[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-600678-en":59,"doc-seo-600678-105":79},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":31},600678,5909893218464,"dhado","https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Distributed Educational Influence and Computer-Supported Collaborative Learning - Abstract and Introduction","This article presents distributed educational influence (DEI) as a research line within computer-supported collaborative learning. It argues that every participant can act as a potential source of educational influence, and that collaboration success depends on whether participants responsibly assume both roles of aid provider and aid recipient. The paper organizes its reasoning into four sections: conceptual foundations, an empirical multimethod approach, preliminary findings and open questions, and proposals linking DEI to broader online collaborative learning research.","Educational and Supported Collaborative Learning  \nDistributed Educational Influence and Computer-Supported  \nCollaborative Learning  \nCésar Coll  \n[ccoll@ub.edu](ccoll@ub.edu)  \nAlfonso Bustos  \n[alfonso.bustos@gmail.com](alfonso.bustos@gmail.com)  \nAnna Engel  \n[anna.engel@ub.edu](anna.engel@ub.edu)  \nInés de Gispert  \n[inesdegispert@ub.edu](inesdegispert@ub.edu)  \nMaría José Rochera  \n[mjrochera@ub.edu](mjrochera@ub.edu)  \nFacultat de Psicologia, Universitat de Barcelona, Spain  \nAbstract  \nThis article introduces a line of research on distributed educational influence (DEI) that has recently been developed by the research group to which the authors belong. The main hypothesis is that in computer-supported collaborative learning contexts, all participants are potential sources of educational influence (EI) . According to this hypothesis, the success of collaboration and its outcomes depend on the extent to which participants take responsibility for being both providers and recipients of aid, such that EI becomes adequately distributed among the group as a whole . The paper is organized into four sections that deal respectively with: (1) the concept of DEI, its origin and its characteristics, with special attention being paid to the demands inherent to the exercising of EI in online collaborative learning; (2) an empirical approach to the study of DEI, based on case studies and a multimethod perspective that combines structural analysis of participants’activity with content analysis of their contributions; (3) a review of some interesting results obtained so far and some questions that remain open; and  \n(4) proposals for how the study of DEI could help to enrich research on online collaborative learning.  \nKey words  \nComputer-supported; Collaborative learning; Content analysis; Distributed educational influence; Educational influence; Multimethod approach; Structural analysis.  \nC.Coll, A.Bustos, A.Engel, [I.de](I.de) Gispert and MJ. Rochera  \nDigital Education Review-Number 24, December2013-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 23)[ 23](http://greav.ub.edu/der/ 23)  \nI. Introduction  \nThe purpose of this article is to introduce a line of research on computer-supported collaborative learning that has been developed over the last decade by our research group working on interaction and educational influence (GRINTIE, Grup de Recerca en Interacció e Influència Educativa: [http://wwwpsyed.edu.es/grintie](http://wwwpsyed.edu.es/grintie)). The main hypothesis driving this line of work is that collaborative learning processes are characterized by the fact that all participants are, in theory, both providers and receivers of aid when carrying out their tasks and activities . Thus, all those involved in a collaborative learning context are a potential source of educational influence . According to this hypothesis, the success of collaboration and its outcomes depend on the extent to which participants take responsibility for being both providers and recipients of aid, such that educational influence becomes adequately distributed among the group as a whole .  \nA key concept in this framework is what we refer to as distributed educational influence . In what follows we will describe this concept in greater detail and set out an empirical approach to its study. We will also discuss its scope and relevance to the study and understanding of collaborative learning processes, especially those that take place in computer-supported environments . To this end the article is organized into four sections . The first explores the link between two concepts: the concept of educational influence (EI), as developed by members of our research group (GRINTIE) in a series of previous papers that analysed educational practice in face-to-face settings (Coll, Onrubia & Mauri, 2008), and the concept of distributed educational influence (DEI), which is the focus of the present paper . It will be seen that the development of the concept of DE","cbCaifwZgdLADd3h","https://ap.wps.com/l/cbCaifwZgdLADd3h","pdf",386802,"English","en",105,"# Abstract\n# Key words\n# I. Introduction\n# II. From educational influence to distributed educational influence","[{\"question\":\"What is the central hypothesis about educational influence in online collaborative learning?\",\"answer\":\"In computer-supported collaborative learning, all participants are potential sources of educational influence, and collaboration outcomes depend on how participants share responsibility as both providers and recipients of aid.\"},{\"question\":\"How does the article define distributed educational influence (DEI)?\",\"answer\":\"DEI is presented as the distribution of educational influence among group participants, including both how many participants exercise it and the different ways in which they exercise it.\"},{\"question\":\"What empirical strategy does the article propose for studying DEI?\",\"answer\":\"It proposes a case-study-based, multimethod perspective that combines structural analysis of participants’ activity with content analysis of their contributions.\"}]","Distributed Educational Influence and Computer-Supported Collaborative Learning - Abstract and Introduction | PDF",1792091154,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":78},"distributed-educational-influence-and-computer-supported-collaborative-learning-abstract-and-introduction","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/distributed-educational-influence-and-computer-supported-collaborative-learning-abstract-and-introduction/600678/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/distributed-educational-influence-and-computer-supported-collaborative-learning-abstract-and-introduction/600678.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":8},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"What is the central hypothesis about educational influence in online collaborative learning?","Question",{"text":127,"@type":128},"In computer-supported collaborative learning, all participants are potential sources of educational influence, and collaboration outcomes depend on how participants share responsibility as both providers and recipients of aid.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"How does the article define distributed educational influence (DEI)?",{"text":132,"@type":128},"DEI is presented as the distribution of educational influence among group participants, including both how many participants exercise it and the different ways in which they exercise it.",{"name":134,"@type":125,"acceptedAnswer":135},"What empirical strategy does the article propose for studying DEI?",{"text":136,"@type":128},"It proposes a case-study-based, multimethod perspective that combines structural analysis of participants’ activity with content analysis of their contributions.","https://schema.org",{"og:url":99,"og:type":139,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":141,"canonical":99},"index,follow",{"doc_id":61,"site_id":74}]