Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

By Frank Fischer, Ingo Kollar, Karsten Stegmann, Christof Wecker. Educational Psychology, 2013

490 citations recorded by the source corpus.

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 addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/53f235505efc05db973c41237aa0837872e41686

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. John Sweller
2. Femke C. Kirschner
3. Paul A. Kirschner
4. Jimmy Zambrano Ramírez
5. Fred Paas
6. Nikol Rummel
7. Christa S. C. Asterhan
8. Hans Spada

In Education

1. Paul A. Kirschner
2. Femke C. Kirschner
3. John Sweller
4. Christa S. C. Asterhan
5. Nikol Rummel
6. Baruch B. Schwarz
7. Judith Eckle-Kohler
8. Iryna Gurevych

In Human Factors and Ergonomics

1. Nikol Rummel
2. Hans Spada
3. Michael Wiedmann
4. Celia Kaendler

Citations in the corpus

• Argumentation Mining on the Web from Information Seeking Perspective (2014, methodology): “Instead of relying on scripts (Dillenbourg and Hong, 2008; Scheuer et al., 2010; Fischer et al., 2013) or explicit argument diagramming (Scheuer et al.”
• Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “…Ayres, Chandler, & Sweller, 2003), externally imposed collaboration support tools can be countereffective when they inhibit the learner’s autonomous application of procedural knowledge, internal scripts, and skills that are already available and productive (Dillenbourg, 2002; Fischer et al., 2013).”
• From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, background): “A second circumstance in which collaboration may occur is when the learning task is highly complex but group members have worked together as a team or they are provided with external collaboration scripts (Fischer et al. 2013).”
• Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review (2015, background): “These are individuals’ cognitive structures that refer to procedures and acts in collaborative situations (Fischer et al. 2013).”