The general aim of the contributions to this special issue was to foster learning in computer supported collaborative learning environments by designing instructional interventions that enhance collaboration between learners. Scripts and external representations were used as instructional interventions to support social and cognitive processes, respectively, during collaborative learning. Altho...

Collaborative knowledge construction in computer-mediated learning environments puts forward difficulties regarding what tasks learners work on and how learners interact with each other. For instance, learners who collaboratively construct knowledge in computer-mediated learning environments sometimes do not participate actively or engage in off-task talk. Computer-mediated learning environment...

social learning and knowledge generation are two key factors to achieve successful natural resources co-management. social learning can be beneficial by broadcasting and transmitting experiences and problem solving ideas in a group of people. social learning networks can transmit knowledge and experiences from one node to another in the network. social learning can produce a suitable learning a...

Cooperative learning is characterized by communication and interaction in a group. Computer-supported cooperative/collaborative learning (CSCL) is a specific form doing away with previous spatial and temporal restrictions. At the starting point of our examinations lie known learning processes and their possible support through a CSCL system. Both the significance of different user models and th...

Over the last few years, role of computers has become a controversial issue in language learning. This study was designed to examine the impact of computer anxiety and computer self-efficacy on the speaking section of the TOEFL iBT test taken by Intermediate EFL learners. The researchers intended to find out, which var- iable i.e. computer anxiety and/or self-efficacy would result in better per...

This study aimed to investigate the effect of using vocabulary software on the vocabulary learning of Iranian EFL learners. Participants of the study were 54 intermediate-level students (23 males and 31 females) learning English as a foreign language in Mehr Institute in Izeh who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into t...