Fostering collaborative knowledge construction with visualization tools

By Frank Fischer, J. Bruhn, C. Gräsel, Heinz Mandl. 2002

464 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c70c14aed074c1ddb8b014c394563331ee495afd

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

In Education

Citations in the corpus

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2006, background): “In this way, quick consensus building may not indicate an actual change of perspective, but is rather a coordinating discourse move (Fischer et al., 2002; Weinberger, 2003).”
Collaborative visualization: Definition, challenges, and research agenda (2011, background): “Collaborative knowledge construction is a branch of decision science that deals with multi-party decision making with the help of communication and visualization tools.(62,65) These tools often allow users to engage in asynchronous communication and offer intuitive graphical user interfaces for inte”
Constituting the workplace curriculum (2006, background): “The discovery and peer-learning processes (Fischer et al. 2002) currently being trialled and investigated in school settings are all highly analogous to the kinds of pedagogical practices identified in anthropological accounts of the intentional organization of learning by communities (Pelissier…”
Content analysis: What are they talking about? (2006, unknown): “An exception is the recent study by Fischer, Bruhn, Gräsel, and Mandl (2002) who de W ne their unit as ‘speech acts’ and segmentation reliability is addressed but limited to the remark that transcripts were ‘segmented by trained evaluators’ (p. 220).”
Collaboration Scripts – A Conceptual Analysis (2006, background): “For example, they tend not to participate equally (Cohen and Lotan, 1995), often engage only in low-level argumentation (Bell, 2004), and rarely converge on a comparable level of knowledge acquisition (Fischer et al., 2002).”
Visualization of participation: Does it contribute to successful computer-supported collaborative learning? (2007, background): “Group processing is also facilitated because visualization of participation may serve a mediating purpose, since it may help group members to externalize and articulate their thoughts about collaboration processes by providing them with appropriate information and concepts ( Fischer, Bruhn, Grasel, ”
Epistemic and social scripts in computer–supported collaborative learning (2005, background): “In both of these studies we focused on the question, to what extent epistemic and social scripts affect the individual knowledge acquisition outcome of collaborative learning.”