Patterns of participation and discourse in elementary students’ computer-supported collaborative learning

By Lasse Lipponen, Marjaana Rahikainen, Jiri Lallimo, Kai P. J. Hakkarainen. 2003

325 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c3586c474dda893c2489e7f3838aee7009308a1c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

What is online learner participation? A literature review (2008, background): “An example of this category of approaches is provided by Lipponen et al. (2003): " The definition of who is active and who is inactive in the class was made on the basis of percentile values; a participant was considered active if the participation rate (number of written notes) was in the upper…”
Visualization of participation: Does it contribute to successful computer-supported collaborative learning? (2007, methodology): “To determine participation in CSCL settings, researchers have mostly used the number of messages sent (e.g., Adrianson, 2001; Lipponen et al., 2003), or the number of words written (e.”
Content analysis: What are they talking about? (2006, unknown): “Finally, the educational level can a V ect the communication style: in primary education most messages tend to be short and on a single topic (Lipponen et al., 2003), whereas in higher education messages are far more complex and contain several topics that can belong to di V erent coding categories.”
A theory of online learning as online participation (2009, background): “The following definition is typical for such approaches: ‘‘One can define at least two forms of participation in CSCL [computer-supported collaborative learning] environments: writing notes and reading notes (‘lurking’)” (Lipponen et al., 2003, p. 492).”
Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools (2014, background): “They also have been found to experience lower participation (Lipponen et al. 2003), more conflict”