NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Appropriation from a Script Theory of Guidance Perspective: A Response to Pierre Tchounikine
Peer reviewed Peer reviewed
Direct linkDirect link
Stegmann, Karsten; Kollar, Ingo; Weinberger, Armin; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2016
In a recent paper, Pierre Tchounikine has suggested to advance the Script Theory of Guidance (SToG) by addressing the question how learners appropriate collaboration scripts presented to them in learning environments. Tchounikine's main criticism addresses SToG's "internal script configuration principle." This principle states that in…
Descriptors: Scripts, Theories, Teaching Methods, Cooperative Learning
Adaptable Scripting to Foster Regulation Processes and Skills in Computer-Supported Collaborative Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Xinghua; Kollar, Ingo; Stegmann, Karsten – International Journal of Computer-Supported Collaborative Learning, 2017
Collaboration scripts have repeatedly been implemented in Computer-Supported Collaborative Learning (CSCL) to facilitate collaboration processes and individual learning. However, finding the right degree of structure is a subtle design task: scripts that are too rigid may impair self-regulation and hinder learning; scripts that are too flexible…
Descriptors: Cooperative Learning, Scripts, Computer Assisted Instruction, Instructional Effectiveness
Inducing Socio-Cognitive Conflict in Finnish and German Groups of Online Learners by CSCL Script
Peer reviewed Peer reviewed
Direct linkDirect link
Weinberger, Armin; Marttunen, Miika; Laurinen, Leena; Stegmann, Karsten – International Journal of Computer-Supported Collaborative Learning, 2013
Collaborative learners are often meant to be guided by collaboration scripts to identify, discuss, and resolve differences of opinion and knowledge. How learners engage in and resolve conflict, however, may be highly dependent on learners' cultural background. In this article, we examine the extent to which a peer-critique collaboration script…
Descriptors: Foreign Countries, Cooperative Learning, Electronic Learning, Conflict
The ACODEA Framework: Developing Segmentation and Classification Schemes for Fully Automatic Analysis of Online Discussions
Peer reviewed Peer reviewed
Direct linkDirect link
Mu, Jin; Stegmann, Karsten; Mayfield, Elijah; Rose, Carolyn; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2012
Research related to online discussions frequently faces the problem of analyzing huge corpora. Natural Language Processing (NLP) technologies may allow automating this analysis. However, the state-of-the-art in machine learning and text mining approaches yields models that do not transfer well between corpora related to different topics. Also,…
Descriptors: Semantics, Classification, Syntax, Coding
Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Rose, Carolyn; Wang, Yi-Chia; Cui, Yue; Arguello, Jaime; Stegmann, Karsten; Weinberger, Armin; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2008
In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners' interactions is a…
Descriptors: Language Patterns, Computational Linguistics, Classification, Learning Processes
Facilitating Argumentative Knowledge Construction with Computer-Supported Collaboration Scripts
Peer reviewed Peer reviewed
Direct linkDirect link
Stegmann, Karsten; Weinberger, Armin; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2007
Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure),…
Descriptors: Computer Mediated Communication, Persuasive Discourse, Group Discussion, Learning Strategies