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Design for conversation: lessons from Cognoter
International Journal of Man-Machine Studies - Computer-supported cooperative work and groupware. Part 1
The influence of interface style on problem solving
International Journal of Man-Machine Studies
GROUPKIT: a groupware toolkit for building real-time conferencing applications
CSCW '92 Proceedings of the 1992 ACM conference on Computer-supported cooperative work
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CSCL '95 The first international conference on Computer support for collaborative learning
Collaboration and learning with Logo: does gender make a difference?
CSCL '95 The first international conference on Computer support for collaborative learning
Harnessing the interface for domain learning
Conference Companion on Human Factors in Computing Systems
Proceedings of the conference on Graphics interface '97
Planning and the user interface: the effects of lockout time and error recovery cost
International Journal of Human-Computer Studies
Learning where to look: location learning in graphical user interfaces
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Evaluating Computer-Supported Collaboration for a Problem-Solving Task
ICCE '02 Proceedings of the International Conference on Computers in Education
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Solo, together, apart: evaluating modes of CSCL for learning a problem solving task
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
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Many governments around the world promote computers in schools as an educational and political goal. Often this goal is "a computer in every classroom" and sometimes even "a computer for every student". Although computers are dropping in price, many schools simply do not have the resources to provide a computer for every student. Many schools do, however, have the resources to provide a computer in every classroom. This n--1 ratio of students to computers will lead to students collaborating around the computer. As the student to computer ratio decreases it is reasonable to anticipate that students will move from collaborating around the computer to collaboration using the computer, using both asynchronous mechanisms (like email) and synchronous mechanisms (like peer-to-peer networking tools and collaboration-aware educational applications). Many researchers have designed and implemented many tools and toolkits to support collaborative work and collaborative learning. These range from tools to supporting asynchronous collaboration where the parties are not using their computers at the same time, to tools to support synchronous collaboration, where the users are present at the same time and the tools provide awareness support, so the users are aware of each other. Importantly, there has been little evaluation of how these techniques effect learning. This paper describes an experiment that examines how computer supported collaboration affects 48 eleven year children learning to solve a problem. Our results reveal that girls' performance is hindered when collaborating. We explain how the results show girls who are collaborating use situated action, rather than planned action, problem solving strategy when collaborating. Finally, we argue that this increase in situated action is due to girls feeling unsure of their planning when collaborating.