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As a sequel to an earlier collection on CSCL theory and research, this work serves to "carry forward the conversation", both in terms of content and structure. Most of the 12 chapters forming the core of the book originated as presentations at CSCL '97. Recognizing the long-standing traditions of CSCL work in Europe and Japan, the editors sought to expand the conversation geographically, as well as topically. For each chapter, the goal was not to only show how the chapter connects to past and future work in CSCL, but also to show how it contributes to the interests of other research communities. To do so, the editors solicited commentaries on each of the chapters from a diverse collection of writers. Their inclusion was intended to enrich the conversation by alerting the authors to relevant work going on outside of the CSCL community and at the same time, introducing the commentary authors to the contributions emerging from research in CSCL.
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Table of Contents

Contents: G.M. Olson, J.S Olson, R. Kraut, Series Editors' Comments. Preface. Part I:Case Studies of Technology Transfer. N. Miyake, T. Koschmann, Realizations of CSCL Conversations: Technology Transfer and the CSILE Project. J. Hewitt, From a Focus on Tasks to a Focus on Understanding: The Cultural Transformation of a Toronto Classroom. J. Oshima, R. Oshima, Coordination of Asynchronous and Synchronous Communication: Differences in Qualities of Knowledge Advancement Discourse Between Experts and Novices. F.P.C.M. de Jong, E. Veldhuis-Diermanse, G. Lutgens, Computer-Supported Collaborative Learning in University and Vocational Education. K. Hakkarainen, L. Lipponen, S. Jarvela, Epistemology of Inquiry and Computer-Supported Collaborative Learning. Part II:Empirical Studies of Learning in Collaborative Settings. R. Hall, Collaboration and Learning as Contingent Responses to Designed Environments. D.W. Shaffer, Design, Collaboration, and Computation: The Design Studio as a Model for Computer-Supported Collaboration in Mathematics. R.R. Stevens, Divisions of Labor in School and in the Workplace: Comparing Computer- and Paper-Supported Activities Across Settings. H. Suzuki, H. Kato, Identity Formation/Transformation as a Process of Collaborative Learning of Programming Using AlgoArena. V. Kaptelinin, M. Cole, Individual and Collective Activities in Educational Computer Game Playing. Part III:Technologies for Collaboration and Learning. T. Koschmann, Becoming More Articulate About the Theories That Motivate Our Work. V. Colella, Participatory Simulations: Building Collaborative Understanding Through Immersive Dynamic Modeling. H. Kato, K. Yamazaki, H. Suzuki, H. Kuzuoka, H. Miki, A. Yamazaki, Designing a Video-Mediated Collaboration System Based on a Body Metaphor. P. Bell, Using Argument Map Representations to Make Thinking Visible for Individuals and Groups. G. Gay, R. Rieger, T. Bennington, Using Mobile Computing to Enhance Field Study.

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