Comparing the roles of representations in face-to-face and online computer supported collaborative learning

Ainsworth, 1998, Analysing the costs and benefits of multi-representational learning environments, 120 Burgoon, 2002, Testing the interactivity principle: effects of mediation, propinquity, and verbal and nonverbal modalities in interpersonal interaction, Journal of Communication, 52, 657, 10.1111/j.1460-2466.2002.tb02567.x Chi, 1989, Learning from examples via self-explanations, 251 Clark, 1991, Grounding in communication, 127 Craik, 1972, Levels of processing: a framework for memory research, Journal of Verbal Learning and Verbal Behavior, 11, 671, 10.1016/S0022-5371(72)80001-X Doerry, E. (1996). An empirical comparison of copresent and technologically-mediated interaction based on communicative breakdown. PhD dissertation, Department of Information and Computer Science, University of Oregon. CIS-TR-96-01. Herring, S.C. (1999, January). Interactive coherence in CMC. In Proceedings of the 32nd Hawai'i International Conference on the System Sciences (HICSS 32) (CD-ROM). Maui, HI: Institute of Electrical and Electronics Engineers, Inc. (IEEE). Hoadley, 1999, between information and communication: middle spaces in computer media for learning, 242 Hollan, J.D., & Stornetta, S. (1992). Beyond being there. In Proc. ACM SIGCHI'92 (pp. 119–125). Hoppe, H.U. & Gaβner, K. (2002). Integrating collaborative concept mapping tools with group memory and retrieval functions. In Proceedings of the Computer Support for Collaborative Learning (CSCL) 2002 Conference (pp. 716–725). Boulder, CO, 7–11 January 2002. Hundhausen, 2002, Low fidelity algorithm visualization, Journal of Visual Languages and Computing, 13, 449, 10.1006/jvlc.2002.0231 Jordan, 1995, Interaction analysis: foundations and practice, Journal of the Learning Sciences, 4, 39, 10.1207/s15327809jls0401_2 Novak, 1990, Concept mapping: a useful tool for science education, Journal of Research in Science Teaching, 27, 937, 10.1002/tea.3660271003 Olson, 1997, Research on computer-supported cooperative work Russel, T.L. (1999). The no significant difference phenomenon. Chapel Hill, NC: Office of Instructional Telecommunications, North Carolina University. See also: http://teleeducation.nb.ca/nosignificantdifference/ (accessed 24 August 2002). Schank, P., & Kozma, R. (2002). Learning chemistry through the use of a representation-based knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 21(3), 253–279. Stein, 1979, Constraints on effective elaboration: effects of precision and subject generation, Journal of Verbal Learning and Verbal Behavior, 18, 769, 10.1016/S0022-5371(79)90481-X Suthers, 2001, Towards a systematic study of representational guidance for collaborative learning discourse, Journal of Universal Computer Science, 7 Suthers, D. (2001). Collaborative representations: supporting face-to-face and online knowledge-building discourse. In Proceedings of the 34th Hawai'i International Conference on the System Sciences (HICSS-34), 3–6 January 2001, Maui, HI, Institute of Electrical and Electronics Engineers, Inc. (IEEE) (CD-ROM). Suthers, 2001, Representational and advisory guidance for students learning scientific inquiry, 7 Suthers, 2003, An empirical study of the effects of representational guidance on collaborative learning, Journal of the Learning Sciences, 12, 183, 10.1207/S15327809JLS1202_2 Toth, 2002, Mapping to know: the effects of representational guidance and reflective assessment on scientific inquiry skills, Science Education, 86, 264, 10.1002/sce.10004 Turoff, 1999, Collaborative discourse structures in computer mediated group communications, Journal of Computer Mediated Communication, 4, 10.1111/j.1083-6101.1999.tb00104.x Walther, 1994, Anticipated ongoing interaction versus channel effects on relational communication in computer-mediated interaction, Human Communication Research, 20, 473, 10.1111/j.1468-2958.1994.tb00332.x