Document Type

Conference Paper

Journal/Book Title/Conference

14th International Conference on Computer-Supported Collaborative Learning


International Society of the Learning Sciences

Publication Date


First Page


Last Page



Collaborative problem solving is often used in STEM higher education courses to support conceptual knowledge and teamwork. However, course teaching assistants (TAs) often lack the collaborative pedagogical knowledge necessary to orchestrate this form of learning. In this paper, we examine TAs’ orchestration strategies and technology used to understand how these factors influence groups’ collaboration. Contributions from this paper describe the interplay among technology, strategies, and groups’ collaboration toward understanding how to support collaboration in these courses.



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