Epistemic and social scripts in computer–supported collaborative learning

By Armin Weinberger, Bernhard Ertl, Frank Fischer, Heinz Mandl. 2005

485 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8f108cb99802e8a255600ca9fb774fcdd49efd04

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effects of argumentation on group micro-creativity: Statistical discourse analyses of algebra students’ collaborative problem solving (2008, result): “Group preparation (e.g., scripts or roles) have shown mixed results (e.g., Strijbos, Martens, Jochems, & Broers, 2007; Webb & Farivar, 1999; Weinberger, Ertl, Fischer, & Mandl, 2005 ), possibly due to differences in implementation.”
DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY (2007, background): “…the learning sciences, particularly in the field of computersupported collaborative learning (CSCL), there is significant interest in supporting collaborative knowledge building through providing scripts for collaboration and other forms of scaffolding (e.g. Schrire, 2004; Weinberger et al., 2005).”
Collaboration Scripts – A Conceptual Analysis (2006, methodology): “Collaboration scripts have been used to structure both face-to-face (e.g., O’Donnell and Dansereau, 1992; Palincsar and Brown, 1984) and computer-mediated collaboration (e.g., Dillenbourg, 2002; Rummel and Spada, 2005; Weinberger et al., 2005).”
The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences (2017, background): “To keep the two types of activities as similar as possible, we focused only on scaffolding the interactive activity with social scripts that structured the interaction among group members rather than providing additional conceptual support (Kollar et al., 2006; Weinberger et al., 2005).”
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2006, background): “This framework has been applied in a series of studies with more than 600 participants that investigated the eVects of instructional support in the form of computer-supported collaboration scripts that aim to support speciWc process dimensions of argumentative knowledge construction on processes and”
Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning (2013, background): “…guidance principle (principle 6; e.g., Script Theory of Guidance 20 Hämäläinen et al., 2008; Kollar et al., 2007; Schellens et al., 2007; Schoonenboom, 2008; Stegmann, Weinberger, & Fischer, 2007; Weinberger, Stegmann, & Fischer, 2010; Wecker, Stegmann, et al., 2010; Weinberger et al., 2005).”
The pedagogical challenges to collaborative technologies (2009, background): “A conventional tutorial may operate simply at the level of exchanging ideas, as exemplified in the “social script” (Weinberger et al. 2005).”
Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (2009, background): “The one study that found positive student outcomes for learners who had been provided scripts was conducted by Weinberger et al. (2005).”
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments (2007, background): “Along the dimensions of the framework, the interaction of learners was structured to facilitate specific participation patterns, specific sequences of epistemic activities, the construction of single arguments, the construction of specific argumentation sequences, and specific transactive social mod”