Collaboration Scripts – A Conceptual Analysis

By Ingo Kollar, Frank Fischer, Friedrich W. Hesse. 2006

544 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cf3360eb6dc12827ae3416454510e18f4a62294e

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Citations in the corpus

Process mining techniques for analysing patterns and strategies in students’ self-regulated learning (2013, background): “In group learning, the equivalent would be a collaboration script (Kollar et al. 2006).”
The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences (2017, unknown): “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).”
The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis (2018, background): “Collaboration scripts, message starters, and message prompts or hints are commonly used interventions or guidance about how to interact effectively (Kollar, Fischer, & Hesse, 2006; Vogel et al., 2017).”
The Evolution of Research on Computer-Supported Collaborative Learning (2009, background): “Depending on the learners’ internal (cognitive) scripts regarding to how to communicate and collaborate effectively in a learning situation, external (instructional) scripts can allow more or fewer degrees of freedom ( Kollar, Fischer, & Hesse, 2006 ).”
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, background): “Roth and Bowen’s (1995) analysis of an open inquiry classroom suggests that knowledge constructed by small groups can be better diffused at the classroom level by increasing cross-group interactions and using whole-class discussions, although in their study small groups were also fixed for the durat”
Specifying computer-supported collaboration scripts (2007, background): “…C T E D P R O O F 120 for facilitating tasks that exceed the learner's current level of competence) with sentence 121 starters, question prompts or detailed descriptions that may gradually be faded out as 122 learners become more competent (Kollar et al. 2006; Pea 2004, on scaffolding and fading).”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “…and collaborative learning, such as through knowledge building and scaffolding (Davis & Miyake, 2004; Scardamalia & Bereiter, 2006; Wood, Bruner, & Ross; 1976) and structuring collaboration (Dillenbourg & Tchounikine, 2007; Kollar et al., 2006), as well as the pros and cons for each perspective.”
Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning (2013, background): “Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning The reasons for using collaborative learning as a mode of instruction are manifold.”
Time is precious: Variable- and event-centred approaches to process analysis in CSCL research (2009, background): “Kollar et al. 2006 ), or when the nature of the task suggests a specific sequence of activities, such as phases of a decision-making process (Poole and Roth 1989).”