Analyzing Interactions in CSCL

Methods, Approaches and Issues

  • Sadhana Puntambekar
  • Gijsbert Erkens
  • Cindy Hmelo-Silver

Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 12)

Table of contents

  1. Front Matter
    Pages i-xxii
  2. Understanding Group Processes

    1. Front Matter
      Pages 1-1
    2. Manu Kapur, John Voiklis, Charles K. Kinzer
      Pages 3-23
    3. Cindy E. Hmelo-Silver, Rebecca Jordan, Lei Liu, Ellina Chernobilsky
      Pages 83-106
    4. Gerry Stahl
      Pages 107-130
  3. Understanding Learning within Groups

    1. Front Matter
      Pages 143-143
    2. Agni Stylianou-Georgiou, Elena Papanastasiou, Sadhana Puntambekar
      Pages 145-159
    3. Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar
      Pages 187-205
    4. Allan Jeong, Douglas B. Clark, Victor D. Sampson, Muhsin Menekse
      Pages 207-233
  4. Frameworks for Analyzing Interactions in CSCL

    1. Front Matter
      Pages 245-245
    2. Alejandra Martínez-Monés, Andreas Harrer, Yannis Dimitriadis
      Pages 269-291
    3. Gahgene Gweon, Soojin Jun, Joonhwan Lee, Susan Finger, Carolyn Penstein Rosé
      Pages 293-317
    4. Daniel Suthers, Richard Medina
      Pages 341-366
    5. Nikol Rummel, Anne Deiglmayr, Hans Spada, George Kahrimanis, Nikolaos Avouris
      Pages 367-390
  5. Back Matter
    Pages 413-416

About this book


Analyzing Collaborative Interactions in CSCL Methods, Approaches, and Issues Sadhana Puntambekar, Gijsbert Erkens, and Cindy Hmelo-Silver, editors In more than two decades of research in CSCL (Computer-Supported Collaborative Learning), researchers have used several methods to understand how individuals learn in groups and how groups of learners construct knowledge. The individual and group learning processes have been studied using a variety of methods. Analyzing Collaborative Interactions in CSCL reveals the wide range of this research: qualitative and quantitative methods, studies of the learning process as well as outcomes, and the measurement of group and individual members’ learning. Focusing on three major research areas—group processes, learning within groups, and frameworks for analyzing CSCL—leading scholars present models, methods, and tools that readers can adapt to fit their own projects. Basic research issues such as defining the unit of analysis, determining the grain size of the data, and representing the temporality of interactions are discussed in the context of these methods addressing issues such as: • Studying group cognition through the lens of social order. • Using visualization methods to assess group members’ individual progress. • Analyzing collaborative interactions with data mining methods. • Assessing student project groups online and offline. • Using multilevel analysis in text-based communication. • Analyzing collaborative interactions across settings and domains. Together, the chapters in Analyzing Collaborative Interactions in CSCL model a range of methods for CSCL researchers in education, education technology, and cognitive science.


Analyzing Collaborative Interactions Assessing Argumentation in CSCL Computer-Supported Collaborative Learning Contextual Perspective in Analyzing Collaborative Activity Data Mining Methods Distributed Mediated Interaction Emergence of Convergence in Group Discussions Group Cognition Hierarchical Linear Modeling K-12 Knowledge Building Multi-Level Analysis in CSCL Representational Tools Text-Based Communication in CSCL Theory Building and Pedagogical Support Transactivity in Online Discussions Understanding Group Processes

Editors and affiliations

  • Sadhana Puntambekar
    • 1
  • Gijsbert Erkens
    • 2
  • Cindy Hmelo-Silver
    • 3
  1. 1.Wisconsin Center for Education ResearchUniversity of Wisconsin-MadisonMadisonUSA
  2. 2.Dept. Educational SciencesUtrecht UniversityUtrechtNetherlands
  3. 3.Graduate School of EducationRutgers UniversityNew BrunswickUSA

Bibliographic information