OOIR: Observatory of International Research

Papers

(The median citation count of International Journal of Computer-Supported Collaborative Learning is 4. 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 2021-11-01 to 2025-11-01.)

Article	Citations
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL	64
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research	62
Fostering growth orientations in students’ identities as knowledge builders	45
Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction	43
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	42
Evolution of the academic emotions of academically low-achieving students in knowledge building	32
Emotion expression and recognition in written digital discussions on Civic Issues	29
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building	29
Learning within fiber-crafted algorithms: Posthumanist perspectives for capturing human-material collaboration	27
Fostering collaborative and embodied learning with extended reality: Special issue introduction	22
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?	21
How do new ideas come to be adopted during discourse?	20
Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning	20
Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making	18
Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs	15
Editorial: Nine elements for robust collaborative learning analytics: A constructive collaborative critique	15
Group awareness and regulation in computer-supported collaborative learning	14
Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS?	14
Using generative ai as a simulation to support higher-order thinking	14
The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?	13
CSsCL: the performance of collaborative learning	13
Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning	13
Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning	12
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?	12
Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples	12

Correction: An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective	11
Editorial notes: on dialogues and sequences	11
Measuring the quality of collaborative group engagement: Development and validation of the QCGE self-assessment scale (QCGE-SAS)	10
The temporal dynamics of online problem-based learning: Why and when sequence matters	10
Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework	10
Understanding the role of I-positions facilitating knowledge construction in a computer-supported collaborative learning environment	9
Gesture-mediated collaboration with augmented reality headsets in a problem-based astronomy task	8
Students’ use of technological tools to engage in collective mathematical proof activity	8
Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective	7
Disagreeing softly: Supporting students in managing disagreement in peer critique	7
Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model	7
Dialogues across time and space in a video-based collaborative learning environment	7
Comparing the effectiveness of CSCL scripts for shared task perceptions in socially shared regulation of collaborative learning	7
Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives	6
The impact of scripts on blended and online socially shared regulation of learning: A role-playing game theory perspective	6
A theory-driven reflection on context-aware support for collaborative discussions in light of analytics, affordances, and platforms	6
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving	6
Fostering regulatory processes using computational scaffolding	6
CSCL: a learning and collaboration science?	5
CSCL has come of age	5
Facilitated model-based reasoning in immersive virtual reality: Meaning-making and embodied interactions with dynamic processes	5
Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching	5
The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL	5
Reflecting on what counts as collaboration: Reaching forward without losing what is behind	4
Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study	4
Correction: Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model	4
Collaboration in virtual and remote laboratories for education: A systematic literature review	4
Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities	4
Promoting knowledge building through meta-discourse and epistemic discourse understanding	4
Effects of group awareness support in CSCL on students’ learning performance: A three-level meta-analysis	4
Relations Matter – CSCL Research Informing and Developing CL Competencies	4
Capturing temporal pathways of collaborative roles: A multilayered analytical approach using community of inquiry	4
The trade-off between individuals and groups: role interactions under different technology affordance conditions	4
Implementing learning analytics in wiki-supported collaborative learning in secondary education: A framework-motivated empirical study	4