| Lund, 2011Lund, K. (2011). Analytical Frameworks for Group Interactions in CSCL Systems. Analyzing Interactions in CSCL, 391--411. | Lund, K. (2011). Analytical Frameworks for Group Interactions in CSCL Systems. Analyzing Interactions in CSCL, 391–411. |
| Rummel et al., 2011Rummel, N., Deiglmayr, A., Spada, H., Kahrimanis, G., & Avouris, N. (2011). Analyzing collaborative interactions across domains and settings: An adaptable rating scheme. Analyzing Interactions in CSCL, 367--390. | Rummel, N., Deiglmayr, A., Spada, H., Kahrimanis, G., & Avouris, N. (2011). Analyzing collaborative interactions across domains and settings: An adaptable rating scheme. Analyzing Interactions in CSCL, 367–390. |
| Scanlon, 2011Scanlon, E. (2011). Analyzing productive interactions in CSCL: collaborations, computers and contradictions. Analyzing Interactions in CSCL, 319--339. | Scanlon, E. (2011). Analyzing productive interactions in CSCL: collaborations, computers and contradictions. Analyzing Interactions in CSCL, 319–339. |
| Gweon et al., 2011Gweon, G., Jun, S., Lee, J., Finger, S., & RoséCarolin Penstein. (2011). A framework for assessment of student project groups on-line and off-line. Analyzing Interactions in CSCL, 293--317. | Gweon, G., Jun, S., Lee, J., Finger, S., & RoséCarolin Penstein. (2011). A framework for assessment of student project groups on-line and off-line. Analyzing Interactions in CSCL, 293–317. |
| Martínez-Monés, Harrer & Dimitriadis, 2011Martínez-MonésAlejandra, Harrer, A., & Dimitriadis, Y. (2011). An interaction-aware design process for the integration of interaction analysis into mainstream CSCL practices. Analyzing Interactions in CSCL, 269--291. | Martínez-MonésAlejandra, Harrer, A., & Dimitriadis, Y. (2011). An interaction-aware design process for the integration of interaction analysis into mainstream CSCL practices. Analyzing Interactions in CSCL, 269–291. |
| Stegmann & Fischer, 2011Stegmann, K., & Fischer, F. (2011). Quantifying Qualities in Collaborative Knowledge Construction: The Analysis of Online Discussions. Analyzing Interactions in CSCL, 247--268. | Stegmann, K., & Fischer, F. (2011). Quantifying Qualities in Collaborative Knowledge Construction: The Analysis of Online Discussions. Analyzing Interactions in CSCL, 247–268. |
| Lajoie, 2011Lajoie, S. P. (2011). Is the Whole Greater than the Sum of Its Parts? Explaining the Role of Individual Learning and Group Processes in CSCL. Analyzing Interactions in CSCL, 235--243. | Lajoie, S. P. (2011). Is the Whole Greater than the Sum of Its Parts? Explaining the Role of Individual Learning and Group Processes in CSCL. Analyzing Interactions in CSCL, 235–243. |
| Jeong et al., 2011Jeong, A., Clark, D. B., Sampson, V., & Menekse, M. (2011). Sequential Analysis of Scientific Argumentation in Asynchronous Online Discussion Environments. Analyzing Interactions in CSCL, 207--233. | Jeong, A., Clark, D. B., Sampson, V., & Menekse, M. (2011). Sequential Analysis of Scientific Argumentation in Asynchronous Online Discussion Environments. Analyzing Interactions in CSCL, 207–233. |
| Janssen et al., 2011Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2011). Multilevel Analysis in CSCL Research. Analyzing Interactions in CSCL, 187--205. | Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2011). Multilevel Analysis in CSCL Research. Analyzing Interactions in CSCL, 187–205. |
| Reimann, Yacef & Kay, 2011Reimann, P., Yacef, K., & Kay, J. (2011). Analyzing collaborative interactions with data mining methods for the benefit of learning. Analyzing Interactions in CSCL, 161--185. | Reimann, P., Yacef, K., & Kay, J. (2011). Analyzing collaborative interactions with data mining methods for the benefit of learning. Analyzing Interactions in CSCL, 161–185. |
| Stylianou-Georgiou, Papanastasiou & Puntambekar, 2011Stylianou-Georgiou, A., Papanastasiou, E., & Puntambekar, S. (2011). Analyzing collaborative processes and learning from hypertext through hierarchical linear modelling. Analyzing Interactions in CSCL, 145--159. | Stylianou-Georgiou, A., Papanastasiou, E., & Puntambekar, S. (2011). Analyzing collaborative processes and learning from hypertext through hierarchical linear modelling. Analyzing Interactions in CSCL, 145–159. |
| Teasley, 2011Teasley, S. D. (2011). Thinking about Methods to Capture Effective Collaborations. Analyzing Interactions in CSCL, 131--142. | Teasley, S. D. (2011). Thinking about Methods to Capture Effective Collaborations. Analyzing Interactions in CSCL, 131–142. |
| Stahl, 2011Stahl, G. (2011). How to study group cognition. Analyzing Interactions in CSCL, 107--130. | Stahl, G. (2011). How to study group cognition. Analyzing Interactions in CSCL, 107–130. |
| Hmelo-Silver et al., 2011Hmelo-Silver, C. E., Jordan, R., Liu, L., & Chernobilsky, E. (2011). Representational tools for understanding complex computer-supported collaborative learning environments. Analyzing Interactions in CSCL, 83--106. | Hmelo-Silver, C. E., Jordan, R., Liu, L., & Chernobilsky, E. (2011). Representational tools for understanding complex computer-supported collaborative learning environments. Analyzing Interactions in CSCL, 83–106. |
| Law et al., 2011Law, N., Yuen, J., Wong, W. O. W., & Leng, J. (2011). Understanding Learners’ Knowledge Building Trajectory Through Visualizations of Multiple Automated Analyses. Analyzing Interactions in CSCL, 47--82. | Law, N., Yuen, J., Wong, W. O. W., & Leng, J. (2011). Understanding Learners’ Knowledge Building Trajectory Through Visualizations of Multiple Automated Analyses. Analyzing Interactions in CSCL, 47–82. |
| Arvaja, 2011Arvaja, M. (2011). Analyzing the Contextual Nature of Collaborative Activity. Analyzing Interactions in CSCL, 25--46. | Arvaja, M. (2011). Analyzing the Contextual Nature of Collaborative Activity. Analyzing Interactions in CSCL, 25–46. |
| Kapur, Voiklis & Kinzer, 2011Kapur, M., Voiklis, J., & Kinzer, C. K. (2011). A complexity-grounded model for the emergence of convergence in CSCL groups. Analyzing Interactions in CSCL, 3--23. | Kapur, M., Voiklis, J., & Kinzer, C. K. (2011). A complexity-grounded model for the emergence of convergence in CSCL groups. Analyzing Interactions in CSCL, 3–23. |
