Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 562

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Technology affordances for intersubjective meaning making: A research agenda for CSCL

Open access
Suthers, Daniel D.·2006·International Journal of Computer-Supported Collaborative Learning
DOI 10.1007/s11412-006-9660-y
Open this paper in CoChat — free account

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1007/s11412-006-9660-y

Cites

13 of 13 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 13 references

Research works printed but not linked: 75

  1. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4(2), 167–207. · DOI · Paper page
  2. Andriessen, J., Baker, M., & Suthers, D. (Eds.) (2003). Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments. Dordrecht: Kluwer.
  3. Baker, M. (2003). Computer-mediated argumentative interactions for the co-elaboration of scientific notations. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 47–78). Dordrecht, Netherlands: Kluwer. · DOI
  4. Baker, M., Hansen, T., Joiner, R., & Traum, D. (1999). The role of grounding in collaborative learning tasks. In Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 31–63). Amsterdam: Elsevier.
  5. Baker, M., & Lund, K. (1997). Promoting reflective interactions in a CSCL environment. Journal of Computer Assisted Learning, 13, 175–193. · DOI · Paper page
  6. Blackwell, A., & Green, T. (2003). Notational systems—The cognitive dimensions of notations framework. In J. M. Carroll (Ed.), HCI Models, theories and frameworks: Towards a multidisciplinary science (pp. 103–133). San Francisco: Mogan Kaufmann. · DOI · Paper page
  7. Bromme, R., Hesse, F. W., & Spada, H. (Eds.) (2005). Barriers and biases in computer-mediated knowledge communication—And how they may be overcome. Dordrecht, Netherlands: Kluwer. · DOI
  8. Bronckart, J. P. (1995). Theories of action, speech, natural language, and discourse. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 75–91). New York: Cambridge University Press. · doi:10.1017/cbo9781139174299.005
  9. Button, G. Y., & Dourish, P. (1996). Technomethodology: Paradoxes and possibilities. In M. Tauber (Ed.), Proc. ACM conference on human factors in computing systems (pp. 19–26). New York: ACM.
  10. Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 127–149). Hyattsville, MD: American Psychological Association. · DOI · Paper page
  11. Colella, V. (2002). Participatory simulations: Building collaborative understanding through immersive dynamic modeling. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 357–391). Mahwah, NJ: Lawrence Erlbaum.
  12. Cresswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.
  13. Dervin, B. (2003). Chaos, order, and sense-making: A proposed theory for information design. In B. Dervin, L. Foreman-Wernet, E. Lauterbach (Eds.), Sense-making methodology reader selected writings of Brenda Dervin (pp. 325–340). Cresskill, NJ: Hampton.
  14. Dillenbourg, P. (1999). What do you mean by “collaborative learning”? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches. (pp. 1–19). Amsterdam, Netherlands: Elsevier.
  15. Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL? (pp. 61–91). Heerlen: Open Universiteit Nederland.
  16. Dillenbourg, P. (2005). Designing biases that augment socio-cognitive interactions. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication—And how they may be overcome (pp. 243–264). Dordrecht, Netherlands: Kluwer. · DOI
  17. Doise, W., & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon.
  18. Dwyer, N., & Suthers, D. (2005). A study of the foundations of artifact-mediated collaboration. In T. Koschmann, D. Suthers, & T. W. Chan (Eds.), Proceedings of CSCL 2005: The next 10 years! (pp. 135–144.) Mahwah, NJ: Lawrence Erlbaum Associates.
  19. Erickson, T., & Kellogg, W. A. (2000). Social translucence: An approach to designing systems that support social processes. ACM Transactions on Computer-Human Interaction, 7(1), 59–83. · DOI · Paper page
  20. Fischer, G., & Ostwald, J. (2005). Knowledge communication in design communities. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication—And how they may be overcome (pp. 213–242). Dordrecht, Netherlands: Kluwer. · DOI
  21. Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting and knowing (pp. 67–82). Hillsdale, NJ: Erlbaum.
  22. Goldman, R., Crosby, M., Swan, K., & Shea, P. (2004). Introducing quisitive research: Expanding qualitative methods for describing learning in ALN. In R. Starr Hiltz & R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks (pp. 103–121). Mahwah, New Jersey: LEA.
  23. Guzdial, M., Hmelo, C., Hubscher, R., Newstetter, W., Puntambekar, S., Shabo, A., et al. (1997). Integrating and guiding collaboration: Lessons learned in computer-supported collaboration learning research at Georgia Tech. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of computer support for collaborative learning 1997 (pp. 91–100). Toronto: University of Toronto.
  24. Häkkinen, P., Järvelä, S., & Mäkitalo, K. (2003). Sharing perspectives in virtual interaction: Review of methods of analysis. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Proceedings of CSCL 2003: Designing for change in networked learning environments (pp. 395–404). Dordrecht: Kluwer. · DOI
  25. Hansen, T., Dirckinck-Holmfeld, L., Lewis, R., & Rugelj, J. (1999). Using telematics for collaborative knowledge construction. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 169–196). Amsterdam, Netherlands: Elsevier.
  26. Hermann, D. (Ed.) (2003). Narrative theory and the cognitive sciences. Stanford, CA: Center for the Study of Language and Information.
  27. Hollan, J., & Stornetta, S. (1992). Beyond being there. In P. Bauersfeld, J. Bennett, & G. Lynch (Eds.), Proceedings of the SIGCHI conference on human factors in computing systems (pp. 119–125). New York: ACM. · DOI · Paper page
  28. Jermann, P., & Dillenbourg, P. (2003). Elaborating new arguments through a CSCL script. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 205–226). Dordrecht: Kluwer. · DOI
  29. Jermann, P., Soller, A., & Lesgold, A. (2004). Computer software support for CSCL. In J. W. Strijbos, P. A. Kirschner, & R. L. Martens (Eds.), What we know about CSCL and implementing it in higher education (pp. 141–166). Dordrecht: Kluwer. · DOI
  30. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39–103. · DOI · Paper page
  31. Kaput, J., & Hegedus, S. (2002). Exploiting classroom connectivity by aggregating student constructions to create new learning opportunities. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th annual conference of the international group for the psychology of mathematics education, vol. 3 (pp. 177–184). University of East Anglia: Norwich, UK.
  32. Kato, H., Yamazaki, K., Suzuki, H., Kuzuoka, H., Miki, H., & Yamazaki, A. (2001). Designing a video-mediated collaboration system based on a body metaphor. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 409–423). Mahwah, NJ: Lawrence Erlbaum.
  33. Kirschner, P. A., Martens, R. L., & Strijbos, J. W. (2004). CSCL in higher education? A framework for designing multiple collaborative environments. In J. W. Strijbos, P. A. Kirschner, & R. L. Martens (Eds.), What we know about CSCL and implementing it in higher education (pp. 3–30). Dordrecht: Kluwer. · DOI
  34. Koschmann, T. (2002). Dewey’s contribution to the foundations of CSCL research. In G. Stahl (Ed.), Proceedings of CSCL 2002: Foundations for a CSCL community (pp. 17–22). Mahwah, NJ: Lawrence Erlbaum Associates.
  35. Koschmann, T., & LeBaron, C. (2003). Reconsidering common ground: Examining Clark’s contribution theory in the OR. In K. Kuutti, E. Karsten, G. Fitzpatrick, P. Dourish, & K. Schmidt (Eds.), ECSCW 2003: Proc. Eighth European conference on computer-supported cooperative work. Amsterdam: Kluwer.
  36. Koschmann, T., Stahl, G., & Zemel, A. (2004). The video analyst’s manifesto (or the implications of Garfinkel’s policies for the development of a program of video analytic research within the learning sciences). In Y. Kafai, W. Sandoval, N. Enyedy, A. Nixon, & F. Herrera (Eds.), Proceedings of the sixth international conference of the learning sciences (pp. 278–285). Mahwah, NJ: Lawrence Erlbaum Associates.
  37. Koschmann, T., Zemel, A., Conlee-Stevens, M., Young, N., Robbs, J., & Barnhart, A. (2003). Problematizing the problem: A single case analysis in a dPBL Meeting. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Proceedings of CSCL 2003: Designing for change in networked learning environments (pp. 37–46). Dordrecht, Netherlands: Kluwer. · doi:10.1007/978-94-017-0195-2_7
  38. Koschmann, T., Zemel, A., Conlee-Stevens, M., Young, N., Robbs, J., & Barnhart, A. (2005). How do people learn? Members’ methods and communicative mediation. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication—And how they may be overcome (pp. 265–294). Dordrecht, Netherlands: Kluwer. · DOI
  39. Kreijns, K., & Kirschner, P. A. (2004). Designing sociable CSCL environments. In Strijbos, Kirschner, & Martens (Eds.), What we know about CSCL and implementing it in higher education (pp. 221–243). Dordrecht, Netherlands: Kluwer. · DOI
  40. Latour, B. (1990). Drawing things together. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 19–68.). Cambridge, MA: MIT.
  41. Lingnau, A., Hoppe, H. U., Mannhaupt, G. (2003). Computer supported collaborative writing in an early learning classroom. Journal of Computer Assisted Learning, 19(2), 186–194. · DOI
  42. Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture and Activity, 3(1), 25–45. · DOI · Paper page
  43. Nunberg, G. (1993). Indexicality and deixis. Linguistics and Philosophy, 16(1), 1–43. · DOI · Paper page
  44. Pfister, H. R. (2005). How to support synchronous net-based learning discourses: Principles and perspectives. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication—And how they may be overcome (pp. 39–58). Dordrecht, Netherlands: Kluwer. · DOI
  45. Piaget, J. (1976). The grasp of consciousness: Action and concept in the young child. Cambridge, MA: Harvard University Press.
  46. Resnick, P. (2002). Beyond bowling together: Sociotechnical capital. In J. M. Carroll (Ed.), Human–computer interaction in the new millennium (pp. 647–672). New York: ACM Addison Wesley.
  47. Rieber, L. P. (2004). Microworlds. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed.) (pp. 583–603). Mahwah, NJ: Lawrence Erlbaum Associates.
  48. Robertson, J, Good, J., Pain, H. (1998). BetterBlether: The design and evaluation of a discussion tool for education. International Journal of Artificial Intelligence in Education, 9 Online: http://cbl.leeds.ac.uk/ijaied/abstracts/Vol_9/robertson.html .
  49. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). New York: Cambridge University Press. · DOI · Paper page
  50. Roschelle, J. (1994, May). Designing for cognitive communication: Epistemic fidelity or mediating collaborative inquiry? The Arachnet Electronic Journal of Virtual Culture, 2(2) Retrieved from http://www.infomotions.com/serials/aejvc/aejvc-v2n02-roschelle-designing.txt .
  51. Rummel, N., & Spada, H. (2005). Sustainable support for computer-mediated collaboration. How to achieve and how to assess it. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication—And how they may be overcome. Dordrecht, Netherlands: Kluwer.
  52. Salomon, G. (Ed.) (1993). Distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge University Press.
  53. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37–68. · DOI · Paper page
  54. Shaffer, D. W., & Clinton, K. A. (2005). Why all CSL is CL: Distributed mind and the future of computer supported collaborative learning. In T. Koschmann, D. Suthers, & T. W. Chan (Eds.), Proceedings of CSCL 2005: The next 10 years! (pp. 592–601). Mahwah, NJ: Lawrence Erlbaum.
  55. Slavin, R. E. (1995). Cooperative learning: Theory, research and practice, (2nd ed.). Boston, MA: Allyn & Bacon.
  56. Smolka, A. L. B., De Goes, M. C. R., & Pino, A. (1995). The constitution of the subject: A persistent question. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 165–184). New York: Cambridge University Press. · doi:10.1017/cbo9781139174299.009
  57. Stahl, G. (2000). Collaborative information environments to support knowledge construction by communities. AI & Society, 14, 71–97. · DOI
  58. Stahl, G. (2004). Building collaborative knowing: Elements of a social theory of CSCL. In J. W. Strijbos, P. A. Kirschner, & R. L. Martens, (Eds.), What we know about CSCL and implementing it in higher education (pp. 53–86). Dordrecht, Netherlands: Kluwer. · DOI
  59. Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT. · DOI · Paper page
  60. Star, S. L. (1990). The structure of ill-structured solutions: Boundary objects and heterogeneous distributed problem solving. In L. Gasser & M. N. Huhns (Eds.), Distributed artificial intelligence: vol. 2 (pp. 37–54). San Francisco, CA: Morgan Kaufmann.
  61. Suthers, D. (2006). A qualitative analysis of collaborative knowledge construction through shared representations. Research and Practice in Technology Enhanced Learning, 1(2), 1–28.
  62. Suthers, D., Girardeau, L., & Hundhausen, C. (2003). Deictic roles of external representations in face-to-face and online collaboration. Proceedings of CSCL 2003: Designing for change in networked learning environments (pp. 173–182). Dordrecht: Kluwer. · DOI
  63. Suthers, D., & Hundhausen, C. (2003). An empirical study of the effects of representational guidance on collaborative learning. Journal of the Learning Sciences, 12(2), 183–219. · DOI · Paper page
  64. Toth, E., Suthers, D., & Lesgold, A. (2002). Mapping to know: The effects of evidence maps and reflective assessment on scientific inquiry skills. Science Education, 86(2), 264–286. · DOI · Paper page
  65. van der Pol, J., Admiraal, W., & Simons, R.-J. (2003). Grounding in electronic discussions: Standard (threaded) versus anchored discussion. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Proceedings of CSCL 2003: Designing for change in networked learning environments (pp. 77–81). Dordrecht, Netherlands: Kluwer. · doi:10.1007/978-94-017-0195-2_11
  66. von Glasersfeld, E., (1995). A constructivist approach to teaching. In L. Steffe & J. Gale (Eds.), Constructivism in education (pp. 3–16). Mahwah, NJ: Lawrence Erlbaum.
  67. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. (Originally published in 1930.)
  68. Wartofsky, M. (1979). Models, representation and scientific understanding. Boston, MA: Reidel.
  69. Wegerif, R. (2006). A dialogic understanding of the relationship between CSCL and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning, 1(1), 143–157. · DOI
  70. Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., & Mandl, H. (2005). Facilitating collaborative knowledge construction in computer-mediated learning environments with cooperation scripts. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication—And how they may be overcome. Dordrecht, Netherlands: Kluwer.
  71. Wenger, E. (1987). Artificial intelligence and tutoring systems: Computational and cognitive approaches to the communication of knowledge. Los Altos, CA: Morgan Kaufmann.
  72. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. · DOI · Paper page
  73. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School.
  74. Whitworth, B., Gallupe, B., & McQueen, R. (2000). A cognitive three-process model of computer-mediated group interaction. Group Decision and Negotiation, 9, 431–456. · DOI
  75. Yukawa, J. (2006). Co-reflection in online learning: Collaborative critical thinking as narrative. Computer-Supported Collaborative Learning, 1(2), 203–228. · DOI

Cited by

See all 562

Metadata

Authors
Suthers, D. D.
Venue
International Journal of Computer-Supported Collaborative Learning
Publisher
Springer Science and Business Media LLC
Published
2006-08-30
Volume
1
Issue
3
Pages
315-337
ISSN
  • 1556-1607 (ISSN-L)
  • 1556-1615
DOI
10.1007/s11412-006-9660-y
OpenAlex
W2091770503
Cited by
562
References
13
FWCI
51.54
Type
journal article
Language
en
Open access
green
Licence
www.springer.com/tdm (tdm)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Technology affordances for intersubjective meaning making: A research agenda for CSCL. https://app.cochat.ai/papers/10.1007/s11412-006-9660-y
The paper
Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-006-9660-y

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.