Log in

Relevant bibliographies by topics / CSCL / Journal articles

Journal articles on the topic 'CSCL'

To see the other types of publications on this topic, follow the link: CSCL.

Author: Grafiati

Published: 4 June 2021

Last updated: 4 May 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'CSCL.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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 text

Abstract:

<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>

APA, Harvard, Vancouver, ISO, and other styles

2

Koschmann, Tim. "CSCL." ACM SIGCUE Outlook 21, no. 3 (February 1992): 3. http://dx.doi.org/10.1145/130893.952914.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Koschmann, Timothy D. "CSCL." ACM SIGCUE Outlook 21, no. 3 (February 1992): 124–25. http://dx.doi.org/10.1145/130893.952937.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Feltovich, Paul J. "CSCL." ACM SIGCUE Outlook 21, no. 3 (February 1992): 43–44. http://dx.doi.org/10.1145/130893.952938.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Tsai, Jeffrey J. P., Jia Zhang, Jeff J. S. Huang, and Stephen J. H. Yang. "Supporting CSCW and CSCL with Intelligent Social Grouping Services." International Journal of Software Science and Computational Intelligence 1, no. 1 (January 2009): 51–63. http://dx.doi.org/10.4018/jssci.2009010104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Goggins, Sean, and Isa Jahnke. "CSCL@Work." International Journal of Sociotechnology and Knowledge Development 4, no. 3 (July 2012): 17–37. http://dx.doi.org/10.4018/jskd.2012070102.

Full text

Abstract:

The authors introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a conceptual framework for bridging the knowledge of researchers in the field of CSCL to work-based learning. In contemporary firms, shepherding the creation of new knowledge is of equal importance, and is driven by two primary research questions. First, how do organizations create new knowledge when the answer to a particular problem is not available within the firm? Second, what cultures of learning must and do exist to support solving problems when the answer is not known within an organization? Contemporary answers to these questions must recognize that learning is an implicit, often invisible component of work, and explicitly decouple the construct of learning from its main western institutionalization, the school. To advance thinking in this area, the authors undertook a meta analysis of 8 CSCL@Work cases and developed 3 design theses: 1) Learning occurs in unexpected and unusual online learning places, especially through Social Media. 2) Learning activities incorporate feedback from diverse people, who are not available within traditional organizational boundaries; 3) learning must be made visible across established boundaries. Designing explicit construction of new knowledge needs to be integrated into workplace practices today through pedagogical and technological design.

APA, Harvard, Vancouver, ISO, and other styles

7

Stahl, Gerry, and Friedrich Hesse. "CSCL practices." International Journal of Computer-Supported Collaborative Learning 3, no. 4 (September 13, 2008): 369–72. http://dx.doi.org/10.1007/s11412-008-9053-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Stahl, G., S. Ludvigsen, N. Law, and U. Cress. "CSCL artifacts." International Journal of Computer-Supported Collaborative Learning 9, no. 3 (August 2, 2014): 237–45. http://dx.doi.org/10.1007/s11412-014-9200-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Baumli, P., and György Kaptay. "Wettability of Carbon Surfaces by Molten Alkali Chloride Mixtures." Materials Science Forum 589 (June 2008): 355–59. http://dx.doi.org/10.4028/www.scientific.net/msf.589.355.

Full text

Abstract:

The wettability of graphite and glassy carbon surfaces by molten alkali chlorides was measured by the sessile drop method. Pure NaCl, KCl and CsCl, binary NaCl-CsCl and NaCl-KCl and ternary NaCl-KCl-CsCl compositions were measured. CsCl was found to be an interfacially active component (at the solid/liquid interface) in both binary NaCl-CsCl and ternary NaCl-KCl- CsCl systems. From the composition dependence of the interfacial energy in the NaCl-CsCl system the hypothesis is made on the possibility of the existence of 3[ 4 ] Cs NaCl complex.

APA, Harvard, Vancouver, ISO, and other styles

10

Stahl, Gerry, and Friedrich Hesse. "CSCL in Asia." International Journal of Computer-Supported Collaborative Learning 6, no. 1 (February 2, 2011): 1–7. http://dx.doi.org/10.1007/s11412-011-9112-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Aguado, Andrés. "Emergence of bulk CsCl structure in(CsCl)nCs+cluster ions." Physical Review B 62, no. 20 (November 15, 2000): 13687–91. http://dx.doi.org/10.1103/physrevb.62.13687.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Tanaka, Takashi, and Yasuo Kawai. "Migration of cesium chloride dissolved in the liquid water of sugi (Cryptomeria japonica D. Don) during drying at 65°C." Holzforschung 68, no. 5 (July 1, 2014): 591–97. http://dx.doi.org/10.1515/hf-2013-0188.

Full text

Abstract:

Abstract The objective of this study was the visualization of the migration of a dissolved substance in the liquid water of wood during drying by means of X-ray imaging. The formation of a characteristic deposition pattern has been observed in the course of drying small pieces of sugi soaked in a cesium chloride (CsCl) aqueous solution. Expectedly, CsCl migrated from the inside to the surface and was deposited just below the surface because of the evaporation of water at the evaporation front. At the end of the drying process, the relative concentration of CsCl at the surface of sapwood samples was determined to be 130%–400% of the initial amount of dissolved CsCl, while the CsCl concentration deep inside samples was below 50%. Sapwood accumulated more CsCl than heartwood did, and the CsCl concentration in latewood was higher than in earlywood.

APA, Harvard, Vancouver, ISO, and other styles

13

Ramos, A. Y., M. Grisolía Cardona, H. C. N. Tolentino, M. C. M. Alves, N. Watanabe, O. L. Alves, and L. C. Barbosa. "CsCl-modified Ga2S3–La2S3 glasses: Structural approach by x-ray absorption spectroscopy." Journal of Materials Research 16, no. 5 (May 2001): 1349–53. http://dx.doi.org/10.1557/jmr.2001.0188.

Full text

Abstract:

Gallium–lanthanum sulfide glasses are potential hosts for 1.3-μm optical fiber amplifiers and for fiber lasers in the near and middle infrared. In these glasses the addition of CsCl increases the thermal stability region making possible to draw optical fibers, without altering the optical properties of the glass. Ga2S3–La2S3 glasses modified by 10 to 40% CsCl have been studied by x-ray absorption spectroscopy, to investigate the structural role of CsCl. The chlorine environment is found similar to that in CsCl. The gallium-based network is composed from almost regular tetrahedra weakly connected by corners and is not altered by the addition of CsCl.

APA, Harvard, Vancouver, ISO, and other styles

14

Batson, Trent. "Finding value in CSCL." ACM SIGCUE Outlook 21, no. 3 (February 1992): 26–28. http://dx.doi.org/10.1145/130893.130900.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Stahl, Gerry, and Friedrich Hesse. "Practice perspectives in CSCL." International Journal of Computer-Supported Collaborative Learning 4, no. 2 (March 20, 2009): 109–14. http://dx.doi.org/10.1007/s11412-009-9065-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Stahl, Gerry, and Friedrich Hesse. "Classical dialogs in CSCL." International Journal of Computer-Supported Collaborative Learning 4, no. 3 (July 3, 2009): 233–37. http://dx.doi.org/10.1007/s11412-009-9071-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Stahl, Gerry, and Friedrich Hesse. "The CSCL field matures." International Journal of Computer-Supported Collaborative Learning 5, no. 1 (January 9, 2010): 1–3. http://dx.doi.org/10.1007/s11412-009-9077-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Stahl, Gerry. "Transactive discourse in CSCL." International Journal of Computer-Supported Collaborative Learning 8, no. 2 (April 25, 2013): 145–47. http://dx.doi.org/10.1007/s11412-013-9171-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Stahl, Gerry, Nancy Law, and Friedrich Hesse. "Reigniting CSCL flash themes." International Journal of Computer-Supported Collaborative Learning 8, no. 4 (October 23, 2013): 369–74. http://dx.doi.org/10.1007/s11412-013-9185-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Stahl, Gerry, Ulrike Cress, Sten Ludvigsen, and Nancy Law. "Dialogic foundations of CSCL." International Journal of Computer-Supported Collaborative Learning 9, no. 2 (May 27, 2014): 117–25. http://dx.doi.org/10.1007/s11412-014-9194-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Stahl, Gerry. "A decade of CSCL." International Journal of Computer-Supported Collaborative Learning 10, no. 4 (November 5, 2015): 337–44. http://dx.doi.org/10.1007/s11412-015-9222-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Perry, George S., and Kevin N. Moody. "CsCl-CaCl2 phase diagram." Thermochimica Acta 198, no. 1 (April 1992): 167–72. http://dx.doi.org/10.1016/0040-6031(92)85070-c.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Yu, Shu, and Takaya Yuizono. "Opening the ‘Black Box’ of Cooperative Learning in Face-to-Face versus Computer-Supported Learning in the Time of COVID-19." Education Sciences 11, no. 3 (March 4, 2021): 102. http://dx.doi.org/10.3390/educsci11030102.

Full text

Abstract:

This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and “vertical social relationship evolution” to make comparisons. According to majors, we selected 23 students who registered for entrepreneurship courses from March to June 2019 in F2F and 23 students from March to June 2020 in CSCL formats. We utilized mixed methods, including experimental, content-based, and social network methods, to conduct evaluations. The results show the following: (1) Cooperative learning is beneficial in cultivating creative thinking for both F2F and CSCL groups. (2) The level of knowledge construction was slightly higher in F2F than that in CSCL in general. The effect of F2F learning in the early stage of the course was better, and in the later stage of the class CSCL attained a higher value. (3) For social abilities, the interactions in CSCL were closer than those in the F2F group. F2F cooperative learning was more prone to “fake cooperation” and free-riding behavior, whereas CSCL led to “pan-cooperation” and lacked the in-depth exploration of knowledge. Therefore, this pandemic provides opportunities for cooperative learning with in-depth exploration. CSCL offers sustainable and more hybrid learning activities that allow for the combination of online and offline learning to be experienced according to course contents.

APA, Harvard, Vancouver, ISO, and other styles

24

Aderibigbe, Semiyu Adejare, Abdel Rahman Ahmed AbdelRahman, Abdalla Falah ELMneizel, and Fakir Al Gharaibeh. "Undergraduate students’ views about peer mentoring as a tool to enhance computer-supported collaborative learning." Contemporary Educational Technology 15, no. 4 (October 1, 2023): ep461. http://dx.doi.org/10.30935/cedtech/13588.

Full text

Abstract:

Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.

APA, Harvard, Vancouver, ISO, and other styles

25

Dejonckheere, Peter, Hermien Deconinck, Lisa Caenen, and Gaëlle Schelstraete. "Meer aandacht nodig voor CSCL-Readiness." Tijdschrift voor Hoger Onderwijs 40, no. 1 (May 30, 2022): 19–38. http://dx.doi.org/10.59532/tvho.v40i1.13398.

Full text

Abstract:

Als gevolg van onder andere de coronacrisis maken lesgevers binnen en buiten het hoger onderwijs steeds meer gebruik van online groepswerk, de zogenaamde break-out-rooms. Deze vorm van samenwerkend leren (computer supported collaborative learning of CSCL) biedt lerenden een verregaande vorm van autonomie of zelfsturing. Een voorwaarde is dan dat lerenden een voldoende mate van CSCL-Readiness moeten vertonen (Xiong & Ton, 2015). CSCL-Readiness zegt immers iets over de mate waarin een lerende bereid is zich te engageren voor (online) groepswerk, in staat is om zich aan te passen aan de gebruikte technologie en bereid is om goede sociale interacties na te streven. Resultaten bij 64 studenten uit het eerste en het tweede jaar van de opleidingen educatieve bachelor lager- en kleuteronderwijs, demonstreren dat CSCL-Readiness (op voorhand gemeten), de kwaliteit van de sociale interacties tijdens online groepswerk kan voorspellen. Ook worden verbanden gezien tussen aspecten van intrinsieke motivatie en CSCL-Readiness enerzijds en de kwaliteit van de sociale interacties tijdens groepswerk anderzijds. De resultaten van de huidige studie wijzen op het belang van een voldoende bereidheid en motivatie ten aanzien van CSCL en op het voldoende ondersteunen van sociale interacties tijdens (online) groepswerk om het volle potentieel van CSCL te kunnen benutten.

APA, Harvard, Vancouver, ISO, and other styles

26

Aderibigbe, Semiyu Adejare, Emran Alotaibi, and Khadeegha Alzouebi. "Exploring the Impact of Peer Mentoring on Computer-Supported Collaborative Learning among Undergraduate Students." International Journal of Emerging Technologies in Learning (iJET) 18, no. 13 (July 7, 2023): 4–20. http://dx.doi.org/10.3991/ijet.v18i13.39819.

Full text

Abstract:

Research indicates that peer mentoring supports students learning and emotional stability. However, its usability and impact in Computer-Supported collaborative (CSCL) learning activities that enhance students’ learning in and outside the classroom require contextual exploration. Hence, this study examined the usability and impacts of peer mentoring in CSCL among undergraduate students using a mixed-methods research approach. Data collection was conducted by administering a questionnaire with both qualitative and quantitative elements. Data analyses started with thematic coding of the nuanced texts collected through open-ended questions, and structural equation modelling (SEM) was used to analyze the quantitative data. Findings show that students have a different understanding of collaborative learning, but a common acknowledgment is that peer mentoring is beneficial in CSCL. Importantly, student views are impacted by gender, college affiliations, and CSCL experience. Drawing on the findings, we conclude that peer mentoring’s acceptability in CSCL is feasible and can affect students’ learning positively. However, it should be planned effectively and deployed based on contextual data showing students’ preference for CSCL and their peculiar need for peer mentoring.

APA, Harvard, Vancouver, ISO, and other styles

27

Poudel, Ambika Prasad. "Computer Supported Collaborative Learning for Developing Higher Order Thinking Skill in ELT." International Journal of Multidisciplinary Perspectives in Higher Education 5, no. 1 (January 24, 2021): 34–51. http://dx.doi.org/10.32674/jimphe.v5i1.2536.

Full text

Abstract:

The practice of integrating pedagogical approaches using multimedia technologies has become one of the common interests in the field of English language teaching (ELT) in recent years. This research study attempts at studying the characteristics of computer-supported collaborative learning (CSCL) tasks used for developing students' cognitive skills within the CSCL approach in the context of ELT in higher secondary school education in Nepal. Non-participant observation of the CSCL tasks assigned to the students in the English class in two different schools, and semi-structured interviews with the students were used as the research tools. It was found that the CSCL tasks were useful for enhancing some cognitive skills of the students, though many of the CSCL tasks assigned gave more attention to enhance the students' lower order thinking skills rather than their higher order thinking skills.

APA, Harvard, Vancouver, ISO, and other styles

28

VERSEY, JOSHUA R., SUPATHORN PHONGIKAROON, and MICHAEL F. SIMPSON. "SEPARATION OF CsCl FROM LiCl-CsCl MOLTEN SALT BY COLD FINGER MELT CRYSTALLIZATION." Nuclear Engineering and Technology 46, no. 3 (June 2014): 395–406. http://dx.doi.org/10.5516/net.06.2013.082.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

van Leeuwen, Anouschka, Nikol Rummel, and Tamara van Gog. "What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?" International Journal of Computer-Supported Collaborative Learning 14, no. 3 (May 24, 2019): 261–89. http://dx.doi.org/10.1007/s11412-019-09299-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Lazareva, 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 text

Abstract:

Transactivity of student discussions is crucial in computer-supported collaborative learning (CSCL). However, CSCL learners often lack well-developed argumentation and negotiation skills, which makes it challenging for them to engage in and maintain a transactive discussion. Collaboration scripts have been implemented in CSCL contexts and have demonstrated positive effects on students' collaboration and argumentation skills. Yet, the degree of transactivity of student interactions is rarely addressed directly in CSCL research. Employing a qualitative content analysis approach, this study seeks to understand how a role script affects the transactivity of students' argumentative knowledge co-construction in the context of a multicultural master's degree CSCL course. The study employs an experimental design. The results demonstrate that students in the scripted condition produced more contributions on higher levels of argumentative knowledge construction than unscripted students. However, tutor involvement may be necessary to ensure proper script appropriation.

APA, Harvard, Vancouver, ISO, and other styles

31

Hidalgo Suarez, Carlos Giovanny, Víctor Andrés Bucheli-Guerrero, and Hugo Armando Ordóñez-Eraso. "Artificial Intelligence and Computer-Supported Collaborative Learning in Programming: A Systematic Mapping Study." Tecnura 27, no. 75 (January 1, 2023): 175–206. http://dx.doi.org/10.14483/22487638.19637.

Full text

Abstract:

Objective: The Computer-Supported Collaborative Learning (CSCL) approach integrates artificial intelligence (AI) to enhance the learning process through collaboration and information and communication technologies (ICTs). In this sense, innovative and effective strategies could be designed for learning computer programming. This paper presents a systematic mapping study from 2009 to 2021, which shows how the integration of CSCL and AI supports the learning process in programming courses. Methodology: This study was conducted by reviewing data from different bibliographic sources such as Scopus, Web of Science (WoS), ScienceDirect, and repositories of the GitHub platform. It employs a quantitative methodological approach, where the results are represented through technological maps that show the following aspects: i) the programming languages used for CSCL and AI software development; ii) CSCL software technology and the evolution of AI; and iii) the ACM classifications, research topics, artificial intelligence techniques, and CSCL strategies. Results: The results of this research help to understand the benefits and challenges of using the CSCL and AI approach for learning computer programming, identifying some strategies and tools to improve the process in programming courses (e.g., the implementation of the CSCL approach strategies used to form groups, others to evaluate, and others to provide feedback); as well as to control the process and measure student results, using virtual judges for automatic code evaluation, profile identification, code analysis, teacher simulation, active learning activities, and interactive environments, among others. However, for each process, there are still open research questions. Conclusions: This work discusses the integration of CSCL and AI to enhance learning in programming courses and how it supports students' education process. No model integrates the CSCL approach with AI techniques, which allows implementing learning activities and, at the same time, observing and analyzing the evolution of the system and how its users (students) improve their learning skills with regard to programming. In addition, the different tools found in this paper could be explored by professors and institutions, or new technologies could be developed from them.

APA, Harvard, Vancouver, ISO, and other styles

32

Гаркушин, Иван Киррилович, Мария Александровна Сухаренко, Мария Александровна Сысуева, Мария Александровна Сысуева, and Яна Сергеевна Осетрова. "ФАЗОВЫЕ РАВНОВЕСИЯ В ТРЕХКОМПОНЕНТНОЙ СИСТЕМЕ CsCl-CsBr-Cs2MoO4 И ЭЛЕМЕНТАХ ЕЕ ОГРАНЕНИЯ." Конденсированные среды и межфазные границы 19, no. 1 (November 6, 2017): 120. http://dx.doi.org/10.17308/kcmf.2017.19/183.

Full text

Abstract:

Методом дифференциального термического анализа (ДТА) исследована трехкомпонентная система CsCl-CsBr-Cs2MoO4, а также элементы ее огранения – двухкомпонентные системы CsCl-Cs2MoO4 и CsBr-Cs2MoO4. В двухкомпонентных системах определены температуры плавления и составы точек нонвариантных равновесий. Фазовый комплекс системы CsCl-CsBr-Cs2MoO4 представлен тремя полями кристаллизации фаз – α-Cs2MoO4, β-Cs2MoO4 и полем непрерывного ряда твердых растворов CsClxBr1-x. Определены координаты минимума (условно-нонвариантное равновесие) на кривой моновариантных равновесий.

APA, Harvard, Vancouver, ISO, and other styles

33

Gavryushkin, Pavel N., Zakhar I. Popov, Konstantin D. Litasov, and Alex Gavryushkin. "Unbiased crystal structure prediction of NiSi under high pressure." Journal of Applied Crystallography 48, no. 3 (April 25, 2015): 906–8. http://dx.doi.org/10.1107/s1600576715005488.

Full text

Abstract:

On the basis of an unbiased structure prediction, it is shown that the stable form of NiSi under pressures of 100 and 200 GPa is thePmmnstructure. Furthermore, a new stable phase has been discovered: the deformed tetragonal CsCl-type structure witha= 2.174 Å andc= 2.69 Å at 400 GPa. Specifically, the sequence of high-pressure phase transitions is the following: thePmmnstructure below 213 GPa, the tetragonal CsCl type in the range 213–522 GPa, and cubic CsCl higher than 522 GPa. As the CsCl-type structure is considered as the model structure of the FeSi compound at the conditions of the Earth's core, this result implies restrictions on the Fe–Ni isomorphic miscibility in FeSi.

APA, Harvard, Vancouver, ISO, and other styles

34

Kim, Taewoo, and Youngju Lee. "Development and Effects of Integrated Support CSCL Scripts in a CSCL Environment for Elementary School Students." Korean Association for Educational Information and Media 25, no. 3 (September 30, 2019): 499–524. http://dx.doi.org/10.15833/kafeiam.25.3.499.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Jin, L., X. M. Zhang, X. F. Dai, L. Y. Wang, H. Y. Liu, and G. D. Liu. "Screening topological materials with a CsCl-type structure in crystallographic databases." IUCrJ 6, no. 4 (June 13, 2019): 688–94. http://dx.doi.org/10.1107/s2052252519007383.

Full text

Abstract:

CsCl-type materials have many outstanding characteristics, i.e. simple in structure, ease of synthesis and good stability at room temperature, thus are an excellent choice for designing functional materials. Using high-throughput first-principles calculations, a large number of topological semimetals/metals (TMs) were designed from CsCl-type materials found in crystallographic databases and their crystal and electronic structures have been studied. The CsCl-type TMs in this work show rich topological character, ranging from triple nodal points, type-I nodal lines and critical-type nodal lines, to hybrid nodal lines. The TMs identified show clean topological band structures near the Fermi level, which are suitable for experimental investigations and future applications. This work provides a rich data set of TMs with a CsCl-type structure.

APA, Harvard, Vancouver, ISO, and other styles

36

Lämsä, Joni, Pablo Uribe, Abelino Jiménez, Daniela Caballero, Raija Hämäläinen, and Roberto Araya. "Deep Networks for Collaboration Analytics: Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning." Journal of Learning Analytics 8, no. 1 (April 9, 2021): 113–25. http://dx.doi.org/10.18608/jla.2021.7118.

Full text

Abstract:

Scholars have applied automatic content analysis to study computer-mediated communication in computer-supported collaborative learning (CSCL). Since CSCL also takes place in face-to-face interactions, we studied the automatic coding accuracy of manually transcribed face-to-face communication. We conducted our study in an authentic higher-education physics context where computer-supported collaborative inquiry-based learning (CSCIL) is a popular pedagogical approach. Since learners’ needs for support in CSCIL vary in the different inquiry phases (orientation, conceptualization, investigation, conclusion, and discussion), we studied, first, how the coding accuracy of five computational models (based on word embeddings and deep neural networks with attention layers) differed in the various inquiry-based learning (IBL) phases when compared to human coding. Second, we investigated how the different features of the best performing computational model improved the coding accuracy. The study indicated that the accuracy of the best performing computational model (differentiated attention with pre-trained static embeddings) was slightly better than that of the human coder (58.9% vs. 54.3%). We also found that considering the previous and following utterances, as well as the relative position of the utterance, improved the model’s accuracy. Our method illustrates how computational models can be trained for specific purposes (e.g., to code IBL phases) with small data sets by using pre-trained models.

APA, Harvard, Vancouver, ISO, and other styles

37

Johnson, Mike. "CSCL 2005 ? By Timothyed Koschmann." British Journal of Educational Technology 38, no. 6 (November 2007): 1142. http://dx.doi.org/10.1111/j.1467-8535.2007.00772_12.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Locke, J., S. Messoloras, R. J. Stewart, R. L. McGreevy, and E. W. J. Mitchell. "The structure of molten CsCl." Philosophical Magazine B 51, no. 3 (March 1985): 301–15. http://dx.doi.org/10.1080/13642818508240576.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Roschelle, Jeremy. "Special Issue on CSCL: Discussion." Educational Psychologist 48, no. 1 (January 2013): 67–70. http://dx.doi.org/10.1080/00461520.2012.749445.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Stahl, Gerry. "CSCL and its flash themes." International Journal of Computer-Supported Collaborative Learning 2, no. 4 (October 4, 2007): 359–62. http://dx.doi.org/10.1007/s11412-007-9029-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Stahl, Gerry, and Friedrich Hesse. "The many levels of CSCL." International Journal of Computer-Supported Collaborative Learning 3, no. 1 (December 20, 2007): 1–4. http://dx.doi.org/10.1007/s11412-007-9036-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Kapur, Manu, and Charles K. Kinzer. "Productive failure in CSCL groups." International Journal of Computer-Supported Collaborative Learning 4, no. 1 (December 10, 2008): 21–46. http://dx.doi.org/10.1007/s11412-008-9059-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Stahl, Gerry, and Friedrich Hesse. "A prism of CSCL research." International Journal of Computer-Supported Collaborative Learning 5, no. 2 (April 2, 2010): 137–39. http://dx.doi.org/10.1007/s11412-010-9087-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Stahl, Gerry. "Guiding group cognition in CSCL." International Journal of Computer-Supported Collaborative Learning 5, no. 3 (June 30, 2010): 255–58. http://dx.doi.org/10.1007/s11412-010-9091-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Stahl, Gerry, and Friedrich Hesse. "Beyond folk theories of CSCL." International Journal of Computer-Supported Collaborative Learning 5, no. 4 (September 16, 2010): 355–58. http://dx.doi.org/10.1007/s11412-010-9098-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Stahl, Gerry, Nancy Law, and Friedrich Hesse. "Collaborative Learning at CSCL 2013." International Journal of Computer-Supported Collaborative Learning 8, no. 3 (August 9, 2013): 267–69. http://dx.doi.org/10.1007/s11412-013-9179-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Ludvigsen, Sten, Ulrike Cress, Nancy Law, Carolyn P. Rosé, and Gerry Stahl. "Future-looking conversations in CSCL." International Journal of Computer-Supported Collaborative Learning 11, no. 3 (September 2016): 255–62. http://dx.doi.org/10.1007/s11412-016-9242-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Cress, Ulrike. "The richness of CSCL environments." International Journal of Computer-Supported Collaborative Learning 15, no. 4 (December 2020): 383–88. http://dx.doi.org/10.1007/s11412-020-09335-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Bodemer, Daniel, and Jessica Dehler. "Group awareness in CSCL environments." Computers in Human Behavior 27, no. 3 (May 2011): 1043–45. http://dx.doi.org/10.1016/j.chb.2010.07.014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!