Course readings and videos

Scripting

Core reading materials on scripting

  • Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts - a conceptual analysis. Educational Psychology Review, 18(2), 159–185. (pdf)

  • Weinberger, A. (2011). Principles of transactive computer-supported collaboration scripts. Nordic Journal of Digital Literacy, 6(3), 189–202. (pdf)

See video presentations here

Additional reading materials on scripting

  • Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56–66. doi: 10.1080/00461520.2012.748005

  • Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., & Fischer, F. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2-3), 211–224.

  • Stegmann, K., Kollar, I., Weinberger, A. & Fischer, F. (2016). Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine. International Journal of Computer-Supported Collaborative Learning, 11(3), 371–379. doi:10.1007/s11412-016-9241-7.

  • Tchounikine, P. (2016). Contribution to a theory of CSCL scripts: taking into account the appropriation of scripts by learners. International Journal of Computer-Supported Collaborative Learning, 11(3), 349–369. doi: 10.1007/s11412-016-9240-8

  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33(1), 1–30.

  • Weinberger, A., Kollar, I., Dimitriadis, Y., Mäkitalo-Siegl, K., & Fischer, F. (2009). Computer-supported collaboration scripts. Perspectives from educational psychology and computer science. In N. Balachef, S. R. Ludvigsen, T. d. Jong, S. Barnes & A. W. Lazonder (Eds.), Technology-enhanced learning. Principles and products (pp. 155–173). Berlin: Springer.

  • Weinberger, A., Stegmann, K., & Fischer, F. (2010). Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Computers in Human Behavior, 26, 506–515.


Social aspects of CSCL

Core reading materials on social aspects

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Journal of Education Technology & Society, 5(1), 8–22.

  • Kreijns, K., Van Acker, F., Vermeulen, M., van Buuren, H. (2014). Community of inquiry: Social presence revisited [Special Issue: Inquiry into “Communities of Inquiry:” Knowledge, Communication, Presence, Community]. E-Learning and Digital Media, 11(1), 5–18. doi: 10.2304/elea.2014.11.1.5

See video presentations here

Additional reading materials on social aspects

  • Kreijns, K., Kirschner, P. A. (2018). Extending the SIPS-model: A research framework for online collaborative learning. In V. Pammer-Schindler et al (Eds.), Proceedings of the thirteenth European conference on technology enhanced learning (EC‑TEL 2018) (pp. 277–290) (LNCS 11082). Springer, AG. doi: 10.1007/978-3-319-98572-5_21

  • Kirschner, P. A., Kreijns, K., Phielix, C., & Fransen, J. (2015). Awareness of cognitive and social behaviour in a CSCL environment. Journal of Computer Assisted Learning, 31(1), 59–77.

  • Kreijns, K., Kirschner, P. A., & Vermeulen, M. (2013). Social aspects of CSCL Environments: A research framework. Educational Psychologist. 48(4), 229–242.

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353.

  • Kehrwald, B. (2008) Understanding Social Presence in Text-based Online Learning Environments, Distance Education, 29(1), 89–106.

  • Lowenthal, P. R., & Snelson, C. (2017). In search of a better understanding of social presence: An investigation into how researchers define social presence. Distance Education, 38(2), 1–19.

  • Tu,C-H., McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Hournal of Distance Education, 16(3), 131–150.

Socio-emotional aspects of CSCL

Core reading materials

Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational Psychologist, 45, 15–27. (pdf)

Järvenoja, H. & Järvelä, S (2013). Regulating emotions together. In M. Baker, J. Andriessen & S. Järvelä (Eds.). Affective learning together. Social and emotional dimensions of collaborative learning. Routledge.

Näykki P, Järvelä S, Kirscher, P. & Järvenoja H. (2014). Socio-emotional conflict in collaborative learning – A process-oriented case study in a higher education context. International Journal of Educational Research 68: 1–14. DOI: 10.1016/j.ijer.2014.07.001 (pdf)

See video presentations here

Additional reading materials on socio-emotional aspects

  • Isohätälä, J., Näykki, P., Järvelä, S. & Baker, M.J. (2017). Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction. Learning, Culture and Social Interaction.

  • Järvenoja, H., & Järvelä, S. (2009). Emotion control in collaborative learning situations - do students regulate emotions evoked from social challenges? British Journal of Educational Psychology, 79(3), 463–481. https://doi.org/10.1348/000709909X402811.

  • Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50 (3), 204–19. https://doi.org/10.1080/00461520.2015.1075400.

  • Järvenoja, H., Järvelä, S., & Malmberg, J. (2017). Supporting groups’ emotion and motivation regulation during collaborative learning. Learning and Instruction. Published online, https://doi.org/10.1016/j.learninstruc.2017.11.004

  • Järvenoja, H., Volet, S. & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33(1), 31–58. https://doi.org/10.1080/01443410.2012.742334.

Metacognition in CSCL

Core reading materials

Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21, 379–393.

Hurme, T-R., Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: A case study. Educational Research and Evaluation, 15(5), 503–524. DOI: 10.1080/13803610903444659

Additional reading materials on metacognition

  • Kim, D., & Lim, C. (2018). Promoting socially shared metacognitive regulation in collaborative project-based learning: a framework for the design of structured guidance. Teaching in Higher Education, 23:2, 194–211. DOI: 10.1080/13562517.2017.1379484

  • Anna Lee, A.O’Donnell, A.M., & Rogat, T.K. (2015). Exploration of the cognitive regulatory sub-processes employed by groups characterized by socially shared and other-regulation in a CSCL context. Computers in Human Behavior 52, 617–627.

  • Pieger, E., & Bannert, M. (2018). Differential effects of students' self-directed metacognitive prompts. Computers in Human Behavior, 86, 165–173.

  • Mudrick, N.V., Azevedo, R., & Taub, M. (2018). Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning. Computers in Human Behavior, in press.