Search results for author:"Armin Weinberger"
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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...
Educational Psychologist Vol. 48, No. 1 (2013) pp. 9–24
There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected in computer-supported collaborative learning (CSCL) research. CSCW research is concerned with contextual factors, however, that may strongly influence...
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 ...
Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 343–374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions...
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....
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 3 (September 2013) pp. 333–349
Collaborative learners are often meant to be guided by collaboration scripts to identify, discuss, and resolve differences of opinion and knowledge. How learners engage in and resolve conflict, however, may be highly dependent on learners'...
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...
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 2 (March 2014) pp. 127–157
During the past two decades a variety of approaches to support argumentation learning in computer-based learning environments have been investigated. We present an approach that combines argumentation diagramming and collaboration scripts, two...
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...
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 3 (May 2014) pp. 353–372
Creating graphical representations can foster knowledge gains on science topics in elementary school students by promoting active integration and translation of new information. Collaborating on joint representations may encourage children to...
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 2 (June 2013) pp. 189–223
Knowledge sharing and transfer are essential for learning in groups, especially when group members have different disciplinary expertise and collaborate online. Computer-Supported Collaborative Learning (CSCL) environments have been designed to...
Collaborative Drawing on a Shared Digital Canvas in Elementary Science Education: The Effects of Script and Task Awareness Support
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 4 (December 2013) pp. 427–453
Creating shared representations can foster knowledge acquisition by elementary school students by promoting active integration and translation of new information. In this study, we investigate to what extent awareness support and scripting...
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...
Computers & Education Vol. 61, No. 1 (February 2013) pp. 59–76
Learning to argue is prerequisite to solving complex problems in groups, especially when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) can be designed to facilitate argumentative ...
Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A synthesis of 15 years of research
Educational Research Review Vol. 7, No. 2 (June 2012) pp. 79–106
Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported ...
Ton de Jong; Armin Weinberger; Isabelle Girault; Anders Kluge; Ard W. Lazonder; Margus Pedaste; Sten Ludvigsen; Muriel Ney; Barbara Wasson; Astrid Wichmann; Caspar Geraedts; Adam Giemza; Tasos Hovardas; Rachel Julien; Wouter R. van Joolingen; Anne Lejeune; Constantinos C. Manoli; Yuri Matteman; Tago Sarapuu; Alex Verkade; Vibeke Vold; Zacharias C. Zacharia
Educational Technology Research and Development Vol. 60, No. 5 (October 2012) pp. 883–901
Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce...