Search results for author:"Christof Wecker"
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Slide presentations as speech suppressors: When and why learners miss oral information
Christof Wecker
Computers & Education Vol. 59, No. 2 (September 2012) pp. 260–273
The objective of this study was to test whether information presented on slides during presentations is retained at the expense of information presented only orally, and to investigate part of the conditions under which this effect occurs, and how...
Language: English
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From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts
Christof Wecker; Frank Fischer
Learning and Instruction Vol. 21, No. 6 (December 2011) pp. 746–756
The fading of instructional scripts can be regarded as necessary for allowing learners to take over control of their cognitive activities during the acquisition of skills such as argumentation. There is, however, the danger that learners might...
Language: English
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Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning
Christof Wecker; Frank Fischer
Computers & Education Vol. 75, No. 1 (June 2014) pp. 218–228
This meta-analysis investigated the role of the quality of argumentation for domain-specific knowledge gains in computer-supported collaborative learning settings. Given the scarcity of primary studies that report correlations between these two...
Language: English
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Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning
Frank Fischer; Ingo Kollar; Karsten Stegmann; Christof Wecker
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...
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Collaborative Argumentation and Cognitive Elaboration in a Computer-Supported Collaborative Learning Environment
Karsten Stegmann; Christof Wecker; Armin Weinberger; Frank Fischer
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...
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S-COL: A Copernican Turn for the Development of Flexibly Reusable Collaboration Scripts
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...