7. CSCL 2007: Rutgers University, New Brunswick, NJ, USA
Clark A. Chinn, Gijsbert Erkens, Sadhana Puntambekar (Eds.): Proceedings of the 7th Iternational Conference on Computer Supported Collaborative Learning, CSCL'07, New Brunswick, NJ, USA, July 16-21, 2007. International Society of the Learning Sciences / ACM DL 2007 ISBN 978-0-6151-5436-7- Gerhard Fischer: Designing socio-technical environments in support of meta-design and social creativity. 2-11
- Douglas Clark, Victor Sampson, Armin Weinberger, Gijsbert Erkens: Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structure. 13-22
- Janice Gobert, James D. Slotta, Jody Clarke, Chris Dede, Hannie Gijlers, Nadira Saab, Wouter R. van Joolingen, Ton de Jong, Ken Koedinger: Fostering peer collaboration with technology. 23-27
- Naomi Miyake, Roy D. Pea, Brigid Barron, Daniel L. Schwartz, Lee Martin, Rogers Hall, Ken Wright, Karen Wieckert: Redefining learning goals of very long-term learning across many different fields of activity. 28-37
- Armin Weinberger, Douglas Clark, Pierre Dillenbourg, Dejana Diziol, Victor Sampson, Karsten Stegmann, Nikol Rummel, Fabrice Hong, Hans Spada, Bruce M. McLaren, Taiga Brahm, Frank Fischer: Orchestrating learning activities on the social and the cognitive level to foster CSCL. 38-47
- Dor Abrahamson, Paulo Blikstein, Uri Wilensky: Classroom model, model classroom: computer-supported methodology for investigating collaborative-learning pedagogy. 49-58
- Anindito Aditomo, Peter Reimann: Learning from virtual interaction: a review of research on online synchronous groups. 59-68
- Richard Alterman, Johann Ari Larusson: Technology in a context: enabling students to collaboratively participate at the interface of computation and social science. 72-74
- Christopher Amelung, James M. Laffey, Paul Turner: Supporting collaborative learning in online higher education through activity awareness. 75-77
- Marina Umaschi Bers, Clement Chau, Keiko Satoh, Laura Beals: Virtual communities of care: online peer networks with post-organ transplant youth. 78-80
- Alan Bitterman, Natalie Hatrak, Cindy E. Hmelo-Silver: Learning about transfer in an online problem-based course. 81-83
- Paulo Blikstein, William Rand, Uri Wilensky: Just a cog in the machine: participatory robotics as a tool for understanding collaborative learning and decision-making. 84-86
- Erica C. Boling: Why technology isn't making a difference: coming to terms with ubiquitous learning in high school classrooms. 87-89
- Tharrenos Bratitsis, Angelique Dimitracopoulou: Interaction analysis in asynchronous discussions: lessons learned on the learners' perspective, using the DIAS system. 90-92
- Jürgen Buder, Daniel Bodemer: Supporting controversial CSCL discussions with augmented group awareness tools. 93-101
- Leah Buechley, Mike Eisenberg: Boda blocks: a collaborative tool for exploring tangible three-dimensional cellular automata. 102-104
- Murat Perit Çakir, Alan Zemel, Gerry Stahl: The organization of collaborative math problem solving activities across dual interaction spaces. 105-107
- Carol K. K. Chan, Eddy Y. C. Lee: Fostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving students. 108-117
- Elizabeth S. Charles, Wesley Shumar: Creativity, collaboration and competence: agency in online synchronous chat environment. 118-126
- Der-Thanq Victor Chen, David Wei Loong Hung: Towards a community incubator: the ICAP design framework for social constructivist educational designers. 127-130
- Fei Ching Chen, Ho-Ming Jiang: Using social network analysis to explore the dynamics of telementor' meta-support in practice. 131-134
- Gaowei Chen, Ming Ming Chiu: Effects of previous messages' evaluations, knowledge content, social cues and personal information on the current message during online discussion. 135-137
- Weiqin Chen, Marius Nordbø: Understanding pair-programming from a socio-cultural perspective. 138-140
- Anthony Cocciolo, Hui Soo Chae, Gary Natriello: Using social network analysis to highlight an emerging online community of practice. 148-152
- Stephanie B. Corliss, Michele W. Spitulnik, Tara E. Higgins, Doug Kirkpatrick: Mentored professional development to support successful integration of technology-enhanced science curriculum. 153-155
- Ulrike Cress, Joachim Kimmerle: A theoretical framework of collaborative knowledge building with wikis: a systemic and cognitive perspective. 156-164
- Sarah M. Davis: Impact of anonymity of input in next-generation classroom networks. 165-167
- Reuma De Groot, Raul Drachman, Rakheli Hever, Baruch B. Schwarz, Ulrich Hoppe, Andreas Harrer, Maarten De Laat, Rupert Wegerif, Bruce M. McLaren, Benoit Baurens: Computer supported moderation of e-discussions: the ARGUNAUT approach. 168-170
- Jessica Dehler, Daniel Bodemer, Jürgen Buder: Fostering audience design of computer-mediated knowledge communication by knowledge mirroring. 171-173
- Sharon J. Derry, Matt DelMarcelle: A reflective analysis of facilitation in an online problem-based learning activity. 174-183
- Yannis A. Dimitriadis, Juan I. Asensio-Pérez, Davinia Hernández Leo, Jeremy Roschelle, John Brecht, Deborah G. Tatar, S. Raj Chaudhury, Chris DiGiano, Charles Patton: From socially-mediated to technology-mediated coordination: a study of design tensions using group scribbles. 184-186
- Ning Ding: Physhint: a qualitative study of student's knowledge elaboration in CSCL. 187-189
- Tanja Engelmann, Sigmar-Olaf Tergan: An innovative approach for fostering computer-supported collaboration. 190-192
- Christine Ferraris, Christian Martel, Laurence Vignollet: Helping teachers in designing CSCL scenarios: a methodology based on the LDL language. 193-195
- Deborah A. Fields, Yasmin B. Kafai: Illegitimate practices as legitimate participation: game cheat sites in a teen virtual world. 196-198
- Deborah A. Fields, Yasmin B. Kafai: Tracing insider knowledge across time and spaces: a connective ethnography in a teen online game world. 199-208
- Yongcheng Gan, Marlene Scardamalia, Huang-Yao Hong, Jianwei Zhang: Making thinking visible: growth in graphical literacy, grades 3 to 4. 209-211
- Christina M. Gardner, Janet L. Kolodner: Turning on minds with computers in the kitchen: supporting group reflection in the midst of engaging in hands-on activities. 212-221
- Julia Gil, Baruch B. Schwarz, Christa S. C. Asterhan: Intuitive moderation styles and beliefs of teachers in CSCL-based argumentation. 222-231
- Christine Greenhow, Kimberly Schultz: Using online social networks to support underrepresented students' engagement in postsecondary education. 232-233
- Gahgene Gweon, Carolyn Penstein Rosé, Emil Albright, Yue Cui: Evaluating the effect of feedback from a CSCL problem solving environment on learning, interaction, and perceived interdependence. 234-243
- Erica Halverson: Reality television, fan behavior, and online communities of practice. 244-246
- Eric R. Hamilton: Principles and grand challenges for the future: a prospectus for the computer-supported collaborative learning (CSCL) community. 247-256
- Miriam Hansen, Hans Spada: Instructional support for individual and collaborative demands in two net-based communication settings. 257-266
- Sneha Veeragoudar Harrell, Dor Abrahamson: Computational literacy and mathematics learning in a virtual world: identity, embodiment, and empowered media engagement. 267-269
- Andreas Harrer, Nils Malzahn, Sam Zeini, Heinz Ulrich Hoppe: Combining social network analysis with semantic relations to support the evolution of a scientific community. 270-279
- Andreas Harrer, Lars Kobbe, Nils Malzahn: Conceptual and computational issues in the formalization of collaboration scripts. 280-282
- Andreas Harrer, Sam Zeini, Georgios Kahrimanis, Nikolaos M. Avouris, José Antonio Marcos, Alejandra Martínez-Monés, Anne Meier, Nikol Rummel, Hans Spada: Towards a flexible model for computer-based analysis and visualization of collaborative learning activities. 283-285
- Jan Henning, Ute Massler, Rolf Ploetzner, Peter Huppertz: Collaborative lesson analysis in virtual groups: the impact of video on student teachers analysis and reflection processes. 286-288
- Rakheli Hever, Reuma De Groot, Maarten De Laat, Andreas Harrer, Ulrich Hoppe, Bruce M. McLaren, Oliver Scheuer: Combining structural, process-oriented and textual elements to generate awareness indicators for graphical e-discussions. 289-291
- Jim Hewitt, Vanessa L. Peters: The relationship between student interaction and message readability in asynchronous online discussions. 292-294
- Tamar Inbal-Shamir, Yael Kali: The relation between schoolteachers' perceptions about collaborative learning and their employment of online instruction. 295-303
- Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar: Influence of group member familiarity on online collaborative learning. 304-313
- Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar: Online visualization of agreement and discussion during computer-supported collaborative learning. 314-316
- Aditya Johri: The socio-technical process of newcomer participation: lessons from a field study. 317-319
- Yael Kali, Tamar Ronen-Fuhrmann: How can the design of educational technologies affect graduate students' epistemologies about learning? 323-325
- Manu Kapur, David Hung, Michael J. Jacobson, John Voiklis, Charles K. Kinzer, Der-Thanq Victor Chen: Emergence of learning in computer-supported, large-scale collective dynamics: a research agenda. 326-335
- Manu Kapur, John Voiklis, Charles K. Kinzer: Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups. 336-346
- Göran Karlsson, Jonas Ivarsson: Animated science education: possible pitfalls of computer supported collaborative learning. 347-350
- Elvira K. Katic: From the individual to the group: tracing preservice teachers' conceptions of transformational technologies. 351-353
- Judy Kay, Kalina Yacef, Peter Reimann: Visualisations for team learning: small teams working on long-term projects. 354-356
- Fengfeng Ke: Using computer-based math games as an anchor for cooperative learning. 357-359
- Robert Kildare, R. N. Williams, Jacky Hartnett, Peter Reimann: Interaction rules: their place in collaboration software. 364-366
- Kibum Kim, Deborah G. Tatar, Steve Harrison: Sharing visual context to facilitate late overhearer's understanding of the handheld-based learning activity. 367-369
- Joachim Kimmerle, Ulrike Cress: Group awareness and self-presentation in the information-exchange dilemma: an interactional approach. 370-378
- Kristin Knipfer, Carmen Zahn, Friedrich W. Hesse: Demonstration of a discussion terminal for knowledge acquisition and opinion formation in science museums. 379-381
- Ingo Kollar, Christof Wecker, Frank Fischer, Carmen Kohnle, James D. Slotta: Are core objectives of web-based collaborative inquiry learning already core learning prerequisites?: the case of argumentation competences and computer literacy. 382-384
- Birgitta Kopp, Heinz Mandl: Fostering argumentation with script and content scheme in videoconferencing. 385-394
- Barbara G. Ladewski, Annemarie S. Palincsar, Joseph Krajcik: From theory of mind to a theory of distributed shared sense-making. 395-397
- Ming Lai: The role of problematizing moves in online knowledge building activities. 398-407
- Yu-Ju Lan, Yao-Ting Sung, Kuo-En Chang: Let's read together: an evaluation of a computer assisted reciprocal early english reading system. 408-410
- Nancy Law, Johnny Yuen, Ronghuai Huang, Yanyan Li, Nicol Pan: A learnable content & participation analysis toolkit for assessing CSCL learning outcomes and processes. 411-420
- Rachel Levin-Peled, Yael Kali, Yehudit Judy Dori: Promoting collaborative learning in higher education: design principles for hybrid courses. 421-430
- Yanyan Li, Jian Liao, Jing Wang, Ronghuai Huang: CSCL interaction analysis for assessing knowledge building outcomes: method and tool. 431-440
- Chiu-Pin Lin, Shelley Shwu-Ching Young, Hui-Chun Hung, Yi-Chen Lin: Implementation of the scrabble game on the mobile devices to increase english vocabulary acquisition. 441-443
- Guan-Yu Lin, James M. Laffey, Kristin A. Buss: Studying the effects of scripts and technology on cooperative learning. 444-446
- Robb Lindgren, Roy Pea, Sarah Lewis, Joe Rosen: Learning from digital video: an exploration of how interactions affect outcomes. 447-449
- Andreas Lingnau, Peter Zentel, Ulrike Cress: Fostering collaborative problem solving for pupils with cognitive disabilities. 450-452
- Lei Liu, Cindy E. Hmelo-Silver: Computer-supported collaborative learning and conceptual change. 454-463
- Pei-Ju Liu, James M. Laffey, Karen R. Cox: Enabling organizational learning through event reporting: a case study in a health care context. 464-466
- Jacques Lonchamp: About the complexity of CSCL systems. 467-469
- Kristine Lund, Céline Rossetti, Stéphanie Metz: Do internal factors of cooperation influence computer-mediated distance activity? 470-479
- Gustav Lymer, Johan Lundin, Barry Brown, Mattias Rost, Lars Erik Holmquist: Web based platforms in co-located practice: the use of a wiki as support for learning and instruction. 480-489
- Heidy Maldonado, Brian Lee, Scott R. Klemmer, Roy D. Pea: Patterns of collaboration in design courses: team dynamics affect technology appropriation, artifact creation, and course performance. 490-499
- Lee Martin, Daniel L. Schwartz: Catalysts to creating representational tools and the benefits for learning. 500-502
- Yevgeniy Eugene Medynskiy, Amy Bruckman: The effects of conversations with regulars and administrators on the participation of new users in a virtual learning community. 503-505
- Yongwu Miao, Rob Koper: An efficient and flexible technical approach to develop and deliver online peer assessment. 506-515
- Toshio Mochizuki, Hiroshi Kato, Kazaru Yaegashi, Toshihisa Nishimori, Yusuke Nagamori, Shinobu Fujita: ProBoPortable: does the cellular phone software promote emergent division of labor in project-based learning? 516-518
- Gaëlle Molinari, Patrick Jermann, Pierre Dillenbourg: Source memorization in chat interactions. 519-521
- Martin Mühlpfordt, Gerry Stahl: The integration of synchronous communication across dual interaction spaces. 522-531
- Lisette Munneke, Jerry Andriessen, Paul A. Kirschner, Gellof Kanselaar: Effects of synchronous and asynchronous CMC on interactive argumentation. 532-541
- Tom Murray: Toward collaborative technologies supporting cognitive skills for mutual regard. 542-544
- Hanni Muukkonen, Kai Hakkarainen, Kari Kosonen, Satu Jalonen, Annamari Heikkilä, Kirsti Lonka, Katariina Salmela-Aro, Juha Linnanen, Kari Salo: Process-and context-sensitive research on academic knowledge practices: developing CASS-tools and methods. 545-547
- Brian C. Nelson, Diane Jass Ketelhut: Exploring embedded guidance and self-efficacy in educational multiuser virtual environments. 548-550
- Nils Malzahn, Andreas Harrer, Sam Zeini: The fourth man: supporting self-organizing group formation in learning communities. 551-554
- E. Michael Nussbaum, Denise L. Winsor, Yvette M. Aqui, Anne M. Poliquin: Argumentation Vee diagrams (AVDs) enrich online discussions. 555-557
- Nicholas Omale, Wei-Chen Hung, Lara Luetkehans, Jessamine Cooke-Plagwitz: The impact of 3-D based group interactions in an on-line problem-based learning environment. 561-563
- Diler Öner: Examining the dual function of computational technology on the conception of mathematical proof. 564-566
- Jun Oshima, Ritsuko Oshima: Complex network theory approach to the assessment on collective knowledge advancement through scientific discourse in CSCL. 567-569
- Maarten Overdijk, Wouter van Diggelen: Appropriation of a graphical shared workspace: the learner-tool connection. 570-572
- Sharon L. Oviatt, Alexander M. Arthur, Yaro Brock, Julia Cohen: Expressive pen-based interfaces for math education. 573-582
- John Ow, Katerine Bielaczyc: Epistemological perturbations: using material artifacts to cultivate a knowledge building culture in classrooms. 583-585
- Trena M. Paulus: Online but off-topic: establishing common ground in small learning groups. 586-589
- Kylie A. Peppler, Yasmin B. Kafai: Collaboration, computation, and creativity: media arts practices in urban youth culture. 590-592
- Vanessa L. Peters, Jim Hewitt: Student competition in computer-mediated conferencing courses. 593-595
- Ingvill Rasmussen, Andreas Lund, Ole Smørdal: Wiki design for teacher interventions in collaborative production. 596-598
- Lillian S. Ray, K. Ann Renninger: Scaffolding preservice teachers online: the roles of interest and mathematical beliefs. 599-601
- Peter Reimann: Time is precious: why process analysis is essential for CSCL (and can also help to bridge between experimental and descriptive methods). 602-611
- Eric Rosenbaum, Eric Klopfer, Britton Boughner, Louisa Rosenheck: Engaging students in science controversy through an augmented reality role-playing game. 612-614
- Nikol Rummel, Sabine Hauser, Hans Spada: How does net-based interdisciplinary collaboration change with growing domain expertise? 615-624
- Mirweis Sangin, Nicolas Nova, Gaëlle Molinari, Pierre Dillenbourg: Partner modeling is mutual. 625-632
- Tom Satwicz, Reed Stevens: Tools of play: coordinating games, characters, and actions while learning to play video games. 633-642
- Amit Saxena, Reed Stevens: Video traces: creating common space between university and public schools for preparing new teachers. 643-645
- Hyo-Jeong So: Improving young learners' scientific understanding in CSCL environments. 646-648
- Hans Spada, Anne Meier: Constructing new knowledge in collaboration: instructional support for improving information pooling and processing in groups. 649-651
- Gerry Stahl: Meaning making in CSCL: conditions and preconditions for cognitive processes by groups. 652-661
- Karsten Stegmann, Christof Wecker, Armin Weinberger, Frank Fischer: Collaborative argumentation and cognitive processing: an empirical study in a computer-supported collaborative learning environment. 662-671
- Daniel J. Steinbock, Roy Pea, Byron Reeves: Wearable tag clouds: visualizations to facilitate new collaborations. 672-674
- Constance Steinkuehler: Massively multiplayer online games & education: an outline of research. 675-685
- Agni Stylianou-Georgiou, Elena C. Papanastasiou, Sadhana Puntambekar: Analyzing collaborative processes and learning from hypertext through hierarchical linear modeling. 686-694
- Daniel D. Suthers, Nathan Dwyer, Richard Medina, Ravi K. Vatrapu: A framework for eclectic analysis of collaborative interaction. 695-704
- Daniel D. Suthers, Ravi K. Vatrapu, Richard Medina, Samuel R. H. Joseph, Nathan Dwyer: Conceptual representations enhance knowledge construction in asynchronous collaboration. 705-714
- Daniel D. Suthers, Richard Medina, Ravi K. Vatrapu, Nathan Dwyer: Information sharing is incongruous with collaborative convergence: the case for interaction. 715-717
- Stephanie D. Teasley, Steven Lonn: Using learning management systems to support students' collaborative learning in higher education. 718-720
- Chris Teplovs, Zoe Donoahue, Marlene Scardamalia, Donald Philip: Tools for concurrent, embedded, and transformative assessment of knowledge building processes and progress. 721-723
- Marije van Amelsvoort, Seger Breugelmans: Boundary conditions for applying argumentative diagrams. 724-726
- Wouter van Diggelen, Maarten Overdijk: Small-group face-to-face discussions in the classroom: a new direction of CSCL research. 727-736
- Hilde van Keer, Tammy Schellens, Bram de Wever, Martin Valcke: The use of "knowledge types" as scripting tool to enhance critical thinking in online discussions. 737-740
- Swaroop Vattam, Christopher W. Kramer, Hyungsin Kim, Janet L. Kolodner: Effects of technology-based support for explanation construction on learners' discourse during design-based learning in science. 741-750
- Erin Walker, Nikol Rummel, Bruce M. McLaren, Kenneth R. Koedinger: The student becomes the master: integrating peer tutoring with cognitive tutoring. 751-753
- Hao-Chuan Wang, Carolyn Penstein Rosé, Yue Cui, Chun-Yen Chang, Chun-Chieh Huang, Tsai-Yen Li: Thinking hard together: the long and short of collaborative idea generation in scientific inquiry. 754-763
- Christof Wecker, Frank Fischer: Fading scripts in computer-supported collaborative learning: the role of distributed monitoring. 764-772
- Martin Wessner, Andrea Kienle: Interdisciplinarity in the CSCL community: an empirical study. 776-784
- Tobin White, Kevin Lai, Garrett Kenehan: Designing collaborative mathematics activities for classroom device networks. 785-787
- Greg Wientjes, Jawed Karim: Online video repository and supportive community for beginning teachers. 788-790
- Ken Wright: Professional visions in the liminal worlds of graphs. 791-794
- Etsuji Yamaguchi, Shigenori Inagaki, Masanori Sugimoto, Fusako Kusunoki, Akiko Deguchi, Yuichiro Takeuchi, Takao Seki, Sanae Tachibana, Tomokazu Yamamoto: Fostering students' participation in face-to-face interactions and deepening their understanding by integrating personal and shared spaces. 795-797
- Sarita Yardi, Dan Perkel: Understanding classroom culture through a theory of dialogism: what happens when cheating and collaboration collide? 798-807
- Susan A. Yoon: Exploring the potential of a handheld participatory simulation and social network application for revealing decision-making processes for information seeking amongst middle school students. 808-810
- Alan Zemel, Wes Shumar, Murat Perit Çakir: The disembodied act: copresence and indexical symmetry in computer-mediated communication. 811-813
- Nan Zhou, Alan Zemel, Gerry Stahl: Information as a social achievement: collaborative information behavior in CSCL. 814-816
- Turadg Aleahmad, James D. Slotta, Wouter R. van Joolingen: New authoring frameworks for integrating collaborative learning technologies. 818-819
- Yiannis Dimitriadis, Symeon Retalis, Chris DiGiano: The use of CSCL design patterns as a vehicle for effective & efficient learning designs: linking patterns to authentic educational case studies. 822-823
- Christopher Jones: Networked learning and CSCL. 824-825
- Andreas Lund, Palmyre Pierroux, Ingvill Rasmussen, Ole Smørdal, Eli Blevis: Wiki research: knowledge advancement and design. 826
- Naomi Miyake: Introduction to computer supported collaborative learning. 827
- Roy Pea, Shelley V. Goldman, Robb Lindgren, Joe Rosen: An interactive session using a tool to support distributed conversations around digital video. 828-829
- Gerry Stahl: Chat analysis in virtual math teams. 830
- Karsten Stegmann, Ingo Kollar, Jan M. Zottmann, Hannie Gijlers, Ton de Jong, Pierre Dillenbourg, James D. Slotta, Frank Fischer: Towards the convergence of CSCL and inquiry learning: scripting collaborative inquiry learning. 831-832
- Armin Weinberger, Miky Ronen, Pierre Tchounikine, Andreas Harrer, Pierre Dillenbourg, Jörg M. Haake, Yael Kali, Frank Fischer, Dan Kohen-Vacs: Languages and platforms for CSCL scripts. 833-834
- Eric Baumer: Computational metaphor extraction to encourage critical reflection and support epistemological pluralism. 836-838
- Murat Perit Çakir: How online small groups create and use mathematical objects to do collaborative problem solving. 839-841
- Jessica Dehler: Knowledge mirroring: fostering computer-mediated collaboration and learning. 842-844
- Dejana Diziol: The impact of collaboration on procedural and conceptual knowledge acquisition in algebra learning. 845-847
- Kristin Knipfer: Knowledge acquisition and opinion formation at science museums: the potential of a discussion terminal for collaborative elaboration on controversial issues. 848-850
- Sukjin Kwon: The effects of knowledge awareness on peer interaction and shared mental model in CSCL. 851-855
- Lei Liu: Trajectories of collaborative scientific conceptual change: a classroom study in a CSCL environment. 856-858
- Eva Mayr: Goal-awareness and goal-adaptive information presentation to support collaborative learning in informal settings. 859-861
- Rebecca L. Payne: Mapping the edublogosphere: implications for literacy and teacher professional development. 862-864
- Johann W. Sarmiento: Bridging: sustaining online, collaborative knowledge building over time and across collectivities. 865-867
- Elisabeth Sylvan: Network models of online communities of creators. 868-870
- Lori M. Takeuchi: Toward authentic scientific practice: comparing the use of GIS in the classroom and laboratory. 871-873
- Lu Xiao: The effects of awareness of group members' rationale on collaborative learning activities. 874-876
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last updated on 2013-06-18T211851 by the dblp team