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| 001 | 1556-1615 | ||
| 003 | DE-He213 | ||
| 005 | 20260610082451.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 150723s||||||||xxuuu poo|||||| b|EN |d | ||
| 022 | _a1556-1615 | ||
| 024 | 7 |
_a10.1007/11412.1556-1615 _2doi |
|
| 210 | 1 | 0 | _aIntern. J. Comput.-Support. Collab. Learn |
| 245 | 1 | 0 |
_aInternational Journal of Computer-Supported Collaborative Learning _h[electronic resource] : _bAn Official Publication of the International Society of the Learning Sciences / _cedited by Michael J. Baker, Peter Reimann, Sanna Järvelä, Carolyn Rosé. |
| 264 | 1 |
_aNew York : _bSpringer US : _bImprint: Springer. |
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| 300 | _bonline resource. | ||
| 520 | _aThe International Journal of Computer-Supported Collaborative Learning (IJCSCL) is an international, multidisciplinary journal that covers all advances in research on collaborative learning involving technology design, use and support, published under the aegis of the International Society of the Learning Sciences (www.isls.org). The journal aims to advance systematic knowledge of the nature, theory and practice of CSCL, focussing on how learning unfolds in the context of collaborative activities and design effective technological and pedagogical environments to support collaborative learning (CL). IJCSCL publishes research carried out in varied contexts — including schools, educational or training institutions, work, leisure/gaming, research laboratories, informal settings and social life in general — as well as studies of the impacts of CSCL on individuals, groups and society. Contexts studied can also include collaboration involving AI agents, provided that they support groups of humans in their learning. Research that is publishable in IJCSCL must integrate analyses of all three key elements of CSCL situations, to a greater or lesser extent: computers/technology, collaboration and learning. The roles of technology (not only computers) in CSCL research may be varied: for example, design and use of innovative technology-rich CL situations; technology as a means for analysing CL (e.g. epistemic networks); technology/computer science/generative AI as an object of CL; CL and collaborative design of technological artefacts. The analysis of the processes of collaboration involving students, teachers and other social actors, is a defining characteristic of CSCL research. Papers based on a theoretical understanding of collaborative learning and that analyse collaboration in depth are preferred over those that treat it uniquely as a variable, factor, or predictor. Collaboration can be studied at many levels, from small group dynamics to processes at work in larger collectives, communities and social networks. Learning can be understood here according to a diversity of disciplines, theoretical frameworks and methodological approaches, including but not limited to pre-post test gains, fine-grained analyses of learning processes in interaction, multi-modal analytics, transformations of social networks, ecological evolution, expansive transformations of activity, and so on. Stand-alone self-reports of students/users collected using surveys or questionnaires are not usually sufficient to support claims about the effectiveness of technologies and pedagogies or to support explanations of CL. Papers must seriously engage with the extant research literature on CSCL over the past forty years or more, as evidenced by this and other journals, international conference proceedings, related books and recent handbooks. IJCSCL publishes empirical research papers, analytical literature reviews and conceptual papers. There are two paper formats: “Full papers” (about 8000 words) and “Brief reports” (max. 5000 words). The latter usually consists of in-depth theoretical and methodological discussions of topical issues that are of interest to the CSCL community. All types of papers are rigorously peer-refereed through an anonymous double-blind review process. Prospective authors who have questions concerning the extent to which their research falls within the scope of the IJCSCL are welcome to contact the editors-in-chief directly (michael.baker@telecom-paris.fr; peter.reimann@sydney.edu.au). | ||
| 650 | 0 | _aEducational technology. | |
| 650 | 0 | _aLearning, Psychology of. | |
| 650 | 0 | _aUser interfaces (Computer systems). | |
| 650 | 0 | _aHuman-computer interaction. | |
| 650 | 0 | _aEducation—Data processing. | |
| 650 | 0 | _aCognitive psychology. | |
| 650 | 1 | 4 | _aDigital Education and Educational Technology. |
| 650 | 2 | 4 | _aInstructional Psychology. |
| 650 | 2 | 4 | _aUser Interfaces and Human Computer Interaction. |
| 650 | 2 | 4 | _aComputers and Education. |
| 650 | 2 | 4 | _aCognitive Psychology. |
| 700 | 1 |
_aBaker, Michael J. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt |
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| 700 | 1 |
_aReimann, Peter. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt |
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| 700 | 1 |
_aJärvelä, Sanna. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt |
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| 700 | 1 |
_aRosé, Carolyn. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 776 | 0 | 8 |
_iPrinted version: _x1556-1607 |
| 856 | 4 | 0 |
_uhttps://doi.org/10.1007/11412.1556-1615 _zHybrid |
| 999 |
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