International Journal of Computer-Supported Collaborative Learning

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 2021-04-01 to 2025-04-01.)
ArticleCitations
How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks48
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?33
CSCL has come of age33
Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning27
CSCL: a learning and collaboration science?25
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?24
Deconstructing orchestration load: comparing teacher support through mirroring and guiding22
Facilitated model-based reasoning in immersive virtual reality: Meaning-making and embodied interactions with dynamic processes20
Understanding young children’s science learning through embodied communication within an MR environment20
Identifying collaborative problem-solver profiles based on collaborative processing time, actions and skills on a computer-based task20
The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL19
Correction to: Many are the ways to learn: Identifying multi-modal behavioral profiles of collaborative learning in constructivist activities18
Emergent group understanding: Investigating intersubjectivity in sociotechnical interdependencies16
Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning16
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL16
Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching16
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