Learning technologies: Affective and social issues in computer-supported collaborative learning

By Ann C. Jones, Kim Issroff. Comput. Educ., 2005

347 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/92e96c856cd378904e656422cf0d7e40d01bff0d

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. Paul A. Kirschner
2. Fred Paas
3. Femke C. Kirschner
4. Sanna Järvelä
5. Jeroen Janssen
6. John Sweller
7. Frank Fischer
8. Ina Blau

In Education

1. Paul A. Kirschner
2. Sanna Järvelä
3. Femke C. Kirschner
4. Jeroen Janssen
5. Fred Paas
6. Frank Fischer
7. Pierre Dillenbourg
8. Gijsbert Erkens

In Sociology and Political Science

1. Sanna Järvelä
2. Paul A. Kirschner
3. Frank Fischer
4. Syh-Jong Jang
5. Kuan-Chung Chen
6. Femke C. Kirschner
7. Fred Paas
8. Alan Amory

Citations in the corpus

• Game object model version II: a theoretical framework for educational game development (2007, background): “Time, distribution of control, the nature of the task, social affinity, and development of a community to support ‘safe-for-learning’ or ‘safe-for-disclosure’ interactions are important features in collaborative environments (Jones & Issroff, 2005).”
• Adult learners’ emotions in online learning (2008, background): “…statements of optimism, clear statements of the contribution made by each learner, and help with learners’ uncertainties can contribute towards strengthening of togetherness (Conrad, 2005; Jones & Issroff, 2005; MacFadden, 2007), which forms a supportive emotional climate in online learning.”
• Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “The study of collaborative learning thus has a long and rich tradition, which has led to the publication of a vast number of research studies examining the effects of collaborative learning on a range of dependent variables, such as student achievement (e.g., Nichols 1996), time on task (e.g., Klein”
• Collaboration and psychological ownership: how does the tension between the two influence perceived learning? (2011, background): “The trade-off between collaborative writing and ownership has been discussed in different academic settings (Ede and Lunsford 2001; Jones and Issroff 2005; Saunders 1989).”
• The Evolution of Research on Computer-Supported Collaborative Learning (2009, background): “CSCL's focus on cognitive aspects of collaboration has already been extended to include social, affective and motivational issues (Jones & Isroff, 2005).”
• Motivation in online learning: Testing a model of self-determination theory (2010, background): “Results from structural equation modeling provided evidence for the mediating effect of need satisfaction between contextual support and motivation/self-determination; however, motivation/self-determination failed to predict learning outcomes.”