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 2020-04-01 to 2024-04-01.)

Article	Citations
Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?	42
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 classroom	28
Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning	26
Bringing maker practices to school: tracing discursive and materially mediated aspects of student teams’ collaborative making processes	21
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building	21
Finding a place for equity in CSCL: ambitious learning practices as a lever for sustained educational change	21
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving	20
Capturing regulatory patterns in online collaborative learning: A network analytic approach	20
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use	17
Encouraging collaboration and building Community in Online Asynchronous Professional Development: designing for social capital	17
Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance	16
Social sensitivity: a manifesto for CSCL research	15
Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities	14
Agency to transform: how did a grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry?	14
Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis	14
Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context	14
Group awareness and regulation in computer-supported collaborative learning	13
Give student ideas a larger stage: support cross-community interaction for knowledge building	13
Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms	12
Advocating for group interaction in the age of COVID-19	11
Students’ multimodal knowledge practices in a makerspace learning environment	11
An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective	10
Deconstructing orchestration load: comparing teacher support through mirroring and guiding	10
Data wrangling practices and collaborative interactions with aggregated data	10

Dialogic intervisualizing in multimodal inquiry	10
Implementing learning analytics in wiki-supported collaborative learning in secondary education: A framework-motivated empirical study	9
Exploring multilayered collaboration designs	9
The impact of a gamified mobile question-asking app on museum visitor group interactions: an ICAP framing	9
Talking about group (but not individual) process aids group performance	9
‘Supporting socially shared regulation during collaborative task-oriented reading’	8
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL	8
Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples	8
Patterns of action transitions in online collaborative problem solving: A network analysis approach	7
Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning	7
Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study	7
A review of the International Handbook of Computer-Supported Collaborative Learning 2021	6
Cross-community knowledge building with idea thread mapper	6
Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives	6
Building community together: towards equitable CSCL practices and processes	6
Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming	6
Supporting children’s place-based observations and explanations using collaboration scripts while learning-on-the-move outdoors	6
The trade-off between individuals and groups: role interactions under different technology affordance conditions	6
The temporal dynamics of online problem-based learning: Why and when sequence matters	5
Fostering collaborative and embodied learning with extended reality: Special issue introduction	5
Evolution of the academic emotions of academically low-achieving students in knowledge building	5
Affording embodied cognition through touchscreen and above-the-surface gestures during collaborative tabletop science learning	4
Initiating scientific collaborations across career levels and disciplines – a network analysis on behavioral data	4
Promoting knowledge building through meta-discourse and epistemic discourse understanding	4