Journal Report

INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING

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Journal Information
Journal Title
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
Publisher
SPRINGER
ISSN
1556-1607
E-ISSN
1556-1615
Database
Clarivate
Domain
Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓ ✓
2025 ✓ ✓
2024 ✓ ✓
2023 ✓ ✓
2021/2022 ✓ ✓
2020 ✓ ✓
2019 ✓ ✓
2018 ✓
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
Knowledge building–modeling: Grade 5 students creating models, using discourse analytics, and advancing systems thinking
Dina Soliman, Xueqi Feng, Marlene Scardamalia et al.
2026-9-9
DOI: 10.1007/s11412-026-09493-8
Editorial notes: Change in article production process
Michael J. Baker, Peter Reimann
2026-9 Vol. 21 Issue 3 Pages 287-289
DOI: 10.1007/s11412-026-09495-6
Fostering the collaborative diagnosis of cross-domain skills in video-based simulations: An analysis of collaborative diagnostic activities
Amadeus J. Pickal, Katharina Engelmann, Clark A. Chinn et al.
2026-8-4
DOI: 10.1007/s11412-026-09494-7
Mapping behavioral dynamics in AI-supported CSCL: Analyzing cognitive, task, and emotional regulation patterns and their impact on performance
Shurui Gao, Weijia Chen, Fengwu Han et al.
2026-8-3
DOI: 10.1007/s11412-026-09492-9
Exploring a constructive use of curriculum to sustain collective inquiry
Chew Lee Teo, Aloysius Ong
2026-7-31
DOI: 10.1007/s11412-026-09489-4
How students engage in opportunistic collaboration: A process-oriented study in a knowledge-building community
Yujie Chen, Suping Yi, Yibing Zhang
2026-6-29
DOI: 10.1007/s11412-026-09491-w
Adaptive reorganization in knowledge building research (2014–2025): Continuity and change across the pandemic and post-AI era
Li-Jen Wang
2026-6-24
DOI: 10.1007/s11412-026-09490-x
From individual annotations to shared attention: How re-annotation supports collaborative knowledge building in CSCL
Yiqiu Zhou, Jina Kang
2026-6-13
DOI: 10.1007/s11412-026-09486-7
From dialogue to text: Linking peer interaction to real-time revisions during L2 collaborative writing
Zhenhao Cao, Rachael Ruegg, Stephen Skalicky
2026-6-9
DOI: 10.1007/s11412-026-09488-5
Systematic peer back-evaluation was associated with higher-quality feedback and stronger task performance than sampled teacher monitoring in an EFL translation course
Yimin Tong, Christian D. Schunn, Yufang Zhang et al.
2026-6-8
DOI: 10.1007/s11412-026-09487-6
Articles retrieved from Crossref.
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Printed: November 3, 2026 08:09