Jun Oshima

TL;DR: In this paper, a social network analysis application that uses learner discourse as input data is presented, called Knowledge Building Discourse Explorer (KBDeX), which can reveal potential points that are pivotal for social knowledge advancement in groups, and identify each individual's contribution to this advancement.

TL;DR: Developing and evaluating a computer-mediated learning environment for project-based learning to facilitate student internal scripts for regulation by designing external scripts for effective reflection and found that students augmented their scripts for socially shared regulation when recognizing socio-cognitive challenges.

TL;DR: Examination of how students in a grade 5–6 classroom built their classroom database on a science topic, ‘electricity,’ and differences in activities between high-and low-conceptual-progress students showed that high- Conceptual-Progress students were more concerned with constructing their knowledge centered around problems, whereas low- conceptual- ProgressStudents were more involved in accumulating referent-based knowledge.

TL;DR: It was found that the implementation of a CSCL environment facilitated students' idea-centered activity and the task requirement for students to engage in collective and reciprocal activities reflecting on their own ideas was also effective.

TL;DR: The authors employed a combination of socio-semantic network analysis (SSNA) and in-depth dialogical discourse analysis as a mixed-methods approach, and analyzed discourse transcripts by university students engaged in jigsaw instruction.