OOIR: Observatory of International Research

Papers

(The median citation count of International Journal of Computer-Supported Collaborative Learning is 3. 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.)

Article	Citations
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 tasks	48
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?	33
CSCL has come of age	33
Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning	27
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 guiding	22
Facilitated model-based reasoning in immersive virtual reality: Meaning-making and embodied interactions with dynamic processes	20
Understanding young children’s science learning through embodied communication within an MR environment	20
Identifying collaborative problem-solver profiles based on collaborative processing time, actions and skills on a computer-based task	20
The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL	19
Correction to: Many are the ways to learn: Identifying multi-modal behavioral profiles of collaborative learning in constructivist activities	18
Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching	16
Emergent group understanding: Investigating intersubjectivity in sociotechnical interdependencies	16
Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning	16
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL	16
Editorial notes: on dialogues and sequences	15
Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis	15
How do new ideas come to be adopted during discourse?	14
Reflecting on what counts as collaboration: Reaching forward without losing what is behind	13
Editorial Notes: Revitalising foundational concepts	11
Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming	11
Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework	9
Correction: An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective	9
Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities	9

Evolution of the academic emotions of academically low-achieving students in knowledge building	9
Taking a stance in the process of learning: Developing perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion	9
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research	9
Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making	9
The temporal dynamics of online problem-based learning: Why and when sequence matters	8
Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs	8
Fostering growth orientations in students’ identities as knowledge builders	8
Patterns of action transitions in online collaborative problem solving: A network analysis approach	7
Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction	7
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	7
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building	6
Promoting knowledge building through meta-discourse and epistemic discourse understanding	6
Gesture-mediated collaboration with augmented reality headsets in a problem-based astronomy task	5
Novel CSCL design processes prompted by exploration of role-playing and emotions	5
Relations Matter – CSCL Research Informing and Developing CL Competencies	5
Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study	4
Toward multimodal learning analytics in simulation-based collaborative learning: A design ethnography of maritime training	4
Capturing temporal pathways of collaborative roles: A multilayered analytical approach using community of inquiry	4
Using generative ai as a simulation to support higher-order thinking	4
Group awareness and regulation in computer-supported collaborative learning	4
Editorial: Nine elements for robust collaborative learning analytics: A constructive collaborative critique	4
Cross-community knowledge building with idea thread mapper	4
Implementing learning analytics in wiki-supported collaborative learning in secondary education: A framework-motivated empirical study	3
Enhancing students’ dialogic reflection through classroom discourse visualisation	3
Initiating scientific collaborations across career levels and disciplines – a network analysis on behavioral data	3
Disagreeing softly: Supporting students in managing disagreement in peer critique	3
‘Supporting socially shared regulation during collaborative task-oriented reading’	3
Common “place” observations about embodiment and CSCL	3
Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model	3