A common computer-based collaborative learning approach is to simply introduce contemporary computermediated communication technology into the classroom to support prescribed learning activities. This approach assumes that all students collaborate in similar ways and that presentday technology is su cient to accommodate all collaboration forms. This view is super® cial and limiting. Students c...

One of the main challenges that has come to face system designers in the last decade had been to accomplish an adequate characterisation of the social properties of the work settings into which systems have to fit. Grudin (1990:261) describes this as an "outward movement of the computer's interface to its external environment, from hardware to software to increasingly higher-level cognitive cap...

The results presented in this paper arepart of an empirical studyinto thecurrent usage of groupware and the potential of Computer Supported Cooperative Work (CSCW) for strategic management in large-scale Swiss business enterprises. The results were obtained from a survey conducted among 168 organizations. The study is part of the STRATUM research project, the overall goal of which is to investi...

Groupware and computer supported cooperative work (CSCW) systems are usually considered collaborative, but some kinds of group activity can actually be competitive. People can have different roles which conflict because they are trying to satisfy different intermediate goals associated with their roles, even though there may appear to be a single consistent goal. This paper examines the differe...

The significance of socially shared metacognitive regulation (SSMR) in collaborative learning is gaining momentum. To date, however, there is still a paucity of research of how SSMR is manifested in asynchronous computer-supported collaborative learning (CSCL), and hardly any systematic investigation of SSMR’s functions and evolution across different phases of complex collaborative learning act...

Studio-Based Learning (SBL) is a novel learner-centered and collaborative learning model for computing education. This model has been under development and evaluation in computing courses at three universities (Auburn, Washington State and Hawaii) with support from the National Science Foundation. Adapted from architecture and art education, as well as from collaborative problem-solving pedagog...

Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative ...

Chemistry problems can be tough nuts to crack for students, particularly when the problems are of a mathematical type. Collaborative inquiry activities that are embedded in computer-supported learning environments can provide students with opportunities to construct the kind of knowledge required to solve complex chemistry problems. Yet, directing learners’ collaborative inquiry in computer-sup...

Authoring tools have been shown to decrease the amount of time and resources needed for the development of Intelligent Tutoring Systems (ITSs). Although collaborative learning has been shown to be beneficial to learning, most of the current authoring tools do not support the development of collaborative ITSs. In this paper, we discuss an extension to the Cognitive Tutor Authoring Tools to allow...

Knowledge awareness (KA) has been proposed for increasing collaboration opportunities in an open ended and collaborative learning environment. KA consists of information about up-to-minute activities of other learners. For instance, it indicates when someone is looking at the same knowledge that learners are looking at. Multiple collaboration is concurrently realized through KA. This paper desc...