Skip to main content

Instructional Support in CSCL

  • Chapter
What We Know About CSCL

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 3))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Achtenhagen, F. (1993). Learning, thinking and acting in complex economic situations. Economia, 3(1), 18–17.

    Google Scholar 

  • Ames, C. (1992). Classrooms: Goals, structures, and motivation. Journal of Educational Psychology, 84, 261–271.

    Article  Google Scholar 

  • Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29, 11–13.

    Google Scholar 

  • Aronson, E., Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (116978). The Jigsaw classroom. Beverly Hills, CA: Sage Publications.

    Google Scholar 

  • Arvaja, M., Häkkinen, P., Eteläpelto, A., & Rasku-Puttonen, H. (2000). Collaborative processes during report writing of a science-learning project: The nature of discourse as a function of task requirements. European Journal of Psychology of Education, 15, 455–466.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

    Google Scholar 

  • Barrows, H. (1986). A taxonomy of problem based learning methods. Medical Education, 20, 481–486.

    Google Scholar 

  • Blaye, A. (1988). Confrontation sociocognitive et resolution de probleme [Sociocognitive confrontation and solving problems]. Unpublished doctoral dissertation, University of Provence, Aix-en-Provence.

    Google Scholar 

  • Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning. Educational Psychologist, 26, 369–398.

    Article  Google Scholar 

  • Brennan, S. E. (1998). The grounding problem in conversations with and through computers. In S. R. Fussell & R. J. Kreuz (Eds.), Social and cognitive approaches to interpersonal communication (pp. 201–225. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Brophy, J. (1999). Toward a model of the vaue aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34, 75–85.

    Article  Google Scholar 

  • Brown, A., & Palincsar, A. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2, 1–17.

    Google Scholar 

  • Brown, A., & Palincsar, A. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 393–451. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press.

    Google Scholar 

  • Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42.

    Google Scholar 

  • Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Chee, Y. S., & Hooi, C. M. (2002). C-visions: Socialized learning through collaborative, virtual, interactive simulations. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 687–696. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Clark, H. H., & Schaefer, E. F. (1989). Contributing to discourse. Cognitive Science, 13, 259–294.

    Article  Google Scholar 

  • Cohen, K. C. (Ed.). (1997). Internet links for science education: Student-scientist partnerships. New York, NY: Plenum.

    Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revised. Educational Technology, 33, 52–70.

    Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 157–200). Cambridge, MA: MIT Press.

    Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1997). The Jasper Project: Lessons in curriculum, instruction, assessment and professional development. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1–35.

    Google Scholar 

  • Cohen, K. C. (Ed.) (1997). Internet links for for science education: Student-scientist partnerships. New York, NY: Plenum.

    Google Scholar 

  • Collins, B. (1970). Social psychology. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Corbit, M., & DeVarco, B. (2002). 3D Multi-user virtual worlds for education: Knowledge Building in the Vlearn 3D.org Community. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 685–686. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179–201.

    Google Scholar 

  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. Boston, MA: Health.

    Google Scholar 

  • Dillenbourg, P. (1999). Introduction: What do you mean by ‘collaborative learning’? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1–19). Oxford: Pergamon.

    Google Scholar 

  • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL (pp. 61–91). Heerlen: Open University of the Netherlands.

    Google Scholar 

  • Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1995). The evolution of research on collaborative learning. In P. Reimann & H. Spada (Eds.), Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189–211. Oxford: Elsevier.

    Google Scholar 

  • Doise, W., & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon.

    Google Scholar 

  • Dourish, P. (1998). Software Architectures for CSCW. In Beaudouin-Lafon (Ed.), Computer-supported cooperative work (pp. 195–219. London: Wiley.

    Google Scholar 

  • Edelson, D., Gordin, D., & Pea, R. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8, 391–340.

    Article  Google Scholar 

  • Fischer, F., & Mandl, H. (2001). Facilitating the construction of shared knowledge with graphical representation tools in face-to-face and computer-mediated scenarios. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning: Proceedings of the first European conference on computer-supported collaborative learning (pp. 230–236. Maastricht: University of Maastricht.

    Google Scholar 

  • Flavell, J. H., Botkin, P. I., Fry, C. L., Jr., Wright, J. W., & Jarvis, P. E. (Eds.). (1968). The development of role-taking and communication skills in children. New York, NY: Wiley.

    Google Scholar 

  • Guzdial, M. (1998). Technological support for project-based learning. In C. Dede (Ed.), ASCD yearbook: Learning with technology (pp. 47–71. Alexandria, VA: Association for supervision and curriculum development.

    Google Scholar 

  • Graumann, C. F. (1995). Commonality, mutuality, reciprocity: A conceptual introduction. In I. Markova, C. Graumann & K. Foppa (Eds.), Mutualities in dialogue (pp. 1–24. New York, NY: Cambridge University Press.

    Google Scholar 

  • Guy, G., & Lentini, M. (1995). Use of collaborative resources in a networked collaborative design environment. Journal of Computer-Mediated Communication, 1, 1–12

    Google Scholar 

  • Hakkarainen, K., Järvelä, S., Lipponen, L., & Lehtinen, E. (1998). Culture of collaboration in computer-supported learning: Finnish perspectives. Journal of Interactive Learning Research, 9, 271–288.

    Google Scholar 

  • Hakkarainen, K., Lipponen, L., & Järvelä, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koschmann, N. Miyake, & R. Hall (Eds.), CSCL2: Carrying forward the conversation (pp. 129–156. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Hakkarainen, K., & Sintonen, M. (2002). Interrogative model of inquiry and computer-supported collaborative learning. Science & Education, 11, 25–43.

    Google Scholar 

  • Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 3, 175–193.

    Google Scholar 

  • Holmes, J., Lin, X., & Brandsford, J. (2001, April). Collaborative lesson planning and teaching in an online 3D virtual world. Paper presented at the AERA conference, Seattle, GA, USA.

    Google Scholar 

  • Hogan, K., & Pressley, M. (Eds.). (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, MA: Brookline Books.

    Google Scholar 

  • Hoppe, U., & Ploetzner, R. (1999). Can analytic models support learning in groups? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and Computational Approaches (pp. 147–168). Oxford: Pergamon.

    Google Scholar 

  • Järvelä, S., & Häkkinen, P. (2002). Web-based cases in teaching and learning — the quality of discussions and a stage of perspective taking in asynchronous communication. Interactive Learning Environments, 10, 1–22.

    Article  Google Scholar 

  • Jensen, J. F. (2001). Virtual inhabited 3D worlds: Interactivity and interaction between avatars, autonomous agents and users. In L. Qvortrup (Ed.), Virtual interaction: Interaction in virtual inhabited 3D worlds (pp. 23–47). London: Springer-Verlag.

    Google Scholar 

  • Johnson, D., & Johnson, R. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 23–37). New York, NY: Praeger.

    Google Scholar 

  • Johnson, D., Johnson, R., & Stanne, M. (1990). Impact of goal and resource interdependence on problem-solving success. Journal of Social Psychology, 129, 507–516.

    Google Scholar 

  • Kagan, S. (1985). Dimensions of cooperative classroom structures. In R. Slavin, S. Sharan, S. Kagan, R. Hertz Lazarowitz, C. Webb, & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 67–96). New York, NY: Plenum.

    Google Scholar 

  • Koschmann, T. (Ed.) (1996a). CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Koschmann, T., Hall, R., & Miyake, N. (Eds.). (2002). CSCL2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Koschmann, T., Kelson, A. C., Feltovich, P. J., & Barrows, H. S. (1996b). Computer-supported problem-based learning: A principled approach to the use of computer in collaborative learning. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1–23). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Krajcik, J., Blumenfeld, P., Marx, R. W., & Soloway, E. (1994). A collaborative model for helping science teachers learn project-based instruction. Elementary School Journal, 94, 483–498.

    Article  Google Scholar 

  • Krauss, R. M., & Fussell, S. R. (1990). Mutual knowledge and communicative effectiveness. In J. Galegher, R. E. Kraut & C. Egido (Eds.), Intellectual teamwork (pp. 111–145). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Laffey J., Tupper T., Musser D., Wedman J. (1998). A computer-mediated support system for project-based learning. Educational Research and Development, 1, 73–86.

    Google Scholar 

  • Lajoie, A. P., & Lesgold, A. M. (1989). Apprenticeship training in the workplace: Computer-coached practice environment as a new form of apprenticeship. Machine-Mediated Learning, 3, 7–28.

    Google Scholar 

  • Lampert, M. (1995). Managing the tension of connecting students’ inquiry with learning mathematics in school. In D. N. Perkins, J. L. Schwartz, M. M. West & M. S. Wiske (Eds.), Software goes to school (pp. 213–232). Oxford: Oxford University Press.

    Google Scholar 

  • Latané, B., Williams, K., & Harkins, S. (1975). Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37, 822–832.

    Google Scholar 

  • Light, P., Littleton, K., Messer, D., & Joiner, R. (1994) Social and communicative processes in computer-based problem solving. European Journal of Psychology of Education, 9, 93–109.

    Google Scholar 

  • Markova, I., Graumann, C., & Foppa, I. (Ed.). (1995). Mutualities in dialogue. Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Massialas, B. G. (1985). Discovery-and inquiry-based programs. In T. Husén., & T. Postlethwaite (Eds.), The international encyclopedia of education (pp. 1415–1418). Exeter: Library of Congress cataloguing in publication data.

    Google Scholar 

  • Mead, G. H. (1934). Mind, self, and society. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Miyake, N., Masukawa, H., & Shirouzou, H. (2001). The complex jigsaw as an enhancer of collaborative knowledge building in undergraduate introductory science courses. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning. Proceedings of the first European conference on computer-supported collaborative learning (pp. 454–461). Maastricht: Maastricht University.

    Google Scholar 

  • Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York, NY: Cambridge University Press.

    Google Scholar 

  • Nystrand, M. (1986). The structure of written communication: Studies of reciprocity between writers and readers. London: Academic Press.

    Google Scholar 

  • O’Donnell, A. (1999). Structuring dyadic interaction through scripted cooperation. In A. O’Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 179–196). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • O’Donnell, A., & Dansereau, D. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In N. Miller & R. Hertz-Lazarowitz (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 121–140). New York: Cambridge University Press.

    Google Scholar 

  • O’Donnell, A., Dansereau, D., Hall, R., & Rocklin, T. (1987). Cognitive, social/affective and metacognitive outcomes in scripted cooperative learning. Journal of Educational Psychology, 79, 431–437.

    Google Scholar 

  • Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition & Instruction, 1, 117–175.

    Google Scholar 

  • Pintrich, P. R., Marx R. W., & Boyle R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.

    Google Scholar 

  • Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2001). Progressive inquiry in CSILE environment: Teacher guidance and students’ engagement. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning: Proceedings of the first European conference on computer-supported collaborative learning (520–528). Maastricht: University of Maastricht.

    Google Scholar 

  • Reiserer, M., Ertl, B., & Mandl, H. (2002). Fostering collaborative knowledge construction in desktop video-conferencing: effects of content schemes and cooperation scripts in peer teaching settings. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 379–388). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Roschelle, J., & Pea, R. (1999). Trajectories from today’s WWW to a powerful educational infrastructure. Educational Researcher, 43, 22–25.

    Google Scholar 

  • Roschelle, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer-supported collaborative learning (pp. 69–97) (NATO ASO Series F: Computer and system sciences, Vol. 128.). Berlin: Springer-Verlag.

    Google Scholar 

  • Saarenkunnas, M., Järvelä, S., Häkkinen, P., Kuure, L., Taalas, P., & Kunelius, E. (2000). NINTER — Networked interaction: Theory-based cases in teaching and learning. Learning Environments Research, 3, 35–50.

    Article  Google Scholar 

  • Savery, J., & Duffy, T. (1996). Problem based learning: An instructional model and its constructivist framework. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135–148). Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge building communities. The Journal of the Learning Sciences, 1, 37–68.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249–268). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into world 3. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory & classroom practice (pp. 201–228). Cambridge, MA: MIT Press.

    Google Scholar 

  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–232.

    Article  Google Scholar 

  • Schwartz, D. L. (1995). The emergence of abstract representations in dyad problem solving. The Journal of the Learning Sciences, 4, 321–354.

    Article  Google Scholar 

  • Selman, R. L. (1980). The growth of interpersonal understanding. New York, NY: Academic Press.

    Google Scholar 

  • Sharan, Y., & Sharan, S. (1992). Expanding cooperative learning through group investigation. New York, NY: Teachers College Press.

    Google Scholar 

  • Sheingold, K., Hawkins, J., & Char, C. (1984). I’m the thinkist, you’re the typist: The interaction of technology and the social life of classrooms. Journal of Social Issues, 40, 49–61.

    Google Scholar 

  • Slavin, R. E. (1980). Using student team learning. Baltimore, NH: Johns Hopkins University.

    Google Scholar 

  • Slavin, R. E. (1990). Cooperative learning: Theory, research and practice. Boston: Allyn & Bacon.

    Google Scholar 

  • Tudge, J. (1989). When collaboration leads to regression: Some negative consequences of socio-cognitive conflict. European Journal of Social Psychology, 19, 123–138.

    Google Scholar 

  • Vye, N. J., Goldman, S. R., Voss, J. F., Hmelo, C., & Williams, S. (1997). Complex math problem solving by individuals and dyads: When and why are two heads better than one? Cognition and Instruction, 16, 435–484.

    Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The develoment of higher psychological processes. Cambridge, UK: Harvard University Press. (Original work published in 1930).

    Google Scholar 

  • Wagner, I., Buscher, M., Mogensen, P., & Shapiro, D. (2001). Spaces for creating context & awareness: Designing a collaborative virtual Work. Unpublished manuscript.

    Google Scholar 

  • Winne, P. H., & Marx, R. W. (1982). Students’ and teachers’ views of thinking processes for classroom learning. The Elementary School Journal, 82, 493–518.

    Article  Google Scholar 

  • Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.

    Google Scholar 

Download references

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2004 Kluwer Academic Publishers

About this chapter

Cite this chapter

Järvelä, S., Häkkinen, P., Arvaja, M., Leinonen, P. (2004). Instructional Support in CSCL. In: Strijbos, JW., Kirschner, P.A., Martens, R.L. (eds) What We Know About CSCL. Computer-Supported Collaborative Learning Series, vol 3. Springer, Dordrecht. https://doi.org/10.1007/1-4020-7921-4_5

Download citation

  • DOI: https://doi.org/10.1007/1-4020-7921-4_5

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-1-4020-7779-1

  • Online ISBN: 978-1-4020-7921-4

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics