Scaffolding and scripting (computer-supported) collaborative learning

International Handbook of the Learning Sciences

Volumn , Issue , 2018, Pages 340-350

  Kollar, Ingo ^a   Wecker, Christof ^b   Fischer, Frank ^c  

^a UNIVERSITY OF AUGSBURG   (Germany)

^b UNIVERSITY OF PASSAU   (Germany)

^c UNIVERSITY OF MUNICH   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85049281332     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315617572     Document Type: Chapter

References (54)

1. Asterhan, C. S. C., Schwarz, B. B., & Gil, J. (2012). Small-group, computer-mediated argumentation in mid-dle-school classrooms: The effects of gender and different types of online teacher guidance. British Journal of Educational Psychology, 82(3), 375-397.
2. Bannert, M. (2006). Effects of reflection prompts when learning with hypermedia. Journal of Educational Computing Research, 4, 359-375.
3. Bodemer, D., Janssen, J., & Schnaubert, L. (2018) Group awareness tools for computer-supported collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 351-358). New York: Routledge.
4. Chan, C., & van Aalst, J. (2018). Knowledge building: Theory, design, and analysis. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 295-307). New York: Routledge.
5. Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.
6. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.
7. De Smet, M., Van Keer, H., & Valcke, M. (2009). Cross-age peer tutors in asynchronous discussion groups: a study of the evolution in tutor support. Instructional Science, 37(1), 87-105.
8. Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Guiding knowledge communication in CSCL via group knowledge awareness. Computers in Human Behavior, 27(3), 1068-1078.
9. Dillenbourg, P., & Hong, F. (2008), The mechanics of macro scripts. International Journal of Computer-Supported Collaborative Learning, 3(1), 5-23.
10. Dillenbourg, P., & Tchounikine, P. (2008). Flexibility in macro-scripts for computer-supported collaborative learning. Journal of Computer-Assisted Learning, 23(1), 1-13.
11. Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56-66.
12. Gielen, M., & De Wever, B. (2015). Scripting the role of assessor and assessee in peer assessment in a wiki environment: impact on peer feedback quality and product improvement. Computers & Education, 88, 585-594.
13. Gijlers, H., & de Jong, T. (2013). Using concept maps to facilitate collaborative simulation-based inquiry learn-ing. The Journal of the Learning Sciences, 22(3), 340-374.
14. Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
15. Hämäläinen, R., & Arvaja. M. (2009). Scripted collaboration and group-based variations in a higher education CSCL context. Scandinavian Journal of Educational Research, 53(1), 1-16.
16. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266.
17. Hmelo-Silver, C. E., Kapur, M., & Hamstra, M. (2018) Learning through problem solving. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 210-220). New York: Routledge.
18. Hoadley, C. (2018). Short history of the learning sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences. New York: Routledge.
19. Hovardas, T., Tsivitanidou, O. E., & Zacharia, Z. C. (2014). Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students. Computers and Education, 71, 133-152.
20. Järvelä, S. & Hadwin, A. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.
21. Järvelä, S., Hadwin, A., Malmberg, J., & Miller, M. (2018). Contemporary perspectives of regulated learning in collaboration. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International hand-book of the learning sciences (pp. 127-136). New York: Routledge.
22. Järvelä, S., Malmberg, J., & Koivuniemi, M. (2016). Recognizing socially shared regulation by using the tem-poral sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1-11.
23. Karakostas, A., & Demetriadis, S. (2011). Enhancing collaborative learning through dynamic forms of sup-port: the impact of an adaptive domain-specific support strategy. Journal of Computer-Assisted Learning, 27, 243-258.
24. King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, I. Kollar, H. Mandl, & J. Haake (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational, and educational perspectives (pp. 13-37). New York: Springer.
25. Kopp, B., & Mandl, H. (2011). Fostering argument justification using collaboration scripts and content schemes. Learning and Instruction, 21(5), 636-649.
26. Laru, J., Järvelä, S., & Clariana, R. B. (2012). Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners. Interactive Learning Environments, 20(2), 103-117.
27. Molenaar, I., Sleegers, P. J. C., & Van Boxtel, C. A. M. (2014). Metacognitive scaffolding during collaborative learning: A promising combination. Metacognition and Learning, 9, 309-332.
28. Mu, J., Stegmann, K., Mayfield, E., Rosé, C., & Fischer, F. (2012). The ACODEA framework: Developing segmentation and classification schemes for fully automatic analysis of online discussions. International Journal of Computer-Supported Collaborative Learning, 7(2), 285-305.
29. Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2017). Promoting argumentation competence: extending from first- to second-order scaffolding through adaptive fading. Educational Psychology Review, 30(1), 153-176. doi: 10.1007/s10648-017-9400-z
30. O’Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). New York: Cambridge University Press.
31. Pai, H., Sears, D., & Maeda, Y. (2015). Effects of small-group learning on transfer: A meta-analysis. Educational Psychology Review, 27(1), 79-102.
32. Patchan, M. M., & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: How students respond to peers’ texts of varying quality. Instructional Science, 43(5), 591-614.
33. Pea, R. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learn-ing, education, and human activity. The Journal of the Learning Sciences, 13(3), 423-451.
34. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337-386.
35. Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cog-nitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38(1), 15-22.
36. Rosé, C. P. (2018). Learning analytics in the Learning Sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 511-519). New York: Routledge.
37. Ross, J. A. (2011). Explanation giving and receiving in cooperative learning groups. In R. M. Gillies, A. Ashman, & J. Terwel (Eds.), The teacher’s role in implementing cooperative learning in the classroom (pp. 222-237). New York: Springer.
38. Rummel, N., Mullins, D., & Spada, H. (2012). Scripted collaborative learning with the cognitive tutor algebra. International Journal of Computer-Supported Collaborative Learning, 7(2), 307-339.
39. Schank, R. E. (1999). Dynamic memory revisited. New York: Cambridge University Press.
40. Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2007). Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups? International Journal of Computer-Supported Collaborative Learning, 2(2-3), 225-246.
41. Slotta, J. D., Quintana, R., & Moher, T. (2018). Collective inquiry in communities of learners. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 308-317). New York: Routledge.
42. Strijbos, J.-W., & De Laat, M. F. (2010). Developing the role concept for computer-supported collaborative learning: An explorative synthesis. Computers in Human Behavior, 26(4), 495-505.
43. Strijbos, J.-W., Narciss, S., & Dünnebier, K. (2010). Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? Learning and Instruction, 20(4), 291-303.
44. Tchounikine, P. (2016). Contribution to a theory of CSCL scripts: Taking into account the appropriation of scripts by learners. International Journal of Computer-Supported Collaborative Learning, 11(3), 349-369.
45. Tsovaltzi, D., Puhl, T., Judele, R., & Weinberger, A. (2014). Group awareness support and argumentation scripts for individual preparation of arguments in Facebook. Computers & Education, 76, 108-118.
46. Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2016). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review, 29(3), 477-511.
47. Vygotsky, L. S. (1978). Mind and society. Cambridge, MA: Harvard University Press.
48. Wang, X., Kollar, I., & Stegmann, K. (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. International Journal for Computer-Supported Collaborative Learning, 12(2), 153-172.
49. Wecker, C., & Fischer, F. (2011). From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts. Learning and Instruction, 21(6), 746-756.
50. Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33(1), 1-30.
51. Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416-426.
52. Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100.
53. Zhang, J., Hong, H.-Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. The Journal of the Learning Sciences, 20(2), 262-307.
54. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.