Search results for author:"Armin Fischer"
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A framework to analyze argumentative knowledge construction in computer-supported collaborative learning
Computers & Education Vol. 46, No. 1 (January 2006) pp. 71–95
Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of...
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 4 (December 2007) pp. 421–447
Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant ...
Learning and Instruction Vol. 17, No. 4 (August 2007) pp. 416–426
In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. Knowledge convergence can be conceptualised as knowledge equivalence and as shared...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 1 (January 2005) pp. 1–30
Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge....
Collaborative Argumentation and Cognitive Elaboration in a Computer-Supported Collaborative Learning Environment
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 2 (March 2012) pp. 297–323
This study explores the relation between argumentation in online discussions, cognitive elaboration, and individual knowledge acquisition. In a one-factorial experimental design with 48 participants we investigated the effect of an argumentative...
International Journal of Engineering Pedagogy Vol. 9, No. 1 (Feb 22, 2019) pp. 102–112
In Austria technical education is taught at federal secondary colleges of engineering (HTL) at a quite high level of ISCED 5. Despite mechanical engineering, de-sign with industrial standard 3D programs being state of the art in industry and...
International Journal of Computer-Supported Collaborative Learning Vol. 11, No. 3 (2016) pp. 371–379
In a recent paper, Pierre Tchounikine has suggested to advance the Script Theory of Guidance (SToG) by addressing the question how learners appropriate collaboration scripts presented to them in learning environments. Tchounikine's main criticism...
Lars Kobbe; Armin Weinberger; Pierre Dillenbourg; Andreas Harrer; Raija Hamalainen; Paivi Hakkinen; Frank Fischer
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 2 (September 2007) pp. 211–224
Collaboration scripts facilitate social and cognitive processes of collaborative learning by shaping the way learners interact with each other. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a...
Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning
Carolyn Rose; Yi-Chia Wang; Yue Cui; Jaime Arguello; Karsten Stegmann; Armin Weinberger; Frank Fischer
International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 3 (September 2008) pp. 237–271
In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called...