International Journal of Computer-Supported Collaborative Learning

Papers
(The H4-Index of International Journal of Computer-Supported Collaborative Learning is 15. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)
ArticleCitations
Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts57
Learning in embodied activity framework: a sociocultural framework for embodied cognition42
Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?40
Capturing the participation and social dimensions of computer-supported collaborative learning through social network analysis: which method and measures matter?39
The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom26
Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning25
Unpacking the relationship between existing and new measures of physiological synchrony and collaborative learning: a mixed methods study22
Bringing maker practices to school: tracing discursive and materially mediated aspects of student teams’ collaborative making processes21
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building21
Finding a place for equity in CSCL: ambitious learning practices as a lever for sustained educational change20
Capturing regulatory patterns in online collaborative learning: A network analytic approach19
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving18
Encouraging collaboration and building Community in Online Asynchronous Professional Development: designing for social capital17
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use17
Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance16
Social sensitivity: a manifesto for CSCL research15
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