OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Computer-Supported Collaborative Learning is 16. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-08-01 to 2025-08-01.)

Article	Citations
Deconstructing orchestration load: comparing teacher support through mirroring and guiding	56
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL	43
Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction	40
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research	39
Fostering growth orientations in students’ identities as knowledge builders	37
Evolution of the academic emotions of academically low-achieving students in knowledge building	28
Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students’ self-regulation profiles, participation in collaborative activities, retention, and learning in M	27
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building	25
Emotion expression and recognition in written digital discussions on Civic Issues	25
Learning within fiber-crafted algorithms: Posthumanist perspectives for capturing human-material collaboration	21
The impact of a gamified mobile question-asking app on museum visitor group interactions: an ICAP framing	19
Prompting collaborative and exploratory discourse: An epistemic network analysis study	19
Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning	18
Fostering collaborative and embodied learning with extended reality: Special issue introduction	18
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?	18
Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making	17
How do new ideas come to be adopted during discourse?	16