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Relations Matter – CSCL Research Informing and Developing CL Competencies.

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Title: Relations Matter – CSCL Research Informing and Developing CL Competencies.
Authors: Järvelä, Sanna1 (AUTHOR), Rosé, Carolyn P.2 (AUTHOR) cp3a@andrew.cmu.edu
Source: International Journal of Computer-Supported Collaborative Learning. Jun2022, Vol. 17 Issue 2, p185-189. 5p.
Subject Terms: *Teacher-student relationships, *Discourse analysis
Abstract: Interview data, questionnaire data, and team-interaction discussion data were analyzed using a qualitative theory-driven coding and theme development aiming to analyze mutual trust and shared mental models as well as identify the specific challenges teams faced. Relations Matter - CSCL Research Informing and Developing CL Competencies Implications for designing CSCL collaborative-analytics enriched with reflective assessment and student agency were discussed, while also broadening CSCL and knowledge building approaches to pre-service teacher education as well. [Extracted from the article]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Relations Matter – CSCL Research Informing and Developing CL Competencies.
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  Data: <searchLink fieldCode="AR" term="%22Järvelä%2C+Sanna%22">Järvelä, Sanna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rosé%2C+Carolyn+P%2E%22">Rosé, Carolyn P.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> cp3a@andrew.cmu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Jun2022, Vol. 17 Issue 2, p185-189. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Interview data, questionnaire data, and team-interaction discussion data were analyzed using a qualitative theory-driven coding and theme development aiming to analyze mutual trust and shared mental models as well as identify the specific challenges teams faced. Relations Matter - CSCL Research Informing and Developing CL Competencies Implications for designing CSCL collaborative-analytics enriched with reflective assessment and student agency were discussed, while also broadening CSCL and knowledge building approaches to pre-service teacher education as well. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11412-022-09373-x
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Discourse analysis
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            NameFull: Rosé, Carolyn P.
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              Text: Jun2022
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              Y: 2022
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