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ORCIDInternational Journal of Computer-Supported Collaborative Learning, Volume 21
Volume 21, Number 1, March 2026
- Michael J. Baker, Peter Reimann
:
Editorial notes: Collaboration, feedback and dynamics. 1-6 - Jihong Ding, Zhihao Fan, Huazhong Liu, James Slotta, Feng Ji, Kefeng Hu:
Understanding collaborative programming dynamics: The role of prior knowledge, engagement and ICAP learning modes. 7-45 - Bertrand Schneider, Xiao Fang, Shinyi Kang, Pankaj Chejara, Jiajun Bu:
A quarter century of advances in collaboration sensing: a comprehensive review of high-frequency metrics and their connection to collaborative constructs from 2000 to 2025. 47-85 - Sarah Jaewon Lee, Xintian Tu, Simeon Adebola, D. Teo Keifert, Noel Enyedy, Joshua A. Danish:
How children blend feedback in a mixed-reality environment for collective embodied learning. 87-121 - Tatiana Iñíguez-Berrozpe, Carmen Elboj-Saso, Francesco Marcaletti, Pablo Bautista-Alcaine:
Learning to deal with hate speech: An online collective intelligence experiment on the Collective Learning platform. 123-154 - Yifat Ben-David Kolikant, Omri Hadar, Asaf Salman:
Talk to the machine: Unleashing the potential of AI to scale dialogic education and reduce polarization. 155-167
Volume 21, Number 2, June 2026
- Michael J. Baker, Peter Reimann:
Editorial Notes: the CSCL universe is still expanding. 169-172 - Taehyun Kim, Mike Tissenbaum:
Understanding when anger becomes productive or destructive in collaborative educational games. 173-204 - Xinran Zhu, Bodong Chen, David DeLiema:
Advancing collaborative discourse through knowledge synthesis. 205-235 - Mohammed Saqr, Sonsoles López-Pernas, Tiina Törmänen:
A temporal network approach to reveal the longitudinal dynamics of CSCL group regulation and productive collaboration. 237-270 - Mohammed Saqr, Sonsoles López-Pernas, Tiina Törmänen:
Correction: A temporal network approach to reveal the longitudinal dynamics of CSCL group regulation and productive collaboration. 271-272 - Ge Wang, Roy Pea:
Co-constructing critical data literacy in families: A technology-mediated learning perspective. 273-285
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