International Journal of Computer-Supported Collaborative Learning

Papers
(The H4-Index of International Journal of Computer-Supported Collaborative Learning is 16. 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 2022-05-01 to 2026-05-01.)
ArticleCitations
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL92
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research90
Fostering growth orientations in students’ identities as knowledge builders62
Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students’ self-regulation profiles, participation in collaborative activities, retention, and learning in M49
Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction34
Editorial notes: Mechanisms as a unifying construct for CSCL research31
Evolution of the academic emotions of academically low-achieving students in knowledge building22
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building21
Co-constructing critical data literacy in families: A technology-mediated learning perspective21
Talk to the machine: Unleashing the potential of AI to scale dialogic education and reduce polarization19
Emotion expression and recognition in written digital discussions on Civic Issues19
Learning within fiber-crafted algorithms: Posthumanist perspectives for capturing human-material collaboration18
A collaboration literacy analytics framework (CLAF): Investigating students’ perspectives on collaboration quality indicators and feedback utilization17
Collaborative knowledge construction with generative AI: Exploring argumentative co-writing processes through n-gram and cluster analysis17
Understanding collaborative programming dynamics: The role of prior knowledge, engagement and ICAP learning modes17
Fostering collaborative and embodied learning with extended reality: Special issue introduction16
Advancing collaborative discourse through knowledge synthesis16
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