Validity-centered design for the domain of engaged collaborative discourse in computer conferencing
Validity-centered design for the domain of engaged collaborative discourse in computer conferencing
CSCL in higher education?: a framework for designing multiple collaborative environments
What we know about CSCL and implementing it in higher education
Investigating Group Structure in CSCL: Some New Approaches
Information Systems Frontiers
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Knowledge building in asynchronous discussion groups: going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
Computers & Education - Methodological issue in researching CSCL
Group cognition: the collaborative locus of agency in CSCL
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Effects of representational guidance on domain specific reasoning in CSCL
Computers in Human Behavior
A case study on scaffolding design for wiki-based collaborative knowledge building
ICHL'12 Proceedings of the 5th international conference on Hybrid Learning
Designing collaborative multiplayer serious games
Education and Information Technologies
Assessing social construction of knowledge online: A critique of the interaction analysis model
Computers in Human Behavior
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Within the framework of research that describes the processes of collaborative knowledge construction in computer-supported collaborative learning (CSCL) environments, the present work has three objectives: (i) the identification of the strategies of six small groups of university students for the elaboration of written products in a CSCL environment; (ii) seek relations between the identified writing strategies and the processes and phases of collaborative knowledge construction in the groups; and (iii) relate these strategies and phases with the learning results obtained by the groups. We carried out a multiple-case study, with the analysis of four different didactic sequences, in two different virtual learning and teaching settings. In each setting, three student groups were studied, where each had to collaboratively develop between four and eight written products. For all the studied groups, the analysis enabled the identification of five types of strategies in the preparation of the elaboration of written products, and four types of phases of collaborative knowledge construction, which are interrelated and also connected with the grades that the groups obtained in each case.