Search results for author:"Karsten Stegmann"
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Legitimate Peripheral Participation in Communities of Practice: Participation Support Structures for Newcomers in Faculty Student Councils
Journal of the Learning Sciences Vol. 23, No. 2 (2014) pp. 216–244
Participating in communities of practice (CoPs) is an important way of learning. For newcomers in such communities, the learning process can be described as legitimate peripheral participation (LPP). Although a body of knowledge on LPP has been...
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 4 (December 2007) pp. 421–447
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 ...
Learning and Instruction Vol. 17, No. 4 (August 2007) pp. 416–426
In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. Knowledge convergence can be conceptualised as knowledge equivalence and as shared...
Educational Psychologist Vol. 48, No. 1 (2013) pp. 56–66
This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory...
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 3 (September 2013) pp. 333–349
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'...
Collaborative Argumentation and Cognitive Elaboration in a Computer-Supported Collaborative Learning Environment
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 2 (March 2012) pp. 297–323
This study explores the relation between argumentation in online discussions, cognitive elaboration, and individual knowledge acquisition. In a one-factorial experimental design with 48 participants we investigated the effect of an argumentative...
International Journal of Computer-Supported Collaborative Learning Vol. 11, No. 3 (2016) pp. 371–379
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...
The ACODEA Framework: Developing Segmentation and Classification Schemes for Fully Automatic Analysis of Online Discussions
International Journal of Computer-Supported Collaborative Learning Vol. 7, No. 2 (June 2012) pp. 285–305
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...
Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning
Carolyn Rose; Yi-Chia Wang; Yue Cui; Jaime Arguello; Karsten Stegmann; Armin Weinberger; Frank Fischer
International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 3 (September 2008) pp. 237–271
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...
Christof Wecker; Karsten Stegmann; Florian Bernstein; Michael J. Huber; Georg Kalus; Ingo Kollar; Sabine Rathmayer; Frank Fischer
International Journal of Computer-Supported Collaborative Learning Vol. 5, No. 3 (September 2010) pp. 321–343
Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The...