenta como pedagogicamente Ãtil e viÃvel, considerando a vantagem de compartilhamento de informaÃÃes entre pares como a maior vantagem da ferramenta wiki.
This work aims to examine the living experienced by students of a class of pedagogy, teaching in the use of a collaborative tool based on wiki. The research was conducted at the Faculty of Education at the University of Brasilia (UNB) in four weeks from a discipline called âMediated Practices of Informatics in Educationâ given by the advisor of this dissertation. It is a case study using a method of participatory research-action. To collect the views of participants, were used: questionnaire, individual and group interviews, and a seminar with participation of groups formed by themes. As theoretical reference, the four criteria were used for analysis of Dillenbourg (situation, interaction, mechanism and effect) of the Computer Supported Collaborative Learning (CSCL) theory and the model of collaborative construction of knowledge of Stahl to design the Knowledge Building Environment (KBE ) used. Before applying this case study, several others were tested; therefore, the project took into account the experience of other researchers of the subject. Through analysis of the results, students perceived many technical difficulties in operation and cultural difficulties, especially related to collaborative work, but the students considered the pedagogical tool as useful and feasible, considering the advantage of sharing information between peers as the greatest advantage of wiki tool.
Amarasinghe, Ishari. "The Orchestration of computer-supported collaboration scripts with learning analytics." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/670420.
Full textEl aprendizaje colaborativo asistido por ordenador (CSCL) ofrece oportunidades para la colaboración productiva entre estudiantes. En CSCL, los patrones de flujo de aprendizaje colaborativo (CLFP) proporcionan un fundamento pedagógico y restricciones para estructurar el proceso de colaboración. Si bien la colaboración estructurada facilita el diseño de condiciones de aprendizaje favorables, la orquestación de dicha colaboración estructurada se convierte en un factor importante, ya que la participación del alumno y los condicionantes del mundo real pueden crear desviaciones en el momento de su realización. Por un lado, existe una investigación limitada sobre los desafíos de la orquestación de aprendizaje colaborativo guiado según los CLFP en contextos educativos auténticos a diferentes escalas. Por otro lado, la analítica del aprendizaje (LA) se puede utilizar para proporcionar las herramientas tecnológicas, la infraestructura y el apoyo adecuados para orquestar la colaboración. Con este fin, esta tesis doctoral plantea la siguiente pregunta de investigación: ¿Cómo puede LA apoyar los mecanismos de orquestación de guiones de CSCL? Para abordar esta pregunta, la tesis doctoral se centra, primero, en estudiar los desafíos de la orquestación en situaciones CSCL guiadas a pequeña escala (en el contexto del aula) y a gran escala (en el contexto de aprendizaje a distancia, específicamente en cursos masivos abiertos en línea [MOOC]). En el contexto del aula, un reto imporante es la falta de acceso de los docentes a los mecanismos de regulación de la actividad. En los MOOC, el reto principal es sostener la participación de los estudiantes a lo largo de las diversas fases del guión. La tesis doctoral también se centra en estudiar el diseño de intervenciones de LA que podrían abordar los retos de orquestación detectados. Dadas las necesidades de viabilidad y regulación de los contextos de aprendizaje investigados, las intervenciones de LA propuestas van desde acciones automáticas donde la “máquina está en control” a intervenciones que implican “control por humanos”. Siguiendo una metodología de investigación basada en el diseño (DBR), se han realizado estudios en aulas y en MOOCs para evaluar los efectos de las intervenciones de LA propuestas y comprender las condiciones para su buena implementación. Los resultados de la evaluación realizada en el contexto del aula arrojan luz sobre cómo los profesores interpretan los datos de LA y cómo actúan en consecuencia en situaciones auténticas de aprendizaje colaborativo. En el contexto de la educación a distancia, las intervenciones propuestas fueron fundamentales para mantener flujos continuos de colaboración. La tesis docotral describe los beneficios prácticos y las limitaciones a la hora de implementar soluciones de LA en entornos reales, así como las direcciones de investigación futuras.
Gelius, Henrik. "Computer-supported collaboration using Pick-and-Drop interaction on handheld computers." Thesis, Linköping University, Department of Computer and Information Science, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1737.
Full textThis study investigates a new interaction technique for collaboration on handheld computers called Pick-and-Drop. The technique is an extension of the popular Drag-and-Drop method used in many graphical interfaces today, but with Pick-and-Drop on-screen objects can be picked from one screen with a pen and dropped onto another.
The aim of the study is to answer whether Pick-and-Drop promote collaboration among children by letting them focus more on other users and the task at hand than on the computer interaction. The study also investigates in what way collaborative situations can benefit from Pick-and-Drop.
A prototype Pick-and-Drop system was implemented on four customized handheld computers equipped with wireless network communication. The prototype allowed spontaneous collaboration using ad-hoc networks and peer-to-peer communication. Radio Frequency Identification (RFID) tags were used to identify the pens when picking and dropping objects from the screen.
Ten children aged 6-7 years old participated in the study at an after- school recreational centre. They tried Pick-and-Drop by playing a collaborative game of buying and selling apples using golden coins represented as icons on the screen. The test was video filmed for later analysis.
The study showed that Pick-and-Drop offers effective collaborative interaction based on a mix of turn taking and concurrent interaction. Users do not have to switch focus when using an application or sharing data as the interaction style stays the same. There was an interesting difference in control over the interaction when users shared objects by “giving” or by “taking”. Users stayed in better control when they shared objects through giving.
Rydberg, Fåhraeus Eva. "A Triple Helix of Learning Processes - How to cultivate learning, communication and collaboration among distance-education learners." Doctoral thesis, KTH, Computer and Systems Sciences, DSV, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3651.
Full textThis work focuses on collaborative learning and how it canbe applied and supported in distance education. Previous workindi-cates that distance learners experience more loneliness,technical problems and lack of stimulation than face-to-facelearners do. Collaboration with peers may improve the feelingof connectedness and engagement. However, collaborativelearning is not the answer to all problems in distanceeducation--and it creates new problems. The present workexplores problems, opportunities and processes whencollaborative learning is introduced in distance education--andsuggests solutions.
Related research on distance education andcomputer-supported collaborative learning is reviewed andrelated to own research. The different roles of information andcommunication technology in these areas are described.
Six own research papers are reviewed and integrated. Threeof them explore university courses on computer use in society.Learners interacted mainly through a forum system, i.e. asystem for text-based, asynchronous electronic conferences anddiscussions. The special character offorum communication hadan impact on communication and collaboration processes. Onepaper summarizes these results and deduces a first list of tipsto teachers and systems designers, aiming to reduce problemsand take advantage of collabo-rative-learningopportunities.
One paper, a report to the Swedish School Board, provides anoverview of research on distance education, withrecommendations for use in secondary schools.
To get a broader picture of distance-education learners andtheir special situation and interests, a study was conducted inAustralia. Most of the learners were secondary-school students,living far away from towns. Communication was normallyrestricted to mail, radio and telephone. Opportunities forcollaboration between peers were rare, and correspondencetraditions and the lack of technological infrastructure weredelaying changes. However, a development towards morecollaborative learning had started.
Empirical data were gathered ethnographically in naturalcourse settings. Results were analysed using 'activity theory'as a framework.
The main contribution of this work is a description of howthree groups of learning processes develop and interact: (a) ofcontent, (b) of communication, and (c) of collaboration. Theyform the spiralling model of a"Triple Helix". Finally, detailed advice is given aschecklists to organisations, teachers, learners and systemdesigners.
Keywords:Distance education, Collaborative learning,Computer-supported collaborative learning, Information andcommuni-cation technology, ICT, Forum system, Learningprocesses.
Honório, Hugo Luiz Gonzaga. "Sala de aula invertida: uma abordagem colaborativa na aprendizagem de matemática." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/4783.
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A presente pesquisa tem como objetivo elaborar, aplicar e avaliar um Processo para a implementação da Metodologia Sala de Aula Invertida, propiciando suporte à aprendizagem colaborativa do Ensino de Matemática. Para a elaboração deste Processo, tomaram-se como bases teóricas os autores: Munhoz (2015), pesquisador do tema em questão e, Jhonatan Bergmann e Aaron Sams (2016), criadores da Metodologia Sala de Aula Invertida. Em relação ao tema colaboração, a pesquisa se embasou na teoria da Computer Supported Collaborative Learning (CSCL) e no Modelo de colaboração 3C (FUKS et al., 2002) e (ELLIS et al., 1991), modelo este norteado pela ideia de que para colaborar, um grupo deve exercer três atividades principais: comunicar, coordenar e cooperar. O Processo foi implementado em uma turma do 9° ano do Ensino Fundamental e utilizou-se a metodologia de estudo de caso para investigar e analisar o comportamento e as reações dos alunos. Com a efetivação do Processo, pode-se constatar que os alunos colaboraram nos momentos de interações online e presenciais, a partir da apropriação dos elementos de colaboração do Modelo 3C. Observou-se ainda, que as interações entre os membros dos grupos deixaram os alunos mais independentes do professor e que, nos momentos presenciais, os alunos compartilharam entre si as suas próprias maneiras de compreender o conteúdo estudado, o que contribuiu para a construção coletiva do conhecimento. No que diz respeito à metodologia Sala de Aula Invertida, os alunos relataram de forma positiva a experiência, pois a disponibilidade de rever às videoaulas em qualquer momento, bem como o fato destes terem um acompanhamento mais individualizado pelo professor nos momentos presenciais, potencializou o processo de ensino-aprendizagem. Assim, concluiu-se que, o Processo proposto com suporte à aprendizagem colaborativa na Sala de Aula Invertida pode potencializar a metodologia, permitindo que os alunos criem espaços para refletirem sobre os conteúdos matemáticos estudados, a partir de uma aprendizagem mais autônoma, além de motivá-los aos estudos prévios de modo a enriquecer os encontros presenciais.
The aims of this research are to elaborate, apply and evaluate a Process for the implementation of the Flipped Classroom Methodology, by giving support to the collaborative learning of Mathematics. As theoretical bases, the authors who were taken in consideration for the elaboration of this Process are Munhoz (2015), researcher of this subject matter; and Jhonatan Bergmann and Aaron Sams (2016), formers of the Inverted Classroom Methodology. Concerning the theme “Collaboration”, the research was based on the Computer Supported Collaborative Learning theory (CSCL) and on the 3C Collaboration Model (FUKS et al., 2002), which is based on the idea that, to collaborate, a group must carry out three main activities: Communicating, Coordinating and Cooperating. The process was implemented in a 9th grade elementary school class and the case study methodology was used to investigate and analyze students' behavior and reactions. Through the implementation of the Process, students collaborated during the moments of online and face-to-face interaction, from the appropriation of the 3C model collaboration elements. It was also observed that the interaction between the members of the groups led them to be more independent of the teacher and, in the face-to-face moments, the students shared their own ways to understand the studied content, which has contributed significantly to the construction of knowledge. Regarding the Inverted Classroom methodology, the students have reported as positive this experience, since the availability of reviewing the videotapes at any time, as well as the fact that they had a more individualized monitoring by the teacher in the face-to-face moments, by expanding the power of teaching and learning processes. Thus, it was concluded that the proposed Process supported by Collaborative Learning activities in the Inverted Classroom can enhance the methodology. It allows students to create spaces to think about studied mathematical contents, from a more autonomous learning way. Besides motivating them to previous studies, face-to-face meetings can be enriched.
Books on the topic "CSCL, Collaboration"
Gerry, Stahl, ed. Computer Support for Collaborative Learning : foundations for a CSCL community: Proceedings of CSCL 2002, Boulder, Colorado, USA, January 7-11, 2002. Hillsdale, N.J: Distributed by L. Erlbaum Associates, 2002.
Find full textRandall, David, and Pascal Salembier, eds. From CSCW to Web 2.0: European Developments in Collaborative Design. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84882-965-7.
Full textD, Diaper, and Sanger C. 1950-, eds. CSCW in practice: An introduction and case studies. London: Springer-Verlag, 1993.
Find full textDavid, Randall, and Salembier Pascal, eds. From CSCW to Web 2.0: European developments in collaborative design : selected papers from COOP08. London: Springer, 2010.
Find full textInternational, Conference on Computer Support for Collaborative Learning (1st 1995 Bloomington Ind USA). Proceedings of CSCL '95: The First International Conference on Computer Support for Collaborative Learning : October 17-20, 1995, Indiana University, Bloomington, Indiana, USA. Mahwah, NJ: Lawrence Erlbaum Associates, 1995.
Find full textInternational Conference on Computer Support for Collaborative Learning (2d 1997 University of Toronto). Proceedings of CSCL '97: The Second International Conference on Computer Support for Collaborative Learning, December 10-14, 1997, University of Toronto, Toronto, Ontario, Canada. [Toronto: University of Toronto, 1997.
Find full textHoadley, Christopher. Computer Support for Collaborative Learning (cscl '99). Taylor & Francis Group, 2000.
Find full textStahl, Gerry. Computer Support for Collaborative Learning: Foundations for A Cscl Community (cscl 2002 Proceedings). Lawrence Erlbaum, 2002.
Find full textWulf, Volker, Isa Jahnke, and Sean P. Goggins. Computer-Supported Collaborative Learning at the Workplace: CSCL@Work. Springer London, Limited, 2013.
Find full textWulf, Volker, Isa Jahnke, and Sean P. Goggins. Computer-Supported Collaborative Learning at the Workplace: CSCL@Work. Springer, 2015.
Find full textBook chapters on the topic "CSCL, Collaboration"
Chan, C. K. K., and J. Van Aalst. "Learning, Assessment and Collaboration in Computer-Supported Environments." In What We Know About CSCL, 87–112. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-7921-4_4.
Full textHmelo-Silver, Cindy E., and Heisawn Jeong. "Synergies Among the Pillars." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_83-1.
Full textHmelo-Silver, Cindy E., and Heisawn Jeong. "Synergies Among the Pillars." In Handbook of Open, Distance and Digital Education, 1357–72. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_83.
Full textPapasalouros, Andreas, and George Chatzimichalis. "An Authoring Platform for CSCL Script Definition." In Learning and Collaboration Technologies. Human and Technology Ecosystems, 625–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50506-6_43.
Full textAlvarez, Claudio, Gustavo Zurita, Nelson Baloian, Oscar Jerez, and Sergio Peñafiel. "A CSCL Script for Supporting Moral Reasoning in the Ethics Classroom." In Collaboration Technologies and Social Computing, 62–79. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28011-6_5.
Full textYamada, Masanori, Kosuke Kaneko, and Yoshiko Goda. "Social Presence Visualizer: Development of the Collaboration Facilitation Module on CSCL." In Collaboration Technologies and Social Computing, 174–89. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2618-8_14.
Full textConstantino-González, María de los Ángeles, and Daniel D. Suthers. "An approach for coaching collaboration based on difference recognition and participation tracking." In The Role of Technology in CSCL, 87–113. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-71136-2_6.
Full textErkens, Melanie, Sven Manske, H. Ulrich Hoppe, and Daniel Bodemer. "Awareness of Complementary Knowledge in CSCL: Impact on Learners’ Knowledge Exchange in Small Groups." In Collaboration Technologies and Social Computing, 3–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28011-6_1.
Full textMohamed, Bahaaeldin, and Thomas Köhler. "The Fish Model: When Do Researchers Collaborate Online?" In Progress in IS, 29–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_3.
Full textGerardo, Ayala, and Yano Yoneo. "Learner models for supporting awareness and collaboration in a CSCL environment." In Intelligent Tutoring Systems, 158–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61327-7_112.
Full textConference papers on the topic "CSCL, Collaboration"
Wai Wing MA, Ada. "Computer Supported Collaborative Learning and Higher Order Thinking Skills - A Case Study of Textile Studies." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3298.
Full textAllaymoun, Mohammad Hamad, and Stefan Trausan-Matu. "Analysis of collaboration in CSCL chat using rhetorical schemas." In 2016 7th International Conference on Information and Communication Systems (ICICS). IEEE, 2016. http://dx.doi.org/10.1109/iacs.2016.7476083.
Full textLesmana, Gusman, and Lahmuddin. "Collaborative Learning Training Through CSCL Approach (Commputer Supported Collaborative Learning)." In Proceedings of the 4th Progressive and Fun Education International Conference (PFEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/pfeic-19.2019.5.
Full textPetropoulou, Ourania, Mary Katsamani, Georgia Lazakidou, Symeon Retalis, Petros Georgiakakis, and Stamos Karamouzis. "Designing Configurations of CSCL Scripts Using Interaction Analysis Findings." In 2010 2nd International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2010. http://dx.doi.org/10.1109/incos.2010.78.
Full textDurán, Elena, and Analía Amandi. "Collaborative student profile to support assistance in CSCL environment." In the 2008 Euro American Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1621087.1621125.
Full textAllaymoun, Mohammad Hamad, and Stefan Trausan-Matu. "Rhetorical structure analysis for assessing collaborative processes in CSCL." In 2015 19th International Conference on System Theory, Control and Computing (ICSTCC). IEEE, 2015. http://dx.doi.org/10.1109/icstcc.2015.7321280.
Full textLombeyda, Santiago V., and William C. Regli. "Conceptual Design for Assembly." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dfm-8943.
Full textChen, Qian, Yunfei Chen), Ziyue Huang, and Lei Tang. "Research on Key Elements of UI Design of Image Editing System Based on CSCW." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001068.
Full textSvetsky, Stefan, and Oliver Moravcik. "The practice of CSCL in engineering education within the research on TEL." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318038.
Full textWai Wing MA, Ada. "A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3297.
Full text