Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research

By Karel Kreijns, Paul A. Kirschner, Wim M. G. Jochems. Computers in Human Behavior, 2003

1,638 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/86e976bbec5dc5008946d8b0cd4e1cc2e2f5cfef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ernesto Panadero
2. Sanna Järvelä
3. Paul A. Kirschner
4. Hanna Järvenoja
5. Jonna Malmberg
6. Fred Paas
7. Femke C. Kirschner
8. Aishah Bakhtiar

In Education

1. Ernesto Panadero
2. Sanna Järvelä
3. Hanna Järvenoja
4. Jonna Malmberg
5. Paul A. Kirschner
6. Femke C. Kirschner
7. Jaana Isohätälä
8. David W. Johnson

In Social Psychology

1. Paul A. Kirschner
2. Sanna Järvelä
3. Ernesto Panadero
4. Fred Paas
5. David W. Johnson
6. Roger T. Johnson
7. Femke C. Kirschner
8. Aishah Bakhtiar

Citations in the corpus

• AI literacy and its implications for prompt engineering strategies (2024, background): “Students show a socially oriented communication style, which tends to be informal and focuses on sharing affective and emotional information (Kreijns, Kirschner, & Jochems, 2003).”
• Visualization of participation: Does it contribute to successful computer-supported collaborative learning? (2007, background): “The primary aim of CSCL is to provide an environment that supports and enhances collaboration between students, in order to enhance students’ learning processes ( Kreijns, Kirschner, & Jochems, 2003 ).”
• Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration (2018, background): “Integration of these aspects may help to ensure the social interaction, which is salient to the efficacy of CL (Kreijns et al., 2003).”
• Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, methodology): “…are the abilities and efforts to sustain cohesive, mutually respectful social interaction (Barron, 2003; Rogat & Adams-Wiggings, 2015), including developing trust and fostering safety for collaboration, and building a sense of community with a shared goal (Kreijns et al., 2003; Wegerif, 1998).”
• Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, background): “Nevertheless, they are also shared in and shaped by social interaction (Kreijns et al., 2003).”
• Motivation in online learning: Testing a model of self-determination theory (2010, background): “For instance, instructors can provide flexible learning options, including assessment (Willems, 2005), design collaborative learning activities to foster peer interactions (Kreijns et al., 2003), and assist students with self-regulation and learning strategies (Motteram & Forrester, 2005).”
• Cooperation and the Use of Technology (2007, background): “The lack of social presence can negatively affect the quality of interaction and cooperation among students (Kreijns et al., 2003; Rourke, 2000).”
• Regulation and socio-emotional interactions in a positive and a negative group climate (2018, background): “emotions and socio-emotional climate, such as developing trust and cohesion, providing and seeking support, and building confidence and motivation (Kempler and Linnenbrink 2006; Kreijns et al. 2003; Marks et al. 2001).”