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dc.contributor.authorLämsä, Joni
dc.contributor.authorHämäläinen, Raija
dc.contributor.authorKoskinen, Pekka
dc.contributor.authorViiri, Jouni
dc.contributor.authorLampi, Emilia
dc.date.accessioned2021-03-16T10:20:07Z
dc.date.available2021-03-16T10:20:07Z
dc.date.issued2021
dc.identifier.citationLämsä, J., Hämäläinen, R., Koskinen, P., Viiri, J., & Lampi, E. (2021). What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review. <i>Educational Research Review</i>, <i>33</i>, Article 100387. <a href="https://doi.org/10.1016/j.edurev.2021.100387" target="_blank">https://doi.org/10.1016/j.edurev.2021.100387</a>
dc.identifier.otherCONVID_51858619
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/74643
dc.description.abstractTo better understand the premises for successful computer-supported collaborative learning (CSCL), several studies over the last 10 years have analysed the temporal aspects of CSCL. We broadly define the temporal aspects of CSCL as focusing on the characteristics of or interrelations between events over time. The analysis of these aspects, however, has been loosely defined, creating challenges regarding the comparability and commensurability of studies. To address these challenges, we conducted a systematic literature review to define the temporal analysis procedure for CSCL using 78 journal papers published from 2003 to 2019. After identifying the key operations to be included in the procedure, we studied how the studies implemented these operations. When analysing the temporal aspects of CSCL, six key operations were conducted: (a) proposing theoretically framed research questions (mostly descriptive) regarding the temporal aspects of CSCL; (b) setting up the context (mostly online interaction mediated by communication technologies); (c) collecting process data (mostly asynchronous online discussions); (d) conceptualising events from the process data (mostly communication units, such as messages); (e) conducting one or more temporal analysis methods (mostly social network analysis or sequential analysis); and (f) interpreting the outcomes with the temporal analysis and possible data or method triangulation (mostly sequences of two or more events that had to do with learner interaction or thoughts and ideas developed in the interaction). The temporal analysis procedure can help design both theory-driven studies and methodological experiments advancing CSCL research. Overall, our study increases scholarly understanding regarding the temporal aspects of CSCL.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier BV
dc.relation.ispartofseriesEducational Research Review
dc.rightsCC BY 4.0
dc.subject.othercollaborative technology
dc.subject.othercomputer-supported collaborative learning (CSCL)
dc.subject.othermethodology systematic review
dc.subject.othertemporal analysis
dc.titleWhat do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202103161983
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Physicsen
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1747-938X
dc.relation.volume33
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.subject.ysoyhteisöllinen oppiminen
dc.subject.ysotietokoneavusteisuus
dc.subject.ysokirjallisuuskatsaukset
dc.subject.ysoyhteistyö
dc.subject.ysooppiminen
dc.subject.ysosystemaattiset kirjallisuuskatsaukset
dc.subject.ysoopetusteknologia
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
jyx.subject.urihttp://www.yso.fi/onto/yso/p7222
jyx.subject.urihttp://www.yso.fi/onto/yso/p7595
jyx.subject.urihttp://www.yso.fi/onto/yso/p6334
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p29683
jyx.subject.urihttp://www.yso.fi/onto/yso/p4418
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.edurev.2021.100387
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundinginformationThis research was funded by the Finnish Cultural Foundation and the Academy of Finland [grant numbers 292466 and 318095, the Multidisciplinary Research on Learning and Teaching profiles I and II of University of Jyväskylä].


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