OOIR: Observatory of International Research

Papers

(The median citation count of International Journal of Computer-Supported Collaborative Learning is 4. 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 2021-09-01 to 2025-09-01.)

Article	Citations
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL	59
Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction	49
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research	43
Fostering growth orientations in students’ identities as knowledge builders	42
Evolution of the academic emotions of academically low-achieving students in knowledge building	38
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building	29
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 M	27
Emotion expression and recognition in written digital discussions on Civic Issues	27
Learning within fiber-crafted algorithms: Posthumanist perspectives for capturing human-material collaboration	25
The impact of a gamified mobile question-asking app on museum visitor group interactions: an ICAP framing	21
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?	19
Fostering collaborative and embodied learning with extended reality: Special issue introduction	19
Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning	18
Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making	18
How do new ideas come to be adopted during discourse?	17
Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs	14
Group awareness and regulation in computer-supported collaborative learning	13
Editorial: Nine elements for robust collaborative learning analytics: A constructive collaborative critique	13
Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS?	13
Using generative ai as a simulation to support higher-order thinking	13
CSsCL: the performance of collaborative learning	12
The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?	12
Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning	12
Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning	11
Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples	11

Editorial notes: on dialogues and sequences	10
The temporal dynamics of online problem-based learning: Why and when sequence matters	10
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?	10
Correction: An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective	10
Measuring the quality of collaborative group engagement: Development and validation of the QCGE self-assessment scale (QCGE-SAS)	9
Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework	9
Gesture-mediated collaboration with augmented reality headsets in a problem-based astronomy task	8
Understanding the role of I-positions facilitating knowledge construction in a computer-supported collaborative learning environment	8
Disagreeing softly: Supporting students in managing disagreement in peer critique	7
Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model	7
Comparing the effectiveness of CSCL scripts for shared task perceptions in socially shared regulation of collaborative learning	7
Students’ use of technological tools to engage in collective mathematical proof activity	7
The impact of scripts on blended and online socially shared regulation of learning: A role-playing game theory perspective	6
Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives	6
Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective	6
A theory-driven reflection on context-aware support for collaborative discussions in light of analytics, affordances, and platforms	6
Dialogues across time and space in a video-based collaborative learning environment	6
CSCL: a learning and collaboration science?	5
Facilitated model-based reasoning in immersive virtual reality: Meaning-making and embodied interactions with dynamic processes	5
CSCL has come of age	5
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving	5
The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL	5
Fostering regulatory processes using computational scaffolding	5
Reflecting on what counts as collaboration: Reaching forward without losing what is behind	4
Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching	4
Implementing learning analytics in wiki-supported collaborative learning in secondary education: A framework-motivated empirical study	4
Promoting knowledge building through meta-discourse and epistemic discourse understanding	4
Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities	4