OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Computer-Supported Collaborative Learning is 9. 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 2021-02-01 to 2025-02-01.)

Article	Citations
Facilitated model-based reasoning in immersive virtual reality: Meaning-making and embodied interactions with dynamic processes	59
The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL	38
How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks	38
The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom	33
CSCL has come of age	29
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?	26
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?	20
Understanding young children’s science learning through embodied communication within an MR environment	20
Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning	19
Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning	18
Deconstructing orchestration load: comparing teacher support through mirroring and guiding	17
Identifying collaborative problem-solver profiles based on collaborative processing time, actions and skills on a computer-based task	16
Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching	15
CSCL: a learning and collaboration science?	15
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL	15
Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis	15
Emergent group understanding: Investigating intersubjectivity in sociotechnical interdependencies	15
Correction to: Many are the ways to learn: Identifying multi-modal behavioral profiles of collaborative learning in constructivist activities	14
Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction	13
Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming	11
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research	10
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	10
Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework	9
How do new ideas come to be adopted during discourse?	9
Editorial notes: on dialogues and sequences	9

Fostering growth orientations in students’ identities as knowledge builders