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ORCID1st CSCL 1995: Bloomington, IN, USA
- Shelley V. Goldman, James G. Greeno, John L. Schnase, Edward L. Cunnius:
The First International Conference on Computer Support for Collaborative Learning, CSCL 1995, Bloomington, IN, USA, 1995. L. Erlbaum Associates Inc. Hillsdale, NJ, USA 1995, ISBN 0-8058-2243-7 - Terence Ahern:
The effect of window state on user behavior in an on-line computer mediated conference. 1-7 - Marion A. Barfurth:
Understanding the collaborative learning process in a technology rich environment: the case of children's disagreements. 8-13 - Philip Bell, Elizabeth A. Davis, Marcia C. Linn:
The knowledge integration environment: theory and design. 14-21 - Curtis J. Bonk, Kira S. King:
Computer conferencing and collaborative writing tools: starting a dialogue about student dialogue. 22-26 - Janet Bowers:
An alternative perspective for developing a mathematical microworld. 27-31 - Lauren J. Bricker, Steven L. Tanimoto, Alex I. Rothenberg, Danny C. Hutama, Tina H. Wong:
Multiplayer activities that develop mathematical coordination. 32-39 - Sean P. Brophy:
Computer partner in the classroom: fostering small group problem solving. 40-44 - Teresa Cerratto, Claire Belisle:
Reframing learning in CSCL environments. 45-48 - Tak-Wai Chan, Chih-Yueh Chou:
Simulating a learning companion in reciprocal tutoring systems. 49-56 - Ellen Christiansen, Lone Dirckinck-Holmfeld:
Making distance learning collaborative. 57-61 - Andy Cockburn, Saul Greenberg:
TurboTurtle: a collaborative microworld for exploring Newtonian physics. 62-66 - Karen A. Cole:
Equity issues in computer-based collaboration: looking beyond surface indicators. 67-74 - Penny Collings, David Walker:
Applications to support student group work. 75-79 - Seung-Youn Chyung, Judi Repman, William Lan:
Academic risk-taking and CSCL. 80-83 - James R. Davis, Daniel P. Huttenlocher:
Shared annotation for cooperative learning. 84-88 - Frank P. C. M. de Jong, Jos G. B. Mensink:
Training cops' decisions in deadly force through reflection by use of a powerful learning environment. 89-93 - George Duckett, William Painter Jr., Marty Gay, Dan Gerson, Terry Lee Moore, Katherine B. Wallet:
Athena Univ. - VOU and GENII: A Model of Conceptual Change and Collaboration. 94-98 - R. T. Jim Eales, Jim Welsh:
Design for collaborative learnability. 99-106 - Daniel C. Edelson, D. Kevin O'Neill, Louis M. Gomez, Laura D'Amico:
A design for effective support of inquiry and collaboration. 107-111 - Eva Ekeblad, Berner Lindström:
Collaboration as pedagogy, collaboration as window. 112-115 - Marjo Favorin:
Towards computer support for collaborative learning at work. 116-119 - Anne Ferraro, Edwin H. Rogers, Cheryl Geisler:
Team learning through computer supported collaborative design. 120-124 - Gerhard Fischer:
Distributed cognition, learning webs, and domain-oriented design environments. 125-129 - Annita Fjuk:
Towards and analytical framework for CSCdistanceL. 130-134 - Brian R. Gaines, Mildred L. G. Shaw:
Collaboration through concept maps. 135-138 - Phillip J. Glenn, Timothy Kochmann, Melinda Conlee:
Theory sequences in a problem-based learning group: a case study. 139-142 - Shelley V. Goldman, Judit Moschkovich:
Environments for collaborating mathematically: the middle-school mathematics through applications project. 143-146 - Carl Gutwin, Gwen Stark, Saul Greenberg:
Support for workspace awareness in educational groupware. 147-156 - Mark Guzdial, Jennifer Turns, Noel Rappin, David Carlson:
Collaborative support for learning in complex domains. 157-160 - Elske Heeren:
Technology selection for small-group collaborative distance learning. 161-164 - Françoise Herrmann:
Listserver communication: the discourse of community-building. 165-168 - Cindy E. Hmelo, Jorge A. Vanegas, Matthew J. Realff, Bret Bras, Jim Mulholland, Terry Shikano, Mark Guzdial:
Technology support for collaborative learning in a problem-based curriculum for sustainable technology. 169-172 - David J. S. Ibsen:
Collaborative information networks. 173-176 - Kori Inkpen, Kellogg S. Booth, Maria M. Klawe, Rena Upitis:
Playing together beats playing apart, especially for girls. 177-181 - David H. Jonassen:
Operationalizing mental models: strategies for assessing mental models to support meaningful learning and design-supportive learning environments. 182-186 - Ana Cristina L. A. Jurema, Maria Edite Costa Lima, Mary C. Dalmau, Merval Jurema Filho:
Towards a pedagogy of informatics. 187-190 - Gellof Kanselaar, Gijsbert Erkens:
A cooperative system for collaborative problem solving. 191-194 - Hiroshi Kato, Akiko Ide:
Using a game for social setting in a learning environment: AlgoArena - a tool for learning software design. 195-199 - Sandra Katz:
Identifying the support needed in computer-supported collaborative learning systems. 200-203 - Gregory J. Kelly, Teresa Crawford:
Computer representations in students' conversations: analysis of discourse in small laboratory groups. 204-208 - Maria M. Klawe, Eileen Phillips:
A classroom study: electronic games engage children as researchers. 209-213 - Bruce Lindeman, Todd Kent, Mable B. Kinzie, Valerie Larsen, Lara Ashmore, Frank Becker:
Exploring cases on-line with virtual environments. 214-217 - Dirk E. Mahling, Bryan B. Sorrows, Ingjerd Skogseid:
A collaborative environment for semi-structured medical problem based learning. 218-225 - Joan Mazur, Traci Bliss:
CASENET: creating conditions for conversation and community for teachers in the midst of reform. 226-233 - David McConnell:
A methodology for designing post graduate professional development distant learning CSCL programmes. 234-237 - R. R. McCown, Marcy P. Driscoll:
Using collaborative writing and problem-based learning in the college classroom. 238-241 - James M. Monaghan, John Clement:
Use of collaborative computer simulation activities to facilitate relative motion learning. 242-246 - N. Hari Narayanan, Cindy E. Hmelo, Valery A. Petrushin, Wendy Newstetter, Mark Guzdial, Janet L. Kolodner:
Computational support for collaborative learning through generative problem solving. 247-254 - D. Kevin O'Neill, Daniel C. Edelson, Louis M. Gomez, Laura D'Amico:
Learning to weave collaborative hypermedia into classroom practice. 255-258 - Jun Oshima, Carl Bereiter, Marlene Scardamalia:
Information-access characteristics for high conceptual progress in a computer-networked learning environment. 259-267 - Susan M. Powers:
A qualitative examination of an interactive computer program on multiculturalism. 268-272 - Gail L. Rein:
Teaching IS design and development in a group learning setting. 273-279 - Paul E. Resta:
Project CIRCLE: student mentors as a strategy for training and supporting teachers in the use of computer-based tools for collaborative learning. 280-282 - Ron S. Saito, Gail A. Rathbun, David A. Goodrum:
Creating the enriched case: using aesthetics as an alternative approach to designing a multimedia case. 283-286 - Bertha Salinas, Jorge Márquez, Rigoberto León:
Analysis of interactions based on computer use from cognitive and cultural perspectives: an exploratory study in Mexico. 287-290 - Kurt Schneider
, Kumiyo Nakakoji:
Collaborative learning as interplay between simulation model builder and player. 291-295 - Helen J. Schwartz, Jeffrey X. Watt:
Collaborative writing software for problem solving in math. 296-299 - Mildred L. G. Shaw, Brian R. Gaines:
Comparing constructions through the Web. 300-307 - Lawrence W. Sherman:
A postmodern, constructivist and cooperative pedagogy for teaching educational psychology, assisted by computer mediated communications. 308-311 - Paul G. Shotsberger, Karan B. Smith, Christopher G. Spell:
Collaborative distance education on the World Wide Web: what would that look like? 312-316 - Jeff Spitulnik, Scott Studer, Elizabeth Finkel, Edwin Gustafson, Jason Laczko, Elliot Soloway:
Toward supporting learners participating in scientifically-informed community discourse. 317-320 - Gerry Stahl, Tamara Sumner, Alexander Repenning:
Internet repositories for collaborative learning: supporting both students and teachers. 321-328 - Liz C. Stephens:
LEAP: a constructivist laserdisc program for English/language arts teacher education. 329-332 - John E. Stinson, Richard G. Milter:
The enabling impact of information technology: the case of the Ohio University MBA. 333-336 - Taku Sugimoto:
A framework of hypertextual vocabulary support for collaborative learning. 337-340 - Daniel D. Suthers, Arlene Weiner:
Groupware for developing critical discussion skills. 341-348 - Hideyuki Suzuki, Hiroshi Kato:
Interaction-level support for collaborative learning: AlgoBlock - an open programming language. 349-355 - Kathleen M. Swigger, Robert P. Brazile, Dongil Shin:
Teaching computer science students how to work together. 356-361 - Iris Tabak, William A. Sandoval, Brian K. Smith, Aggelici Agganis, Eric Baumgartner, Brian J. Reiser:
Supporting collaborative guided inquiry in a learning environment for biology. 362-366 - Michael B. Twidale, David M. Nichols, Gareth Smith, Jonathan Trevor:
Supporting collaborative learning during information searching. 367-370 - James Walch:
Cyber Bosnia: computer-mediated communications in a war zone. 375-379 - Denise Whitelock, Eileen Scanlon, Josie Taylor, Tim O'Shea:
Computer support for pupils collaborating: a case study on collisions. 380-384 - Karin M. Wiburg:
An historical perspective on instructional design: is it time to exchange Skinner's teaching machine for Dewey's toolbox. 385-391 - Donald J. Winiecki, Terence Ahern:
Designing for learnability (DesiL): an engine for informing the design of easy-to-learn microcomputer interfaces. 392-396 - Nicola Yelland:
Collaboration and learning with Logo: does gender make a difference? 397-401 - Yong Zhao, Keith Campbell:
Refining knowledge in a virtual community: a case-based collaborative project for preservice teachers. 402-405
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