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Editorial notes: Core issues in CSCL research.

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Title: Editorial notes: Core issues in CSCL research.
Authors: Baker, Michael1 (AUTHOR) michael.baker@telecom-paris.fr, Reimann, Peter2 (AUTHOR) peter.reimann@sydney.edu.au
Source: International Journal of Computer-Supported Collaborative Learning. Jun2025, Vol. 20 Issue 2, p165-170. 6p.
Subject Terms: *Philosophy of education, *Cognitive learning, *Cognitive science, *Secondary school students, Division of labor
Abstract: The article focuses on core issues in Computer-Supported Collaborative Learning (CSCL) research, particularly how task design, dialogue, and technology influence collaboration and learning. It discusses two studies: one examining the impact of different collaborative tasks on knowledge construction among secondary school students, and another exploring multimodal learning analytics in a maritime training simulator. Additionally, it addresses the role of disagreement in dialogue, highlighting how different styles of disagreement affect knowledge co-elaboration processes among students. The article emphasizes the importance of understanding collaboration as a dynamic process mediated by technology and situated within social contexts. [Extracted from the article]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Editorial notes: Core issues in CSCL research.
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  Data: <searchLink fieldCode="AR" term="%22Baker%2C+Michael%22">Baker, Michael</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> michael.baker@telecom-paris.fr</i><br /><searchLink fieldCode="AR" term="%22Reimann%2C+Peter%22">Reimann, Peter</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> peter.reimann@sydney.edu.au</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Jun2025, Vol. 20 Issue 2, p165-170. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+science%22">Cognitive science</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br /><searchLink fieldCode="DE" term="%22Division+of+labor%22">Division of labor</searchLink>
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  Data: The article focuses on core issues in Computer-Supported Collaborative Learning (CSCL) research, particularly how task design, dialogue, and technology influence collaboration and learning. It discusses two studies: one examining the impact of different collaborative tasks on knowledge construction among secondary school students, and another exploring multimodal learning analytics in a maritime training simulator. Additionally, it addresses the role of disagreement in dialogue, highlighting how different styles of disagreement affect knowledge co-elaboration processes among students. The article emphasizes the importance of understanding collaboration as a dynamic process mediated by technology and situated within social contexts. [Extracted from the article]
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  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11412-025-09449-4
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      – Code: eng
        Text: English
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      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Cognitive learning
        Type: general
      – SubjectFull: Cognitive science
        Type: general
      – SubjectFull: Secondary school students
        Type: general
      – SubjectFull: Division of labor
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      – TitleFull: Editorial notes: Core issues in CSCL research.
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              M: 06
              Text: Jun2025
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