Learning Communities and Scaffolding: Three Different Ways to Conceptualizing Their Relationship

Frank Fischer

Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 4 (2018) pp. 633–637

Research on learning communities has developed as a perspective radically different from teacher-led instruction. This might be a main reason for why scaffolding is rarely foregrounded in work on learning communities. This contribution analyzes how...

Analyzing Sequential Data in Computer-Supported Collaborative Learning

Dietmar Janetzko; Frank Fischer

Journal of Educational Computing Research Vol. 28, No. 4 (2003) pp. 343–354

Representations and changes between them play a major role in education (e.g., Hewson, Beeth, & Thorley, 1998), problem solving (e.g., Bauer & Reiser, 1990), cognitive development (e.g., Vosniadou & Brewer, 1992), and the history of science (e.g.,...

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

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

Peer assessment as collaborative learning: A cognitive perspective

Ingo Kollar; Frank Fischer

Learning and Instruction Vol. 20, No. 4 pp. 344–348

Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that...

Language: English

Orchestration is nothing without conducting – But arranging ties the two together!: A response to Dillenbourg (2011)

Ingo Kollar; Frank Fischer

Computers & Education Vol. 69, No. 1 (November 2013) pp. 507–509

In contrast to Dillenbourg (2013), who calls debates about the analogies between orchestras and classrooms “unproductive”, this contribution attempts to show how a search for such analogies may inspire both TEL research and educational practice. We...

Language: English

Supporting Self-Regulated Learners for a While and What Computers Can Contribute

Ingo Kollar; Frank Fischer

Journal of Educational Computing Research Vol. 35, No. 4 (2006) pp. 425–435

This article's main claim is that to support individuals' development toward becoming self-regulated learners requires certain amounts of other-regulation, i.e. scaffolding. Starting from this assertion, we discuss 6 issues that surfaced in the 5...

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Armin Weinberger; Frank Fischer

Computers & Education Vol. 46, No. 1 (January 2006) pp. 71–95

Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of...

Language: English

Construction of Shared Knowledge in Face-to-Face and Computer-Mediated Cooperation

Frank Fischer; Heinz Mandl

Annual Meeting of the American Educational Research Association 2000 (April 2000)

This study examined how learners constructed and used shared knowledge in computer-mediated and face-to-face cooperative learning, investigating how to facilitate the construction and use of shared knowledge through dynamic visualization. Forty...

Knowledge Convergence in Computer-Supported Collaborative Learning: The Role of External Representation Tools

Frank Fischer; Heinz Mandl

Journal of the Learning Sciences Vol. 14, No. 3 (Jul 01, 2005) pp. 405–441

This study investigates how 2 types of graphical representation tools influence the way in which learners use knowledge resources in 2 different collaboration conditions. In addition, the study explores the extent to which learners share knowledge...

Worked Examples with Errors: When Self-Explanation Prompts Hinder Learning of Teachers Diagnostic Competences on Problem-Based Learning

Nicole Heitzmann; Frank Fischer; Martin R. Fischer

Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 2 (2018) pp. 245–271

To diagnose classroom situations is crucial for teachers' everyday practice. The approach of worked examples with errors seems promising to support the diagnosis of classroom situations in student teachers (Stark et al. in "Learn Instr" 21(...

Stretching the Limits in Help-Seeking Research: Theoretical, Methodological, and Technological Advances

Kati Makitalo-Siegl; Frank Fischer

Learning and Instruction Vol. 21, No. 2 (April 2011) pp. 243–246

This special section focuses on help seeking in a wide range of learning environments, from classrooms to online forums. Previous research has rather restrictively focused on the identification of personal characteristics that predict whether or not ...

Methodological challenges for collaborative learning research

Jan-Willem Strijbos; Frank Fischer

Learning and Instruction Vol. 17, No. 4 (August 2007) pp. 389–393

Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, ...

Language: English

Topics: Research Methods

Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes

Kati Mäkitalo-Siegl; Carmen Kohnle; Frank Fischer

Learning and Instruction Vol. 21, No. 2 (April 2011) pp. 257–266

This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screen- and...

Language: English

Internal and external scripts in computer-supported collaborative inquiry learning

Ingo Kollar; Frank Fischer; James D. Slotta

Learning and Instruction Vol. 17, No. 6 (December 2007) pp. 708–721

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary...

Language: English

Why It Is Hard to Make Use of New Learning Spaces: A Script Perspective

Ingo Kollar; Florian Pilz; Frank Fischer

Technology, Pedagogy and Education Vol. 23, No. 1 (2014) pp. 7–18

The authors argue that a script perspective can lead to a better understanding of learning in new learning spaces. Scripts can be understood as flexible, individual memory structures guiding our understanding and actions, but also as instructional...

Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments

Bernhard Ertl; Frank Fischer; Heinz Mandl

Computers & Education Vol. 47, No. 3 (November 2006) pp. 298–315

Studies have shown that videoconferencing is an effective medium for facilitating communication between parties who are separated by distance, particularly when learners are engaged in complex collaborative learning tasks. However, as in face-to...

Language: English

Facilitating Argumentative Knowledge Construction with Computer-Supported Collaboration Scripts

Karsten Stegmann; Armin Weinberger; Frank Fischer

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 ...

Knowledge convergence in collaborative learning: Concepts and assessment

Armin Weinberger; Karsten Stegmann; Frank Fischer

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...

Language: English

Fostering Problem-Oriented Learning with Auxiliary Hypertext and Graphical Information

Frank Fischer; Cornelia Grasel; Heinz Mandl

Annual Meeting of the American Educational Research Association 2000 (April 2000)

Self-regulated learning with authentic and complex problems requires that learners observe their own learning and use additional information when appropriate (e.g., hypertextual information in computer-supported learning environments). Research...

Collaboration Scripts--A Conceptual Analysis

Ingo Kollar; Frank Fischer; Friedrich W. Hesse

Educational Psychology Review Vol. 18, No. 2 (June 2006) pp. 159–185

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive...

Legitimate Peripheral Participation in Communities of Practice: Participation Support Structures for Newcomers in Faculty Student Councils

Julia Eberle; Karsten Stegmann; Frank Fischer

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...

Using the Internet to Improve University Education: Problem-Oriented Web-Based Learning with MUNICS

Frank Fischer; Pamela Troendle; Heinz Mandl

Interactive Learning Environments Vol. 11, No. 3 (December 2003) pp. 193–214

Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university...

Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science

Stavros Demetriadis; Tina Egerter; Frank Hanisch; Frank Fischer

Computer Science Education Vol. 21, No. 1 (2011) pp. 29–56

This study investigates the effectiveness of using peer review in the context of scripted collaboration to foster both domain-specific and domain-general knowledge acquisition in the computer science domain. Using a one-factor design with a script...

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...

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...

Epistemic and Social Scripts in Computer-Supported Collaborative Learning

Armin Weinberger; Bernhard Ertl; Frank Fischer; Heinz Mandl

Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 1 (January 2005) pp. 1–30

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge....

Allowing Students to Select Deliverables for Peer Review: Analysis of a Free-Selection Protocol

Pantelis Papadopoulos; Thomas Lagkas; Stavros Demetriadis; Frank Fischer

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2249–2258

This study analyzes the benefits and limitations of a “free-selection” peer assignment protocol by comparing them to the widely implemented “assigned-pair” protocol. The primary motivation was to circumvent the issues that often appear to the...

Instructional Support for Case-Based Learning with Digital Videos: Fostering Pre-Service Teachers’ Acquisition of the Competency to Diagnose Pedagogical Situations

Annika Goeze; Jan Zottmann; Josef Schrader; Frank Fischer

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1098–1104

Abstract: Teachers’ competency to fully perceive, analyze and diagnose a pedagogical situation is a crucial basic foundation for their classroom performance and a possible starting point for professional development. The empirical study presented...

Appropriation from a Script Theory of Guidance Perspective: A Response to Pierre Tchounikine

Karsten Stegmann; Ingo Kollar; Armin Weinberger; Frank Fischer

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

Jin Mu; Karsten Stegmann; Elijah Mayfield; Carolyn Rose; Frank Fischer

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...

The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning

Stavros N. Demetriadis; Pantelis M. Papadopoulos; Ioannis G. Stamelos; Frank Fischer

Computers & Education Vol. 51, No. 2 (September 2008) pp. 939–954

This study investigates the hypothesis that students’ learning and problem-solving performance in ill-structured domains can be improved, if elaborative question prompts are used to activate students’ context-generating cognitive processes, during...

Language: English

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Daniel Sommerhoff; Andrea Szameitat; Freydis Vogel; Olga Chernikova; Kristina Loderer; Frank Fischer

Journal of the Learning Sciences Vol. 27, No. 2 (2018) pp. 319–351

The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their...

Getting Immersed in Teacher and Student Perspectives? Facilitating Analytical Competence Using Video Cases in Teacher Education

Annika Goeze; Jan M. Zottmann; Freydis Vogel; Frank Fischer; Josef Schrader

Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 1 (January 2014) pp. 91–114

The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers' professional competence. Even though video case-based learning is considered to have ...

Developing Argumentation Skills in Mathematics through Computer-Supported Collaborative Learning: The Role of Transactivity

Freydis Vogel; Ingo Kollar; Stefan Ufer; Elisabeth Reichersdorfer; Kristina Reiss; Frank Fischer

Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 5 (2016) pp. 477–500

Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen's mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners ...

Specifying Computer-Supported Collaboration Scripts

Lars Kobbe; Armin Weinberger; Pierre Dillenbourg; Andreas Harrer; Raija Hamalainen; Paivi Hakkinen; Frank Fischer

International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 2 (September 2007) pp. 211–224

Collaboration scripts facilitate social and cognitive processes of collaborative learning by shaping the way learners interact with each other. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a...

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...

Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement

Ingo Kollar; Stefan Ufer; Elisabeth Reichersdorfer; Freydis Vogel; Frank Fischer; Kristina Reiss

Learning and Instruction Vol. 32, No. 1 (August 2014) pp. 22–36

A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads...

Language: English

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...

How to Combine Collaboration Scripts and Heuristic Worked Examples to Foster Mathematical Argumentation--When Working Memory Matters

Matthias Schwaighofer; Freydis Vogel; Ingo Kollar; Stefan Ufer; Anselm Strohmaier; Ilka Terwedow; Sarah Ottinger; Kristina Reiss; Frank Fischer

International Journal of Computer-Supported Collaborative Learning Vol. 12, No. 3 (2017) pp. 281–305

Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining...