Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment

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A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

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Cognitive Perspectives on Peer Learning

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Cognitive Flexibility and Hypertext: Theory and Technology for the Nonlinear and Multidimensional Traversal of Complex Subject Matter

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Arguing for democracy: Promoting argumentation literacy in civic education in Switzerland

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Lasting benefits of a web-based training in understanding informal arguments

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Use of logic for improving the higher-order thinking skills of student teachers

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Experimental evidence for diagramming benefits in science writing

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A thematic-cognitive perspective for exploring the writing skills of children: a textual analysis using ENA

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The scripted computer-supported collaborative argumentation in a secondary school classroom: an exploratory study

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Pedagogical Interrelationships

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The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science Learning Game

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A Knowledge Map Approach to Analyzing Knowledge Elaboration in Collaborative Learning

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Kooperationsskripts beim technologieunterstützten Lernen

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Complexity and Interaction across Oral, Written and Online Discourse

Tawfik, M. O. (2022) · International Journal of TESOL & Education · doi:10.54855/ijte.222117 · Cited by 3

Fostering argumentation with online learning systems in higher education

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Expanding the Reach to First-Generation Students: A Collaborative Learning Experience Between Criminology Students in Sweden and the United States

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Systematic mapping studies on argumentative knowledge construction analysis frameworks towards improving students' higher order thinking skills

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Facilitating online project collaboration - new directions for learning design

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The use of online scaffolding to develop argumentation skills: a scoping review

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Improving argumentation quality on MOOC discussion forums: does learning to identify components of arguments help?

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More vs. less cognitive offloading from ai assistants: impacts on novices’ collaborative performance and skill development

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Video learning strategies affecting achievement, learning approach, and lifelong learning in a flipped periodontology course

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Examining the Effects of Discussion Strategies and Learner Interactions on Performance in Online Introductory Mathematics Courses: An Application of Learning Analytics

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Perspectives on learning from the learning sciences

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Lehren mit Medien

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Effects of the discussion script on argumentation-based computer supported collaborative learning

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Examining dyadic conceptual elaboration regarding different group compositions in online asynchronous discussion

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Embedding Prompts to Facilitate Small Groups’ Computer-Supported Collaborative Concept Mapping

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Kooperationsskripts beim technologieunterstützten Lernen

Kiemer, K., Wekerle, C., & Kollar, I. (2018) · Springer eBooks · doi:10.1007/978-3-662-54373-3_29-1 · Cited by 1

Development of the Learning Sciences: Theories, Pedagogies, and Technologies

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Development of the Learning Sciences: Theories, Pedagogies, and Technologies

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Frontline Learning Research

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Learning from Each Other: Dialogic Argumentation in an Online Academic EnvironmentPreprint

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Critical Argumentation about Data from Educational Technology Influences Subsequent Data-Sharing DecisionsPreprint

Briceno, D., Longin, L., & Poquet, O. (2025) · doi:10.31219/osf.io/gtqrn_v1 · Cited by 1

Schüleräußerungen und Leistungen beim kooperativen Lernen mit Concept Maps

Händel, M. (2014) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000109

Incorporating Groupwork into Performance Assessments: Psychometric Issues

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Exploring EFL Teachers’ Competencies in Synchronous Telecollaborative Intercultural Communication Platforms

Siddiq, B., & Saleh, Z. A. (2018) · The Sydney eScholarship Repository (The University of Sydney)

What do I need to know? Designing Student Learning Tools that Aid Interaction with Recorded Lecture Content

Dhanorkar, S., Hellar, D. B., & Rosson, M. B. (2021) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3430895.3460169

Exploring the Relationship Between Learning Achievement and Discussion Records in Remote Maker Activities

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Lessons learned from the COVID-19 pandemic: a practical guide for designing synchronous online teaching in higher education

Lin, F., & Sun, J. (2024) · Information and Learning Sciences · doi:10.1108/ils-10-2023-0143 · Cited by 3

Aligning Health Occupation Students for Valuable Interprofessional Learning: Evaluating Program Structure, Resources, and Student Experiences in a Regional Clinical Setting

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Using a Text Mining Approach to Examine Online Learning Research Trends of the Past 20 Years (1997-2016)

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“Jupyter-Notebook-as-Script”: Investigating the Nature and Impact of Implicit Collaboration Scripts in Computational Notebooks

Cai, Z., Davis, R. L., Tormey, R., & Dillenbourg, P. (2025) · Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference · doi:10.22318/cscl2025.393315

GenAI in Online Collaborative Argumentation: Comparing Interaction Patterns between High and Low Performers

Kim, J., Detrick, R., Lee, S.-S., & Li, N. (2025) · doi:10.1109/icaie64856.2025.11158539

Lehren und Unterrichten

Kollar, I., & Fischer, F. (2025) · Springer eBooks · doi:10.1007/978-3-662-69557-9_20

Improving CSCL Performance: A Quasiexperimental Study with Control and Intervention Groups Comparing Informative and Suggestive Feedback

Zheng, L., Bhagat, K. K., Long, M., & Jha, N. K. (2025) · SAGE Open · doi:10.1177/21582440251363298

Fostering dialogic peer feedback in synchronous online discussions: the effect of argumentation scaffold and role assignment

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Towards an adaptive AI scaffold for developing student collaborative problem solving

Wong, K., Bulathwela, S., & Cukurova, M. (2026) · Learning and Instruction · doi:10.1016/j.learninstruc.2026.102418 · Cited by 1

Collaboration scripts in computer-supported collaborative learning: a systematic review from 2011 to 2024

Jiao, F., Bian, J., Zhang, R., & Zhou, T. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1717440 · Cited by 2

What constitutes successful collaborative conjecturing-and-proving processes? Relations between beginning undergraduates’ resources, conjecturing-and-proving processes, and performance

Damrau, M., Ottinger, S., Vogel, F., Kollar, I., Reiss, K. M., Fischer, F., & Ufer, S. (2026) · Educational Studies in Mathematics · doi:10.1007/s10649-026-10544-y

>Postdigital Citizenship Education

Rapanta, C. (2026) · Springer eBooks · doi:10.1007/978-3-032-31322-5_40

Persuasion, pride and prejudice: factors associated with students’ resistance to a social robot’s incorrect mathematical solution

González-Oliveras, P., Engwall, O., & Majlesi, A. R. (2026) · Frontiers in Robotics and AI · doi:10.3389/frobt.2026.1901093

Collaborative argumentation and cognitive processing

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Facilitating argumentative knowledge construction with computer-supported collaboration scripts

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Scripting argumentative knowledge construction in computer-supported learning environments

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Enhancing online collaborative argumentation through question elaboration and goal instructions

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Computer-supported collaborative learning in higher education: scripts for argumentative knowledge construction in distributed groups

Weinberger, A., Fischer, F., & Stegmann, K. (2005) · Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference · doi:10.22318/cscl2005.717 · Cited by 72