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Original Articles

Distributed by Design: On the Promises and Pitfalls of Collaborative Learning with Multiple Representations

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Pages 489-547 | Published online: 11 Apr 2011

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Stacey Erin Robbins. (2021) Team learning as boundary crossing: incubating collaboration. Human Resource Development International 24:3, pages 304-328.
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Cindy E. Hmelo-Silver. (2011) Editor's Note. Journal of the Learning Sciences 20:3, pages 339-341.
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Omid Khatin-Zadeh, Danyal Farsani & Adriana Breda. (2023) How can transforming representation of mathematical entities help us employ more cognitive resources?. Frontiers in Psychology 14.
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Lorena Solvang & Jesper Haglund. (2021) Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation. Research in Science Education 52:6, pages 1659-1675.
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M.L. Zellner, D. Milz, L. Lyons, C.J. Hoch & J. Radinsky. (2022) Finding the Balance Between Simplicity and Realism in Participatory Modeling for Environmental Planning. Environmental Modelling & Software 157, pages 105481.
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Shaaron Ainsworth. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 158 170 .
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Prajakt Pande. (2020) Learning and expertise with scientific external representations: an embodied and extended cognition model. Phenomenology and the Cognitive Sciences 20:3, pages 463-482.
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Sten Ludvigsen, Kristine Lund & Jun Oshima. 2021. International Handbook of Computer-Supported Collaborative Learning. International Handbook of Computer-Supported Collaborative Learning 45 63 .
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Sally P. W. Wu, Barry Van Veen & Martina A. Rau. (2020) How drawing prompts can increase cognitive engagement in an active learning engineering course. Journal of Engineering Education 109:4, pages 723-742.
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Martina A. Rau & John W. Moore. 2020. Active Learning in College Science. Active Learning in College Science 567 582 .
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Jochen Scheid, Andreas Müller, Rosa Hettmannsperger & Wolfgang Schnotz. (2019) Improving learners’ representational coherence ability with experiment-related representational activity tasks. Physical Review Physics Education Research 15:1.
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Rolf Steier, Magdalena Kersting & Kenneth Silseth. (2019) Imagining with improvised representations in CSCL environments. International Journal of Computer-Supported Collaborative Learning 14:1, pages 109-136.
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Sally P. W. Wu & Martina A. Rau. (2019) How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities. Educational Psychology Review 31:1, pages 87-120.
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Sally P.W. Wu, Jainaba Corr & Martina A. Rau. (2019) How instructors frame students' interactions with educational technologies can enhance or reduce learning with multiple representations. Computers & Education 128, pages 199-213.
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Nuno Otero & Ian Oakley. 2019. Seamless Learning. Seamless Learning 53 72 .
Line Ingulfsen, Anniken Furberg & Torunn Aanesland Strømme. (2018) Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-Supported Collaborative Learning 13:4, pages 365-390.
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Shaaron E. Ainsworth. (2018) Multi-modal, multi-source reading: A multi-representational reader's perspective. Learning and Instruction 57, pages 71-75.
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Anna F. DeJarnette. (2018) Using student positioning to identify collaboration during pair work at the computer in mathematics. Linguistics and Education 46, pages 43-55.
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Tobin White. (2018) Connecting levels of activity with classroom network technology. International Journal of Computer-Supported Collaborative Learning 13:1, pages 93-122.
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Clayton Lewis. 2018. Representation, Inclusion, and Innovation. Representation, Inclusion, and Innovation.
Omid Khatin-Zadeh, Hassan Banaruee, Hooshang Khoshsima & Fernando Marmolejo-Ramos. (2017) The Role of Motion Concepts in Understanding Non-Motion Concepts. Behavioral Sciences 7:4, pages 84.
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Martina A. Rau. (2016) Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning. Educational Psychology Review 29:4, pages 717-761.
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Martina A. Rau, Hannah E. Bowman & John W. Moore. (2017) An adaptive collaboration script for learning with multiple visual representations in chemistry. Computers & Education 109, pages 38-55.
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Carla van Boxtel & Jannet van Drie. 2017. Palgrave Handbook of Research in Historical Culture and Education. Palgrave Handbook of Research in Historical Culture and Education 573 589 .
Svein Olav Norenes & Sten Ludvigsen. (2016) Language use and participation in discourse in the mathematics classroom: When students write together at an online website. Learning, Culture and Social Interaction 11, pages 66-84.
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Sarah Kate Selling. (2016) Learning to represent, representing to learn. The Journal of Mathematical Behavior 41, pages 191-209.
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Anniken Furberg. (2016) Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding. International Journal of Computer-Supported Collaborative Learning 11:1, pages 89-113.
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Jari Kukkonen, Patrick Dillon, Sirpa Kärkkäinen, Anu Hartikainen-Ahia & Tuula Keinonen. (2014) Pre-service teachers’ experiences of scaffolded learning in science through a computer supported collaborative inquiry. Education and Information Technologies 21:2, pages 349-371.
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Christine Hamel, Sandrine Turcotte, Thérèse Laferrière & Nicolas Bisson. (2016) Improving Students’ Understanding and Explanation Skills Through the Use of a Knowledge Building Forum. McGill Journal of Education 50:1, pages 181-199.
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Lisa A. Hardy. (2014) Networked Handhelds for Collaborative Sense-Making in Undergraduate Physics. Networked Handhelds for Collaborative Sense-Making in Undergraduate Physics.
Mike Sharples & Roy Pea. 2014. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 501 521 .
Shaaron Ainsworth. 2014. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 464 486 .
Kevin Lai & Tobin White. (2013) How groups cooperate in a networked geometry learning environment. Instructional Science 42:4, pages 615-637.
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Rozy Vig, Eileen Murray & Jon R. Star. (2014) Model Breaking Points Conceptualized. Educational Psychology Review 26:1, pages 73-90.
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Michael A. LawsonHal A. Lawson. (2013) New Conceptual Frameworks for Student Engagement Research, Policy, and Practice. Review of Educational Research 83:3, pages 432-479.
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Anniken Furberg, Anders Kluge & Sten Ludvigsen. (2013) Student sensemaking with science diagrams in a computer-based setting. International Journal of Computer-Supported Collaborative Learning 8:1, pages 41-64.
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Alan Zemel & Timothy Koschmann. (2013) Recalibrating reference within a dual-space interaction environment. International Journal of Computer-Supported Collaborative Learning 8:1, pages 65-87.
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Corey Brady, Tobin White, Sarah Davis & Stephen Hegedus. 2013. The SimCalc Vision and Contributions. The SimCalc Vision and Contributions 99 121 .
Chi-Yan Tsui & David F. Treagust. 2013. Multiple Representations in Biological Education. Multiple Representations in Biological Education 3 18 .
Tobin White. 2013. Emerging Technologies for the Classroom. Emerging Technologies for the Classroom 81 92 .
Mitchell J. Nathan, Rachaya Srisurichan, Candace Walkington, Matthew Wolfgram, Caro Williams & Martha W. Alibali. (2013) Building Cohesion Across Representations: A Mechanism for STEM Integration. Journal of Engineering Education 102:1, pages 77-116.
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Zahra Lotfi, Fariza Hanum MD Nasaruddin, Shahnorbanun Sahran & Muriati Mukhtar. (2012) Collaborative E-learning Tool for Secondary Schools. Journal of Applied Sciences 13:1, pages 22-35.
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Kevin Lai & Tobin White. (2012) Exploring quadrilaterals in a small group computing environment. Computers & Education 59:3, pages 963-973.
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Jan Arild Dolonen & Sten Ludvigsen. (2012) Analyzing students' interaction with a 3D geometry learning tool and their teacher. Learning, Culture and Social Interaction 1:3-4, pages 167-182.
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Tobin White, Angela Booker, Cynthia Carter Ching & Lee Martin. (2011) Integrating Digital and Mathematical Practices across Contexts: A Manifesto for Mobile Learning. International Journal of Learning and Media 3:3, pages 7-13.
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