OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Computer-Supported Collaborative Learning is 10. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?	42
Capturing the participation and social dimensions of computer-supported collaborative learning through social network analysis: which method and measures matter?	39
The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom	28
Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning	26
Bringing maker practices to school: tracing discursive and materially mediated aspects of student teams’ collaborative making processes	21
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building	21
Finding a place for equity in CSCL: ambitious learning practices as a lever for sustained educational change	21
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving	20
Capturing regulatory patterns in online collaborative learning: A network analytic approach	20
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use	17
Encouraging collaboration and building Community in Online Asynchronous Professional Development: designing for social capital	17
Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance	16
Social sensitivity: a manifesto for CSCL research	15
Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities	14
Agency to transform: how did a grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry?	14
Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis	14
Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context	14
Give student ideas a larger stage: support cross-community interaction for knowledge building	13
Group awareness and regulation in computer-supported collaborative learning	13
Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms	12
Students’ multimodal knowledge practices in a makerspace learning environment	11
Advocating for group interaction in the age of COVID-19	11
An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective	10
Deconstructing orchestration load: comparing teacher support through mirroring and guiding	10
Data wrangling practices and collaborative interactions with aggregated data	10

Dialogic intervisualizing in multimodal inquiry