This page provides a bibliography of some important papers about online collaborative learning which have been published online and are available in full free of charge. This is a practice greatly to be encouraged!  If there are others you'd like to see listed, please email details.

Many further online articles can be found on the various conference websites.

Authors:  A - B - C - D - E - F - G - H - I - J - K - L - M - N - O - P - R - S - T - V - W - Z

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Abnett, C., Stanton, D., Neale, H., & O'Malley, C. (2001). The Effect of Multiple Input Devices on Collaboration and Gender Issues.  In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. Explores how multiple input devices impact on pairs' interactions at the computer and the work they produce together.

Agostinho, S., Lefoe G. & Hedberg J. (1997). Online Collaboration for Effective Learning  This paper describes how a post graduate course was implemented using the World Wide Web. The interactions that took place amongst the students and between the students and instructor are discussed to illustrate how collaborative learning and problem solving can be facilitated and supported by the Web.  

Convertini, V. C., Albanese, D., Marengo, A., Marengo, V., & Scalera, M. (2006). The OSEL Taxonomy for the classification of Learning Objects. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 125-138.

Cooper, J. (2004). Building 21st Century Collaborative Learning Communities. Northwest Educational Technology Consortium, Spring. An essential learning process: facilitation—validation—motivation—collaboration.

Cox, S., Clark W., Heath, H. & Plumpton, B. (2000). Herding Cats Through Piccadilly Circus: The Critical Role of the Tutor in the Student's Online Conferencing Experience. Open University Knowledge Network Document KN257.  Examines the role that the tutor has in the students learning experience in online computer conferencing, and to make recommendations for good practices.

Craig, D. L., ul-Haq, S., Khan, S., Zimring, C., Kehoe, C., Rick, J. & Guzdial, M. (2000). Using An Unstructured Collaboration Tool to Support Peer Interaction in Large College Classes. Proceedings ICLS 2000. Ann Arbor, MI. Looks at how a CoWeb was used to support a large college design class. Peer interaction may be a useful strategy for having students express their knowledge and get personalized feedback in large classes.

Craig, D. L. & Zimring, C. (2000). Supporting Collaborative Design Groups as Design Communities. Design Studies 20(2), 187-204. Explores computer support for unstructured collaboration.

Creese, L. & Kemelfield, J. (2002). Contrasts in learning: a collaborative evaluation by practitioners and students. Educational Technology & Society 5 (3) 2002. Looks at a learner-centred evaluation of a change from face-to-face to online lectures in an Organisational Behaviour course at RMIT University.

Cristea, A. I. & Okamoto, T. (2001). Object-oriented Collaborative Course Authoring Environment supported by Concept Mapping in MyEnglishTeacher. Educational Technology & Society 4 (2) 2001. Presents an English upgrading course authoring environment for multiple authors collaborating via a distance education system.

Crowe, C. & Pemberton, A. (2002). 'But that's your job!': peer assessment in collaborative learning projects This paper firstly outlines the method used to derive an individual mark from a group project using peer assessment. The paper then discusses students' initial and subsequent responses to the use of peer assessment, and gives examples from students' own experiences of group work as they relate to the assessment strategy.

Crumpacker, N. (2001). Faculty Pedagogical Approach, Skill, and Motivation in today’s Educational Milieu. One pedagogical approach that fulfils both stakeholders’ objective is a collaborative, problem-based asynchronous course design whereby structure and dialog are optimally balanced.

Curry, D. B. (n.d.). Collaborative, Connected, and Experiential Learning: Reflections of an Online Learner  This is a recent report from an art director and teacher following his completion of an online collaborative learning subject. 

Curtis, D. & Lawson, M. (2001). Exploring Collaborative Online Learning An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students' textual interactions in an online learning environment.

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Daradoumis T., Marquès J.M., Guitert M., Giménez F. & Segret, R. (2001). Enabling Novel Methodologies to Promote Virtual Collaborative Study and Learning in Distance Education. In: Proceedings of the 20^th World Conference on Open Learning and Distance Education (The Future of Learning - Learning for the Future: Shaping the Transition). Düsseldorf, Germany, 1-5 April 2001. Explores the different processes involved in constructing effective virtual collaborative learning groups, especially why, when and how these processes affect group formation and to what degree they guarantee the creation of well-functioning and successful learning groups.

Davis, B. G. (1993). Collaborative Learning: Group Work and Study Teams. In Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. Students learn best when they are actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes.

Dawson, K. M., Mason, C. L. & Molebash, P. (2000). Results of a telecollaborative activity involving geographically disparate preservice teachers. Educational Technology & Society 3(3) 2000. This article discusses a telecollaborative activity that combines many strategies of interest in teacher education to create a unique collaborative online learning environment for 36 social studies education students.

de Castell, S., Bryson, M. & Jenson, J. (2002). Object Lessons: Towards an Educational Theory of Technology. First Monday, volume 7, number 1 (January 2002). Offers a critical consideration of current initiatives, and concomitant discourses, exhorting educators to adopt and integrate digital tools on a large scale.

de Laat, M. (2006). Networked Learning.  PhD Thesis.  The focus of this thesis is on how members of networked learning communities engage in collaborative learning activities.

Dean, P, & Leinonen, T. (2004). Innovative Technology for Collaborative Learning and Knowledge Building (ITCOLE), Funded by the European Commission’s Information Society Technologies programme (IST). The pedagogical approach and theory is described as well as descriptions of the software tools developed in the project and the results of their testing in many school-based experiments. The teacher training model developed in the project is also presented.

Dhariwal, Kewal S. (2006).Collaborative Learning: Research Simulator. Networked Learning Symposium 2006.  This paper reports on the results of participative action research by multiple teams of participants who played various roles and fostered the evolution of an integrated research and business simulation environment by sharing data, making decisions visible and discussing solutions in both a competitive and a collaborative environment.

Diercks-O’Brien, G. & Sharratt, R. (2002). Collaborative Multimedia Development Teams in Higher Education. Educational Technology & Society 5 (1) 2002. Investigates the ways in which the expectations and beliefs of academic staff about computer-based learning impact the design of learning media and their integration into the student learning experience.

Dillenbourg, P. (1999). What do you mean by collaborative learning? Introduction to P. Dillenbourg (Ed), (1999). Collaborative Learning, Cognitive and Computational Approaches. Elsevier, Oxford, 1-19. Introduction to a book arising from a series of workshops on collaborative learning that gathered together scholars from the disciplines of psychology, education and computer science.

Dillenbourg, P. & Baker, M. (n.d.). Negotiation Spaces in Human-Computer Colaborative Learning  Compares the negotiation processes in different learning environments.

Dillenbourg, P. & Schneider, D. (1995). Collaborative learning and the Internet  From ICCAI 95. 

Dillenbourg, P., Baker, M., Blaye, A. & O'Malley, C. (1996). The evolution of research on collaborative learning  In E. Spadia and P. Reman (Eds.) Learning in Human and Machine: Towards an Interdisciplinary Learning Science pp. 189-211, Oxford, Elsevier. This paper sets out to establish how effective collaborative learning is in relation to learning alone.

Dillenbourg, P., Jermann, P., Schneider, D., Traum, D. & Buiu, C. (n.d.). The design of MOO agents: Implications from an empirical CSCW study  This paper reports the results of an empirical study on computer-supported collaborative problem solving.

Ditto, B. (2004). Teaching and Learning Through Online Collaboration. Campus Technology. Since 1998, the Wharton School of the University of Pennsylvania has integrated collaboration software based on Documentum's eRoom into the school's learning environment. Faculty members in all 11 Wharton academic departments utilized Wharton's collaborative courseware environment in over 400 courses each year, teaching more than 6,900 students across all of the school's curricula.

Dube, L., Bourhis, A., & Jacob, R. (2006). Towards a typology of virtual communities of practice. Interdisciplinary Journal of Information, Knowledge, and Management, 1, 69-93.

Dunlap, D. R., Neale, D. C. & Carroll, J. M. (2000). Teacher Collaboration in a Networked Community. Educational Technology & Society 3(3) 2000. Examines the collaboration problems teachers encountered in the course of instructing students using collaborative computer software to connect distributed classrooms.

Dutra, J., Gibbons, J. F., Pannoni, R. L., Sipusic, M. J., Smith, R. B. & Sutherland, W. R. (1999). Virtual Collaborative Learning: A Comparison between Face-to-Face Tutored Video Instruction (TVI) and Distributed Tutored Video Instruction (DTVI)   A Sun MicroSytems Research Technical Report.

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Educational Technology and Society (2000). Special Issue:  Online Collaborative Learning Environments  Articles available online.  Guest Editor is Roger Hartley.

Edwards, M. A. & Clear, F. (2001). Supporting the Collaborative Learning of Practical Skills with Computer-Mediated Communications Technology. Educational Technology & Society 4(1) 2001.  Ethnographic techniques were used to gain evidence indicating that while a collaborative approach promoted improved learning, usage of computer-mediated communication technology and its contribution to collaboration was limited in an activity that was skills-oriented, requiring practical experience.

Ehrmann, S. C. (1997). The Flashlight Project: Spotting an Elephant in the Dark. Educational institutions of all types are investing enormous effort, money and risk capital in computing, video and telecommunications. They hope for changes in educational strategies and thus to change educational outcomes. For example, institutions may invest in Internet connectivity partly to help support more collaborative learning.

Erhmann, S. C. (2000). On the Necessity of Grassroots Evaluation of Educational Technology: Recommendations for Higher Education The TLT Group. Some college administrators and faculty members act as though the Web has magical educational powers. "Use it and outcomes will improve (even if no change is made in the processes or structures of learning)!"

Ehrmann, S. C. & Collins, M. (2001). Emerging Models of Online Collaborative Learning: Can Distance Enhance Quality?  Published in the September 2001 issue of Educational Technology Magazine. The authors suggest that most instructors, administrators and software developers are missing major opportunities because they assume that online collaboration among students must follow the same forms as traditional interaction in face-to-face classrooms.

Ellis, B. (1997). Virtual Classroom Technologies for Distance Education: The Case for Online Synchronous Delivery, A presentation of a live, on-line interactive session with voice and Internet to demonstrate synchronous web-based delivery of curriculum to Conference participants.

Erkens, G., Jaspers, J., (Tabachneck-)Schijf, H., & Prangsma, M. (2001). Computer-supported collaboration in argumentative writing. In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. In the COSAR-project a computer-supported collaborative learning environment enables students to collaborate in writing an argumentative essay. 

Eseryel, D., Ganesan, R. & Edmonds, G. S. (2002). Review of Computer-Supported Collaborative Work Systems. Educational Technology & Society 5 (2) 2002. Reviews three CSCW systems: Lotus Notes, Xerox DocuShare, and SevenMountains Integrate - focusing on their different capabilities and uses in distributed group projects.

Ewing, J. & Miller, D. (2002). A framework for evaluating computer supported collaborative learning. Educational Technology & Society 5 (1) 2002. Starting from some central issues of Information and Communications Technology (ICT) in learning and of collaborative learning, this paper postulates a composite framework for evaluating learning environments.

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Fåhræus, E. (2000). Growing Knowledge: How to Support Collaborative Learning e-Discussions in Forum Systems. A PhD Thesis about how collaborative learning can be supported through forum systems.

Fåhræus, E. F. (2001). Collaborative Learning through Forum Systems - Problems and Opportunities.  In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. Important factors for collaborative learning to work effectively via forum systems are: (1) Pos­sibility for learners to communicate effectively, to reach and under­stand each other and to build trust and common ground. (2) The learners' motivation to collaborate with each other, taking responsi­bility for the whole group. (3) Efficient access to information and to other resources valuable for learn­ing to occur.

Fang, M., Rao, J., Su, X. & Li, T. (n.d.). A Web-Based Collaborative Learning System This paper discusses relevant topics in this field, including architecture, logical design, interface design, implementation strategies and maintenance. The discussion is based on a real project named SIM-EDI, which simulates an Electronic Data Interchange (EDI) system and provides many useful functions for students and instructors.

Felder, R. M. (1995). "A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them." J. Engr. Education, 84(4), 361–367 (1995). A detailed outline of an instructional approach that incorporates active and cooperative learning and a variety of other methods designed to address a broad spectrum of learning styles.

Felder, R. M., Felder, G. N. & Dietz, E. J. (1998). "A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students." J. Engr. Education, 87(4), 469-480 (1998). Performance and attitude differences between students taught with the active/cooperative learning model described in the previous reference and students taught with a traditional instructor-centered model.

Felder, R. M. (1995). "Cooperative Learning in a Sequence of Engineering Courses: A Success Story." Cooperative Learning and College Teaching Newsletter, 5(2), 10-13 (1995). A synopsis of Felder, R. M. (1995). "A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them." and Felder, R. M., Felder, G. N. & Dietz, E. J. (1998). "A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students.".

Felder, R. M. & Brent, R. (1994). Cooperative Learning in Technical Courses: Procedures, Pitfalls and Payoffs  Some advantages and disadvantages of cooperative learning are discussed.

Felder, R. M. & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. Department of Chemical Engineering, North Carolina State University. In the traditional approach to higher education, the burden of communicating course material resides primarily with the instructor. In student-centered instruction (SCI), some of this burden is shifted to the students.

Felder, R. M. & Brent, R. (2001). Effective Strategies for Cooperative Learning  Tips on forming teams, dealing with dysfunctional teams, grading team assignments, and using cooperative learning in a distance learning environment.

Fisher, K., Phelps, R. & Ellis, A. (2000). Group Processes Online: Teaching collaboration through collaborative processes. Educational Technology & Society 3(3) 2000. Discusses a course teaching group processes which had been previously offered on- and off-campus, and its subsequent redesign for online delivery.

Fjuk, A., & Ludvigsen, S. (2001). The Complexity of Distributed Collaborative Learning: Unit of Analysis. In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. The core argument is that distributed collaborative learning implies an interconnected complexity that can only be properly understood by extending the unit of analysis from technology and pedagogy themselves to real-life social contexts in which networked computers are being used.

Fjuk, A., & Smørdal, O. (2001). Networked Computers’ Incorporated Role in Collaborative Learning.  In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. To understand what roles networked computers have in collaborative learning over distances, systems developers need conceptual frameworks that address the triadic complexity of knowledge construction, social interaction and technical issues.

Foster, J., Bowskill, N., Lally, V. & McConnell, D. (1999). Preparing for networked collaborative learning: an institutional view  Presented at the European Conference on Educational Research, Lahti, Finland, 23-25 September 1999.

Friesen, N. (2004). Interoperability in Asynchronous Collaborative Learning Forums. ACLF is the generic title given to a category of educational technologies that are widely used, variously understood, but that manifest specifiable uniformities in their structural and behavioral characteristics. This paper enumerates these uniformities in a manner such that they can be represented as a general, abstract model independent from, but also descriptive of specific implementations and systems. 

Fujino, L., Martindale, N., Mulder, S., Woodward, C. & Fahy, P. J. (2002). Integrated Collaborative Tools. International Review of Research in Open and Distance Learning (October - 2002). Increasing acceptance of online collaboration is generating interest in tools on the part of product developers and users.

Fyfe, S. (2000). Collaborative Learning at a Distance – Human Biology  Paper presented at Teaching and Learning Forum 2000.  Explains how a subject was adjusted for distance education and the conclusions. 

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Gaillet, L. L. (1994). An Historical Perspective on Collaborative Learning  Good historical perspective.  References date back to 1837!

García Lopez, P., Molla, R. R., Gisbert, M. & Skarmeta, A. G. (2001). ANTS: a new Collaborative Learning Framework. In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. The authors of this paper present ANTS: a collaborative framework that aims to provide a solid foundation for CSCL applications.

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23. Describes the initial results of the use of cognitive presence as a tool to assess evidence of the nature and quality of critical discourse and thinking in an educational computer conference.

Garrison, D. R., Anderson, T. & Archer, W. (2000).  Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2, (2-3) 87-105.   Provides conceptual order and a tool for the use of CMC and computer conferencing in supporting an educational experience.

Ge, X., Yamashiro, K. A. & Lee, J. (2000). Pre-class Planning to Scaffold Students for Online Collaborative Learning Activities. Educational Technology & Society 3(3) 2000 . A case study was conducted on an undergraduate online seminar to explore whether and how the pre-seminar designing and planning process had scaffolded the student online activities and affected online moderation.

Gill, Z. (2002). Webtanks* for Knowledge Management (*web-based collaborative learning environment) Webtanks (think tanks on the web) can be designed to serve as guides, frameworks to facilitate collaboration, and knowledge management repositories, supporting students, designers, and inventors in team innovation. High school students in Voyages Through Time, SETI’s new, integrated science and technology curriculum will form teams and collaborate to conceive new inventions.

Glaser, R. E. & Poole, M. J. (1999). Organic Chemistry Online: Building Collaborative Learning Communities through Electronic Communication Tools  In the Journal of Chemical Education, Vol. 76 No. 5 p. 699. Report on the use of group research projects in an undergraduate course in organic chemistry to build small learning communities.

Gokhale, A. (1995). Collaborative Learning Enhances Critical Thinking  From the Journal of Technology Education Vol. 7 No. 1 Fall '95. This research was designed to study the effectiveness of collaborative learning as it relates to learning outcomes at the college level, for students in technology.

Goodwin, C., Graham, M. & Scarborough, H. (2001). Developing an Asynchronous Learning Network. Educational Technology & Society 4 (4) 2001. This paper focuses on the development over a four year period of an Asynchronous Learning Network (ALN) for distance education students studying undergraduate introductory macroeconomics.

Graham, C. R. (2002). Understanding and facilitating  computer-mediated teamwork: A study of how norms develop in online learning teams.  Doctoral Dissertation, Indiana University, Bloomington, IN.  Ten online learning teams in a distance master’s degree program were studied using naturalistic methods.

Graham, M. & Scarborough, H. (1999). Computer mediated communication and collaborative learning in an undergraduate distance education environment. Australian Journal of Educational Technology 1999, 15(1), 20-46. This paper reports on the use of CMC and collaborative learning among distance education students studying first year macroeconomics. Quantitative data is based on questionnaires completed by students over two semesters and qualitative analysis on the experience of both staff and students.

Greer, J. E., McCalla, G. I., Kumar, V. S., Collins, J. A., & Meagher, P. (1997). Facilitating collaborative learning in distributed organizations. In Computer Support for Collaborative Learning: Second International Conference. Toronto. December 10-14, 1997. A system called PHelpS (Peer Help System) is described.

Grégoire, R. & Laferrière, T. (2001). Canada's Schoolnet project-based collaborative learning with networked computers teachers' guide This guide is intended for teachers who have already tried the project-based collaborative approach as part of the GrassRoots program or who wish to tackle this approach with their students. More specifically, it proposes an approach whereby students use networked computers in the classroom or the computer lab for activities relating to projects for which they are responsible, with the teacher's help, and through which they can learn together and gradually develop a community of learners.

Griffin, J. (2001). Using A Web Based Collaborative Learning Management Tool to Teach Professional Issues Professional Issues in Software Engineering (PISE) is a final year undergraduate module for computer science students that focuses on the legal, ethical and social aspects of computing. Although the module has been taught for a number of years at the University of Limerick, increased student numbers have added to the pressure on the existing group teaching and assessment methods. This paper gives details of the various different facilities offered and some of the ways in which the tools were used and some reflections on the strengths and weaknesses of the tool.

Grossman, R. (1994). Encouraging Critical Thinking Using the Case Study Method and Cooperative Learning Techniques. Journal on Excellence in College Teaching, 5(1), 7-20. This article shows how cooperative learning teams can be taught to analyze case studies. Further, by using alternative conceptual frameworks to analyze these cases, students are encouraged to think more critically about all the theories presented in the course. The url given will lead you to the full article.

Gulati, S. (2004). Constructivism and emerging online learning pedagogy: a discussion for formal to acknowledge and promote the informal, City University, London, Paper presented at the Annual Conference of the Universities Association for Continuing Education - Regional Futures: Formal and Informal Learning Perspectives, Centre for Lifelong Learning, University of Glamorgan, 5-7 April 2004. This paper attempts to illustrate the underlying assumptions of the emerging online learning pedagogy that advocates the use of online collaborations for constructivist learning.  

Guri-Rosenblit, S. (2002). A Top Down Strategy to Enhance Information Technologies into Israeli Higher Education. International Review of Research in Open and Distance Learning (January - 2002). Examines the integration of the new information technologies (IT) into Israeli higher education.

Guzdial, M. (1999). Teacher and Student Authoring on the Web for Shifting Agency. Presented at AREA 99 Session: How can CSCL change classroom culture and patterns of interaction among participants.

Guzdial, M. (2001). Use of Collaborative Multimedia in Computer Science Classes The use of CoWeb within a multimedia learning situation.

Guzdial, M. Ludovice, P., Realff, M., Morley, T., Carroll, K. & Ladak, A. (2001). The challenge of collaboration in math and engineering. IEEE/ASEE Frontiers in Education 2001, Reno, NV, October. The paper presents evidence of the success of CoWeb in supporting learning at a low cost. 

Guzdial, M., Ludovice, P., Realff, M., Morley, T., & Carroll, K. (2002). When Collaboration Doesn’t Work. Proceedings of the International Conference of the Learning Sciences. pp. 125-130. Mahwah, NJ: Lawrence Erlbaum Associates. Points out a variety of causes for a lack of collaboration, including too much competition, a sense of learned helplessness and faculty issues in mathematics, engineering and computer science courses at Georgia Tech.

Guzdial, M., Rick, J. & Kerimbaev, B. (2000). Recognizing and Supporting Roles in CSCW. Proceedings ACM CSCW 2000, Philadelphia, PA. Describes the authors experience with the asynchronous collaborative tool – CoWeb.

Guzdial, M., Rick, J. & Kehoe, C. (2001). Beyond adoption to invention: Teacher-created collaborative activities in higher education. Journal of the Learning Sciences. CoWeb is a collaborative web site which allows users to create collaborative application with great flexibility.

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Hall, R. H. (1999). Web-Based Conferencing as a Component of a Collaborative-Learning Based Educational Psychology Class Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April, 1999. A "connected classroom" model was used for an educational psychology class, which relied heavily on both face-to-face and web-based collaborative discussion. As part of the class, students were required to participate in collaborative discussion that consisted of a structured environment, in which students addressed open-ended questions about foundational class material. Each week students completed a Likert questionnaire on which they were asked to rate their subjective reactions to both web-based and face to face collaborative activities.

Haller, C. R., Gallagher, V. J., Weldon, T. L. & Felder, R. M. (2000). "Dynamics of Peer Education in Cooperative Learning Workgroups." J. Engr. Education, 89(3), 285-293 (2000). Conversation analysis of work sessions of student groups is used to identify patterns of teaching-learning interactions and interactional problems.

Hamada, T. & Scott, K. (2000). Anthropology and International Education via the Internet: A Collaborative Learning Model.  In the Journal of Electronic Publishing, Vol. 6, Issue 1. This paper argues that learning is fundamentally a social activity, embedded in ongoing domains of practice, and that these empirical activities, in turn, give rise to new theoretical problems that drive learning to a new level of mental, affective, and behavioral responses and endeavors.

Hamada, T. & Scott, K. (2001). A Collaborative Learning Model, The Journal of Electronic Publishing.   Argues that learning is fundamentally a social activity, embedded in ongoing domains of practice, and that these empirical activities, in turn, give rise to new theoretical problems that drive learning to a new level of mental, affective, and behavioural responses and endeavours.

Harnish, J. (n.d.). Making Examinations More Collaborative. This faculty team in a coordinated studies program helps student groups design exam questions, respond to them, and critique their responses to develop criteria for acceptable answers. Although students complete this preparation collaboratively, they take the exam individually.

Harrer, A., Malzahn, N. & Roth, B. (2006). The Remote Control Approach - An Architecture for Tutoring in Pre-Existing Collaborative Application. Proc. of Intelligent Tutoring Systems (ITS 2006), Lecture Notes in Computer Science, LNCS 4053, Mitsuru Ikeda, Kevin D. Ashley and Tak-Wai Chan (eds.), pgs. 760-762, Springer, Berlin, 2006.  The architecture allows to combine existing research results concerning collaborative processes and their formalization, and existing and tested collaborative learning environments.

Harrer, A., Malzahn, N. & Roth, B. (2006). The remote control approach - how to apply scaffolds to existing collaborative learning environments. In Yannis Dimitriadis and Educardo Gomez, editors, Proc. of CRIWG 2006, volume LNCS 4154 of Lecture Notes in Computer Science, pages 118-131, Berlin, 2006. Springer. A description of the possible applications of the architecture in intelligent tutoring systems gives an insight into the opportunities opened by such a flexible approach. The paper closes with an outlook concerning the use of the architecture with more and different learning systems and process control engines.

Hartley, J. R. (1999). Invited discussion paper. Effective pedagogies for managing collaborative learning in on-line learning environments. International Forum of Educational Technology & Society, 2 (2). Should the emphasis shift from individual to collaborative learning?

Hartley, J. R. (2000). On-line collaborative learning environments. International Forum of Educational Technology & Society Task Force (IFETS) 3(3) July 2000. This is an Editorial for the July issue of the IFETS journal.

Heejeon Suh, and Seungwook Lee (2006). Collaborative Learning Agent for Promoting Group Interaction, ETRI Journal, vol.28, no.4, Aug. 2006, pp.461-474. This project aims to design and develop a prototype for an agent that support online collaborative learning. Online collaborative learning, which has emerged as a new form of education in the knowledge-based society, is regarded as an effective method for improving practical and highly advanced problem-solving abilities.

Herberger, M., Scheuermann, F & Kauffmann, I. (1998). Collaborative Learning via WWW in Legal Education  A paper for Institute for Law and Computer Sciences researchers - the ‘new’ educational delivery of higher education subjects via the world wide web.

Hermann, F., Rummel, N. & Spada, H. (2001). Solving the Case Together: the Challenge of Net-based Interdisciplinary Collaboration. In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. This paper shows the process and outcome of a net-based collaboration between experts from different fields (advanced medical and psychology students).

Hiltz, S. R. (1997). Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results  Discusses the delivering of courses at the New Jersey Institute of Technology via an asynchronous learning network.

Hiltz, S. R. (1998). Collaborative Learning in Asynchronous Learning Networks  Written in 1998, includes a brief history of online learning.

Hiltz, S. R. & Benbunan-Fich, R. (1997).  Supporting Collaborative Learning in Asynchronous Learning Networks  Invited Keynote Address for the UNESCO/ Open University Symposium on Virtual Learning Environments and the role of the Teacher.

Hiltz, S. R.. Coppola, N., Rotter, N., Turoff, M. & Benbunan-Fich, R. (2000). Measuring the Importance of Collaborative Learning for the Effectiveness of ALN: A Multi-Measure, Multi-Method Approach. Journal of Asynchronous Learning Networks, 4, (2). A three-year longitudinal field study of 26 courses that are part of an undergraduate degree in Information Systems compared the process and outcomes of learning using an on-line anytime/anywhere environment to those for comparison sections taught in the traditional classroom.

Hoadley, C. (2002). Creating context: Design-based research in creating and understanding CSCL. In G. Stahl (Ed.), Computer Support for Collaborative Learning 2002 (pp. 453-462). Mahwah, NJ: Lawrence Erlbaum Associates. This article describes how design-based research allowed the deliberate evolution of a set of tools and practices to help students collaborate effectively.

Hoadley, C. & Pea, R. (2001). Finding the ties that bind: Tools in support of a knowledge-building community. In K. A. Renninger and W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 321-354). New York, NY: Cambridge University Press. Empirical findings are presented about the types of information needs associated with the formation of a knowledge building community among professional learning technology researchers.

Hoag, A. & Baldwin, T. F. (2000). Using Case Method and Experts in Inter-University Electronic Learning Teams. Educational Technology & Society 3(3) 2000. Describes the design, execution and outcomes of a Web-based course in cable telecommunications offered jointly at two U.S. universities. The goal was to create an online learning community where inter-university student teams collaborate electronically to learn through case-based problem solving.

Hofmann, J. (2003). Building Success for E-Learners. Organizations and training suppliers are very motivated to place content online. Ease of distribution and relatively low production costs (compared to a comparable traditional program) are making online and blended solutions a part of nearly every organization's training plan. Learning Circuits, 2003.

Hofmann, J. (2003). Creating Collaboration. How do you make online learning a collaborative experience? The answer sounds simple: find ways to bring participants together for social interaction or to solve a problem. Unfortunately, building collaborative exercises remains a major stumbling block for online instructional designers. Learning Circuits, 2003.

Hsiao, J. (n.d.). CSCL Theories  Research paper on CSCL techniques in the university environment.

Hughes, S. C., Wickersham, L., Ryan-Jones, D. L. & Smith, A. (2002). Overcoming Social and Psychological Barriers to Effective On-line Collaboration. Educational Technology & Society 5 (1) 2002. Reports on how researchers and practitioners have begun to address the challenges associated with on-line collaboration.

Hurme, T-R. & Järvelä, S. (2001). Metacognitive processes in problem solving with CSCL in Mathematics. In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. This study examined students' metacognitive processes in mathematical problem solving in CSCL.

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Iding, M. K., Crosby, M. E., Speitel, T., Shimabuku, T & Nguyen, T. (2001). Cooperative and Collaborative Learning in Computer-Based Science Instruction Proceedings of the 34th Hawaii International Conference on System Sciences – 2001. In this paper, we provide a basic introduction to several popular cooperative learning activities and explore how these activities might be modified for computer-based science learning activities. We review research that describes science programs that employ collaboration.

Illinois Online Network, Online Learning and Overview - Key Elements  Outlines the key elements of an online program. Continually updated.

Illmann, T, Thol, R. & Weber, M. (2002). Transparent Latecomer Support for Web-Based Collaborative Learning Environments In this paper we examine the problems of synchronous collaboration of users in web-based learning environments. It is a strong challenge to develop efficient synchronous groupware systems which provide transparent collaboration of existing applications whereas participants may start at different points in time.

Isenhour, P. L., Carroll, J. M., Neale, D. C., Rosson, M. B. & Dunlap, D. R. (2000). The Virtual School: An integrated collaborative environment for the classroom. Educational Technology & Society 3(3) 2000. Discusses classroom constraints and overviews the Virtual School.

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Jarvela, S. & Hakkinen, P. (2000.) Levels of Web-based discussion: Theory of perspective-taking as a tool for analyzing interaction. ICLS 2000 Proceedings. The aim of this paper is to present a model how the level of web-based discussion can be analyzed. The model has been developed in an empirical study where we examined the quality of asynchronous interaction in web-based conferencing.

Jefferies, P. & Constable, I. (2000). Using BSCW in Learning & Teaching. Educational Technology & Society 3(3) 2000. Briefly explores the theoretical underpinnings that prompt the adoption of technology for group working in an educational environment.  It then goes on to report on some of the issues actually encountered in implementing the use of a particular collaborative working tool - Basic Support for Collaborative Working (BSCW) - as an integral part of the learning experience within a particular module.

Jensen, B. (2000). Asynchronous Learning Trends  Outlines the trends in asynchronous learning networks in the university environment and where it may go in the future. There are many links to other sites.

Jermann, P., Soller, A. & Muehlenbrock, M. (2001). From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning . In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. Reviews systems that support the management of collaborative interaction, and proposes a classification framework built on a simple model of coaching.

Jia, Y. (2005). Building a Web-Based Collaborative Learning Environment ITHET 6th Annual International Conference July 7 – 9, 2005, Juan Dolio, Dominican Republic. This paper presents the experiences from our first Web-based course, Introduction to MEMS, in the fall of 2004. The experience is evaluated from both the instructors’ and the students’ points of view.

Johnson, D. W., Johnson, R. T. & Stanne, M. B. (2000). Cooperative Learning Methods: A Meta-Analysis Cooperative learning is one of the most widespread and fruitful areas of theory, research, and practice in education. Reviews of the research, however, have focused either on the entire literature which includes research conducted in non-educational settings or have included only a partial set of studies that may or may not validly represent the whole literature.

Johnson, R. T. & Johnson, D. W. (1994). An Overview Of Cooperative Learning  Originally in J. Thousand, A. Villa and A. Nevin (Eds), Creativity and Collaborative Learning; Brookes Press, Baltimore, 1994. How students perceive each other and interact with one another is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., textbooks, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. It should not be. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have.

Joiner, R., Scanlon, E., O’Shea, T. & Smith, R. B. (2001). Technological mediation for supporting synchronous collaboration in science and statistics. In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. This paper reports on a series of studies, which are part of an ongoing research programme, investigating the usefulness of the technological mediated collaborative problem solving for distance learning.

Jones, D. & Stewart, S. (1999).  The Case for Patterns in Online Learning  Outlines how patterning can be used to improve the delivery of online education.

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Kane, T. & Baggaley, J. (n.d.).Online Learners' Interest in Collaborative Tools IRRODL An online survey was conducted (June 2001) of attitudes of distance education (DE) learners/teachers to online collaborative tools. The respondents in the study were 135 graduate students and faculty members of Athabasca University's Centre for Distance Education (CDE).

Kapitzke, C. (2000). The sociality and spatiality of online pedagogy and collaborative learning in an educational media and technologies course. Educational Technology & Society 3(3) 2000. Presents a case study of one course in a preservice teacher education program that attempts to model in its pedagogy the relationship between information technology, teaching and collaborative learning that is taught in its content.

Kaplan, S. (2002). Building communities - strategies for collaborative learning. Learning Circuits. In a recent survey by the Masie Center, nearly 2000 learning professionals ranked online communities as one of the top three most important components of e-learning portals. But the term community remains ambiguous, and CLOs are unsure how to start building and integrating them into their organizations. Here's a model that describes a number of practical applications for including community as part of a learning plan and specific strategies for building learning-focused communities.

Kasser, J. (2000).How Collaboration via the World Wide Web can Provide a Global Perspective and Truly Provide the Student with a World Class Education. The relatively few people who both have the knowledge and the teaching ability, in general, do not have the terminal degree qualifications demanded by the accreditation boards. This paper proposes a solution to the dilemma.

Kaufman, D. B., Felder, R. M. &Fuller, H. (2000). "Accounting for Individual Effort in Cooperative Learning Teams." J. Engr. Education, 89(2), 133-140 (2000). Experimental study of the use of a peer rating system in an introductory engineering course. The study examines the incidence of students receiving low ratings from all their team mates, inflated and deflated self-ratings, identical ratings given by all team mates to one another, and possible gender and racial bias in the ratings.

Keats, D. (2003). Collaborative development of open content: A process model to unlock the potential for African universities. First Monday, volume 8, number 2 (February 2003). Examines lessons learned from open source software development and uses these lessons to build the foundations of a process model for the collaborative development of open content.

Kim, J., Derry, S. J., Steinkuehler, C. A., Street, J. P. & Watson, J. (2000). Web-Based Online Collaborative Learning  Paper presented at and appearing in published proceedings of AERA 2000, American Educational Research Association Annual Meeting, New Orleans, Louisiana. Examines how collaborative online discussion technology (TAPPED IN) limits and affords group cooperation compare to face to face discussion format and how structuring of group activities include building group norms and discussion strategies affect overall perceived performance of students.

Kim, K. J., & Bonk, C. J. (2002).  Cross-cultural comparisons of online collaboration among pre-service teachers in Finland, Korea, and the United States.   Journal of Computer-Mediated Communication, 8(1). Investigates two interconnected conferences formed by students and instructors from two different cultures—Finland and the United States.

Kimber, D. (1996). Collaborative learning in management education: Issues, benefits, problems and solutions: A literature review. Royal Melbourne Institute of Technology University. This paper reviews the current literature on CL, concentrating on recent research findings and analyses the development the CL approaches at the RMIT Graduate School of Business and suggests directions for future research.

Kirkpatrick, D. (2001). Promoting Online Collaboration. This presentation uses two case studies of university course development to demonstrate principles of design for effective online collaboration and collaborative learning.

Klemm, W. R. (1994). Using a Formal Collaborative Learning Paradigm for Veterinary Medical Education. Veterinary medical educators have no choice but to find more effective teaching strategies than the traditional lecture. The question is not whether, but when. Teaching methods should require students to exercise their intellectual abilities, not just their memories. But, this will not happen until the faculty revise their notions of "covering" a course.

Klemm, W. R. (2002). Software Issues for Applying Conversation Theory For Effective Collaboration Via the Internet.  Presented at the 2002 SSGRR Symposium in L'Aquilla, Italy, August 1, 2002. Summarizes some key theoretical ideas about conversation and how these ideas can be adapted to asynchronous conversation over the Internet.

Krange, I., Fjuk, A., Larsen, A. and Ludvigsen, S. (2002). Describing Construction of Knowledge through Identification of Collaboration Patterns in 3D Learning Environments. In Proceedings of the Computer Support for Collaborative Learning Conference. Stahl, G. (eds.). 7-11 January, 82-91. Describes the issue of 3D environments by identifying two collaboration that are manifested in the students dialogs and actions.

Kreijns, K., Kirschner, P. A. & Jochems, W. (2002). The Sociability of Computer-Supported Collaborative Learning Environments. Educational Technology & Society 5 (1) 2002. Proposes an intelligent CSCL environment.

Kreutz, R., Kiesow, S. & Spitzer, K. (2000). NetChat: Communication and Collaboration via WWW. Educational Technology & Society 3(3) 2000. Presents a Java program that allows the students to communicate and to cooperate on shared documents via the web and that can be used to establish a basic environment for a virtual university.

Kuhn, M., Jansen, M., Harrer, A. & Hoppe, H.U. (2005). A Lightweight Approach for Flexible Group Management in the Classroom, In Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL2005), Taiwan, June 2005. Describes a session management system for setting up various collabora-tive classroom scenarios. The approach is addressing the additional workload of administrating classroom networks on the teacher, which is an important aspect for teachers' willingness to implement technology enhanced learning in schools. The system facilitates preparation of classroom scenarios and the adhoc installation of networked collaborative sessions.

Kumar, V. S. (n.d.). Computer-Supported Collaborative Learning: Issues for Research  This paper attempts to summarise the current trends in collaborative learning research. Introduces and characterizes a number of collaborative learning systems, synthesises the findings of collaborative learning research into many dimensions, discusses the applicability and effectiveness of collaboration for the given scenario, and finally presents a collaborative learning research proposal to implement the scenario along with a number of research opportunities in collaborative learning.

Kuutti, K., & Arvonen, T. (1992). Identifying potential CSCW applications by means of activity theory concepts: A case example. Paper presented at the Proceedings of the ACM 1992 Conference on CSCW.

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Lahti, H., Seitamaa-Hakkarainen, P. & Hakkarainen, K. (2001). The Nature of Collaboration in Computer Supported Designing. In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. The purpose of the present study was to examine how a web-based networked learning environment (Future Learning Environment, FLE-Tools) supported collaborative designing. 

Lally, V. (2001). Analysing Teaching and Learning Interactions in a Networked Collaborative Learning Environment: issues and work in progress. The Nature of Collaboration in Computer Supported Designing. In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. This paper considers analyses of the relationship between teaching and learning in networked collaborative learning environments, using content analysis schemas.

Lally, V., McConnell, D., Bowskill, N. & Foster, J. (1999). Towards generic teaching and learning strategies through computer based group work Presented at the European Conference on Educational Research, Lahti, Finland, 23-25 September 1999. Describes the Computer Based Collaborative Group Work Project and locates it within the context of current teaching and learning developments in higher education in England.

Lamb, B. (2004). Taking a Walk on the Wiki Side. Campus Technology. A pilot project by the University of British Columbia utilizing the online environments known as "wikis" began modestly, but an enthusiastic response across campus has rapidly increased the scope of its use. The radical simplicity and versatility of wikis has encouraged individuals and groups to develop novel uses for the technology, producing impressive results with minimal resources.

Lehtinen, Hakkarainen, K., Lipponen, L., Rahikainen, M. & Muukkonen, H. (n.d.). Computer Supported Collaborative Learning: A Review  A review of online collaborative learning courses concerning their applicability within the normal classroom and the lack of actual data on the learning outcomes.

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Maloof, J. (2004). Using the Jigsaw Method of Cooperative Learning to Teach from Primary Sources  Inventio Vol. 6 Iss. 1 Spring 2004. College teachers often attempt cooperative learning by merely having students “work together in groups.” Students are seldom given explicit directions and practice with the type of skills necessary for effective group work, and often the group time is not formally structured. Attempts of this nature are usually unsuccessful.  

Mayadas, F. (1997). Asynchronous Learning Networks: A Sloan Foundation Perspective  This paper is based on a chapter in THE LEARNING REVOLUTION, the challenge of Information Technology in Academia (Diana G.Oblinger & Sean C. Rush, eds.). The paper describes some projects at institutions of higher education funded by the Sloan Foundation, identifies some early results and possible evolution of ALN's to large scale implementations.

McCartney, K. Ann (n.d.). Approaches to Assessment in the Collaborative Learning Seminar/Discussion Contributors to this article explain their assumptions about the practice of seminars and offer several models for assessing seminar process in order to help students engage in the active ways that result in effective seminaring.  From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

McDonald, J. (2002). Is ‘As Good as Face-to-Face’ as Good as it Gets?  Perhaps most exciting, is that online education provides access to peers, creating a network of scholars for the purposes of intellectual exchange, collective thinking, collaborative endeavours, and socialization.

McDonald, J. & Reushle, S. (n.d.). Online Pedagogy as a Challenge to the Traditional Distance Education Paradigm  Discusses the educational context at The University of Southern Queensland (USQ), Australia where many courses are delivered solely online. It provides a comparison between online and traditional distance education and reflects on how online pedagogy challenges traditional distance education pedagogy. 

McLaren, B. M., Bollen, L., Walker, E., Harrer, A. & Sewall, J. (2005). Cognitive tutoring of collaboration: Developmental and empirical steps towards realization. In Timothy Koschmann, Daniel Suthers, and Tak-Wai Chan, (eds.), Computer-Supported Collaborative Learning 2005, pages 418-422, Mahwah, NJ., 2005. Lawrence Earlbaum Associates. Describes two steps taken toward providing Cognitive Tutoring to students within a collaborative software environment.

McMurray, D. W. & Dunlop, M. E. (1999). The collaborative aspects of online learning: A pilot study  A central research question was to what extent do collaborative technologies improve the quality of the overall learning of distance education students studying completely online?

McNamee, L. & Roberts, T. S. (2001). Online Collaborative Learning in a Tertiary Environment,  This paper looks at some actual case studies of courses involving online collaborative learning as an integral component of the learning process, notes some common weaknesses and strengths, and draws some conclusions regarding successful implementation.

Miao, Y., Pinkwart, N., & Hoppe, U. (2006). Conducting Situated Learning in a Collaborative Virtual Environment. In V. Uskov (Ed.): Proceedings of the 5th International Conference on Web Based Education, pp. 7-12. Anaheim, CA: ACTA Press. In the view of situated learning theory, knowledge and understanding is fundamentally a product of a learning situation. Learning is situated and takes place by means of legitimate peripheral participation within the context of a community of practice.

Millis, B. J. (2002). Enhancing Learning—and More!—Through Cooperative Learning. IDEA Paper No. 38, Oct. 2002. Some of higher education’s most challenging goals include enhancing critical thinking, promoting “deep” (as opposed to superficial) learning, encouraging both self-esteem and the acceptance of others, and improving interpersonal effectiveness (with an emphasis on team skills). This paper describes cooperative learning, an instructional approach designed especially with these objectives in mind.

Millis, B. J. (n.d.). Managing - and Motivating! - Distance Learning Group Activities  Key questions to ask and tips for successful implementation.

Misanchuk, M & Anderson, T. (2001). Building community in an online learning environment: communication, cooperation and collaboration This paper presents strategies and rationales for implementing certain instructional techniques to move a class from cohort to community. 

Misanchuk, M. & Dueber, B. (2001). Sense of Community in a Distance Education Course This paper briefly explores those effects ascribed to community that we believe are crucial for distance education programs to succeed, and then focuses on a theoretical framework that seeks to define community known as the Psychological Sense of Community (PSOC).

Mohr, G. & Nault, J. M. (2004). Designing Collaborative E-Learning For Results Because we can communicate by email and over the Web, we no longer need to meet face to face. The more connected we are, the more isolated we are. The connectivity/isolation paradox is manifesting itself in many aspects of our professional and personal lives and is a fundamental reason why e-learning programs can be unsatisfying to instructors and learners. Learning Circuits, 2004.

Motteram, G. (2001). The role of synchronous communication in fully distance education. Australian Journal of Educational Technology, 17(2), 131-149. Shows how both these aspects of learning can be facilitated through a number of different online tools in the context of fully distance Masters education.

Mulder, I. & Swaak, J. (2003). ICT innovation: starting with the team: A collaborative design workshop on selecting technology for collaboration. Describes the authors rationale and experiences on collaborative design workshops, and draws some preliminary conclusions.

Muukkonen, H., Lakkala, M. & Hakkarainen, K. (no date). Characteristics of university students’ inquiry in individual and computer-supported collaborative study process. A comparison study was designed to investigate the characteristics of university students’ inquiry in two conditions involving either computer-supported collaboration or more traditional individual writing assignments. About 80 students participated.

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Nachmias, R., Mioduser, D., Oren, A., & Ram, J. (2000). Web-Supported Emergent-Collaboration In Higher Education Courses. Educational Technology & Society 3(3) 2000. Focuses on the integration of a Web shell for supporting emergent-collaboration activities in six graduate courses at Tel-Aviv University.

Naidu, S., Ip, A. & Linser, R. (2000). Dynamic goal-based role-play simulation on the Web: A case study. Educational Technology & Society 3 (3), pp. 190-202. This paper outlines and discusses the pedagogical approach, the technical design architecture, and an innovative implementation of a collaborative role-play simulation technology (called the Role-Play Simulation Generator).

Narayanan, N. H. et al., Computational Support for Collaborative Learning through Generative Problem Solving  . The authors present a vision of computer-supported collaborative learning through solving generative problems – problems that promote open-ended inquiry and have multiple solutions.

Nash, J., Plugge, L. & Eurelings, A. (2001). Defining and Evaluating CSCL Projects: Managing Towards Evaluation.  In the Proceedings of the Computer support for Collaborative Learning Conference (CSCL) 2001, Maastricht University, Holland. Proposes a method to implement a “theory of change” approach to CSCL projects.

Nath, L. R. (1996). A Case Study of Implementing a Cooperative Learning Program in an Inner-City School. Journal of Experimental Education. Volume: 64. Issue: 2, 1996. Although there is substantial research on the benefits of cooperative learning strategies, little is known about how teachers implement these strategies under typical school conditions. The purpose of the present case study was to examine the implementation process for 9 teachers at 1 elementary school during a full year.

Ng, E. M. W. & Ma, A. W. W. (2002). An Innovative Model to Foster Web-based Collaborative Learning InSite, June 2002. Collaborative learning is one of the many student-centered approaches that matches with the philosophy of contemporary perspectives on learning and teaching aiming to promote higher achievement, more positive interpersonal relationships and greater psychological health, resulting in graduates being cooperative, caring, reflective, critical and creative.

Ngeow, K. Y.  (1998). Enhancing Student Thinking through Collaborative Learning  An article on the fundamentals of collaborative learning.

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Oakley, B., Felder, R. M., Brent, R. & Elhajj, I. (2004). "Turning Student Groups into Effective Teams." J. Student Centered Learning, 2(1), 9–34 (2004). Techniques for avoiding dysfunctional teams, dealing with them when they arise, and helping students acquire the skills they will need to form high-performance teams.

O'Neill, D.K., & Scardamalia, M. (2000). Mentoring in the Open: A Strategy for Supporting Human Development in the Knowledge Society. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 326-333). Mahwah, NJ: Erlbaum. Our findings suggest that mentoring in the open may serve as a powerful component strategy for building equitable and sustainable on-line learning communities for participants of diverse age and expertise. To access this paper, please follow the links on the ICLS web site.

OpenMind Publishing Group, Online Learning Meets Collaborative Publishing  . OpenMind partners with Kentucky Virtual University.

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Palonen, T., & Hakkarainen, K. (2000). Patterns of Interaction in Computer-supported Learning: A Social Network Analysis. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 334-339). Mahwah, NJ: Erlbaum. The problem addressed in the study was whether students representing different level of school achievement and gender would productively participate in progressive discourse. To access this paper, please follow the links on the ICLS web site.

Panitz, T. (n.d.). Ways To Encourage Collaborative Teaching In Higher Education Explores the nature of collaborative learning in higher education and what can be done to promote it. The paper consists of five sections, each dealing with a different aspect of CL.

Panitz, T. (n.d.). Faculty and Student Resistance to Cooperative Learning Considering the overwhelming number of benefits created by the use of collaborative learning methods, it is surprising that so few teachers use this paradigm. The cause lies in the current educational system which emphasizes content memorization and individual student performance through competition.

Panitz, T. (n.d.). Benefits of  Cooperative Learning in Relation to Student Motivation Outlines the benefits of CL in terms of its motivational impact.

Panitz, T. (n.d.). The Case For Student Centered Instruction Via Collaborative Learning Paradigms The article presents four major categories of benefits created by cooperative learning methods. They are: academic, social, psychological and assessment benefits. Each of these areas is subdivided further to help the reader focus on specific themes within each category.

Panitz, T. (n.d.). Collaborative Versus Cooperative Learning: Comparing the Two Definitions Helps Understand the nature of Interactive learning Clarifies the definitions of collaborative and cooperative learning first by presenting my definitions of the two terms and reviewing those of other authors who have helped clarify my thinking and second by presenting and analyzing the educational benefits of collaborative/cooperative learning techniques.

Panitz, T. & Panitz, P. (n.d.). Assessing Students and Yourself By Observing Students Working Cooperatively and Using the One Minute Paper Describes what is needed in addition to historic assessment techniques are methods for understanding students' affective learning skills and a variety of student learning styles.

Parris, J. & Singleton ,T. Can computer-supported collaborative projects increase value of a college degree? Presented to the third annual meeting SOBIE conference April 19-21, 2001, Natchez.

Payne, D. (2000). Collaborative Learning and Cultural Reproduction in Cyberspace: Publishing Students in Electronic Environments.  In the Journal of Electronic Publishing September, 2000, Volume 6, Issue 1. Examines closely the authoring functions embedded in certain communication technologies, functions that shape and constrain the subjects participating in their own publication. What I hope to model here is one way in which critique can function to inform pedagogical practices that seek social change rather than cultural reproduction. 

Payne, J. S. & Peterson, N. S. (2000). The Civil War project: project-based collaborative learning in a virtual space  This is a report for a project that had eighth grade students study the Civil War in an online environment using collaborative learning. In Educational Technology & Society 3(3) 2000 ISSN 1436-4522.

Paz Dennen, V. (2000). Task Structuring for On-line Problem Based Learning: A Case Study. Educational Technology & Society 3(3) 2000. This article explores the story of one course that used asynchronous Web-based conferencing software to mediate the group process in a problem-based learning scenario.

Petrulis, B. (n.d.). Grading in Collaborative Classrooms Grading in collaborative classrooms raises many complex issues. This instructor outlines salient concerns and illustrates a range of possible approaches suggested by colleagues in the field. From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

Pilkington, R., Bennett, C. & Vaughan, S. (2000). An Evaluation of Computer Mediated Communication to Support Group Discussion in Continuing Education. Educational Technology & Society 3(3) 2000. An evaluation of a taught module within a Post-Graduate Master of Education course is reported. Issues arising from these findings are discussed in relation to structuring courses to meet the needs of full-time, part-time and distant students.

Pinkwart, N. (2005). Synchronization Contexts as a Means to Support Collaborative Modeling  In Proceedings of the international Workshop on Groupware (CRIWG 2005). Springer, Berlin. (pp. 145-152). This paper presents a conceptual approach and a corresponding system implementation to support collaborative modeling with graph based representations. In particular, the problem of partially shared models with associated semantics is addressed, and an architectural solution to enable flexible modes of partial application synchronization under the constraint of retaining a common semantics in the shared model parts is presented.

Porterfield, S. (2001) Towards The Development of Successful Virtual Learning Communities.  Explores the concept of a community as a place where people are bound together geographically that has, with the advent of the World Wide Web (WWW), evolved into a concept referring to any group of individuals who socialize, whether it be face to face or through the use of technology.

Prendergast, G. (2004). Blended Collaborative Learning: Online Teaching of Online Educators. Global Educator, April 2004. Blended collaborative learning is essentially a tutor-led distance learning method that blends available face-to-face and online techniques on a foundation framework of facilitated asynchronous conferencing

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Ragoonaden, K., & Bordeleau, P. (2000). Collaborative Learning via the Internet. Educational Technology & Society, 3(3). In order to verify how interaction and collaboration work between students in distance education courses, the authors observed and researched two undergraduate university courses offered via the Internet.

Rahikainen, M., Jarvela, S., & Salovaara, H. (2000). Motivational Processes in CSILE-Based Learning. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of