Bibliography

Allen, B.S., & Otto, R.G. (1996). Media as lived environments: The ecological psychology of educational technology. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology, pp. 199-225. New York: Simon & Schuster Macmillan.

Aronson, E. Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.

Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3-12.

Berge, Z. (1997). Computer conferencing and the on-line classroom. International Journal of Educational Telecommunications, 3(1), 3-21.

Bohm, D. (1990). On Dialogue. Available: David Bohm Seminars, P.O. Box 1452, Ojai, California 93023.

Brown, A. L. (1994). The advancement of learning. Educational Researcher, 23(8), 4-12.

Brown, A.L., & Palincsar, A.S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick (Ed.), Knowing, learning, and instruction, Essays in honor of Robert Glaser. Hillsdale, New Jersey: Erlbaum.

Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Burns, J.M. (1978). Leadership. New York: Harper Torchbooks.

Chism, N. (1998). Handbook for instructors on the use of electronic class discussion. Ohio State University: Office of Faculty and TA Development.

Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction, Essays in honor of Robert Glaser. Hillsdale, New Jersey: Erlbaum.

Collis, B., Andernach, T., & Van Diepen, N. (1997). Web environments for group-based project work in higher education. International Journal of Educational Telecommunications, 3(2/3), 109-130.

Crook, C. (1994a). Computers and the collaborative experience of learning. London: Routledge.

Engestrom, Y. (1996). Interobjectivity, ideality, and dialectics. Mind, Culture, and Activity, 3(4), 259-265.

Falk, J. (1996). The meaning of the Web [World Wide Web Document]. Available: http://www.scu.edu.au/ausweb95/papers/sociology/falk/

Ferraro, A., Rogers, E., & Geisler, C. (1995). Team learning through computer supported collaborative design [World Wide Web Document]. Indianapolis: Proceedings of the CSCL'95 Conference. Available: http://www-cscl95.indiana.edu/cscl95/ferraro.html

Fischer, G. (1995). Distributed cognition, learning webs, and domain-oriented design environments [World Wide Web Document]. Indianapolis: Proceedings of the CSCL'95 Conference. Available: http://www-cscl95.indiana.edu/cscl95/fischer.html

Fishman, B.J. (1997). Student traits and the use of computer-mediated communication tools: What matters and why? Chicago, Illinois: Paper presented at the Annual Meeting of the American Educational Research Association.

Fishman, B.J. (1996). High-end high school communication: Tool use practices of students in a networked environment. Unpublished dissertation: Northwestern University, Evanston, Illinois.

Harasim, L. (1987). Teaching and learning on-line: Issues in computer-mediated graduate courses. Canadian Journal for Educational Communication, 16(2), 117-135.

Herrmann, F. (1995). Listserver communication: The discourse of community-building [World Wide Web document.] Indianapolis: Proceedings of the CSCL'95 Conference. Available: http://www-cscl95.indiana.edu/cscl95/herrmann.html

Hewitt, J., Scardamalia, M., & Webb, J. (1997). Situative design issues for interactive learning environments: The problem of group coherence. Paper presented at the Annual Meeting of the AERA, April 1997.

Isaacs, W.N. (1997, January-February). The process and potential of dialogue in social change. Educational Technology, 20-30.

Isaacs, W.N. (1993). Dialogue, collective thinking, and organizational learning. Organizational Dynamics, 24-39. Cambridge, Massachusetts: The Dialogue Project at Massachusetts Institute of Technology.

Jonassen, D.H. (1995, July-August). Supporting communities of learners with technology: A vision for integrating technology with learning in schools. Educational Technology, pp. 60-63.

Jonassen, D.H., & Murphy, M. (1998, February). Activity theory as a framework for designing constructivist learning environments. St. Louis, Missouri: Paper presented at the annual meering of the Association for Educational Communications and Technology.

Jones, B.F., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995, April). Plugging in: Choosing and using educational technology. IL: North Central Educational Laboratory.

Juell, P., Brekke, D., Vetter, R.J., & Wasson, J. (1996). Evaluation of computer conferencing tools for conducting collaborative seminars on the Internet. International Journal of Educational Telecommunications, 2(4), 233-248.

Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. In T. Koschmann (Ed.), CSCL: Theory and Practice of an Emerging Paradigm. Mahwah, NJ: Erlbaum.

Koschmann, T.D., Myers, A.C., Feltovich, P.J., & Barrows, H.S. (1994). Using technology to assist in realizing effective learning and instruction: A principled approach to the use of computers in collaborative learning. The Journal of the Learning Sciences, 3(3), 227-264.

Kozma, R.B. (1991). Learning with media. Review of educational research, 61(2), 179-211.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Lawyer-Brook, D., & Sherry, L. (1997, February). Boulder Valley Internet Project Final Report. Denver, CO: RMC Research Corporation.

Leont'ev, A.N. (1981). The problem of activity in psychology. In J.V. Wertsch (Ed.), The concept of activity in Soviet psychology,