One Framework to Rule Them All? Carrying Forward the Conversation Started by Wise and Schwarz

Nikol Rummel

International Journal of Computer-Supported Collaborative Learning Vol. 13, No. 1 (2018) pp. 123–129

In this brief squib, I take up the first of the provocations put forward by Wise and Schwarz in their recent article and make an attempt to spark further discussion. Specifically, I argue that instead of attempting to agree on an overarching,...

Computer-Supported Instructional Communication: A Multidisciplinary Account of Relevant Factors

Nikol Rummel; Nicole Kramer

Educational Psychology Review Vol. 22, No. 1 (March 2010) pp. 1–7

The papers in the present special issue summarize research that aims at compiling and understanding variables associated with successful communication in computer-supported instructional settings. Secondly, the papers add to the question of how...

Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings

Nikol Rummel; Hans Spada

Journal of the Learning Sciences Vol. 14, No. 2 (2005) pp. 201–241

Effective collaboration in computer-mediated settings among spatially distributed people is a precondition for success in many new learning and working contexts but it is hard to achieve. We have developed two instructional approaches to improve...

The Impact of Guidance during Problem-Solving Prior to Instruction on Students' Inventions and Learning Outcomes

Katharina Loibl; Nikol Rummel

Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 3 (May 2014) pp. 305–326

Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students' solutions prior to instruction are usually erroneous or incomplete. In...

Delaying Instruction: Evidence from a Study in a University Relearning Setting

Katharina Westermann; Nikol Rummel

Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 4 (July 2012) pp. 673–689

To promote student learning in a relearning situation in university-level mathematics, we developed the learning method TAU ("Think Ask Understand"). TAU provides support (i.e. a role script) for students' interaction during a collaborative problem...

Improving revision in wiki-based writing: Coordination pays off

Astrid Wichmann; Nikol Rummel

Computers & Education Vol. 62, No. 1 (March 2013) pp. 262–270

Wiki-based writing possesses a great deal of educational potential, yet students face difficulties while writing a shared document. Revising a shared document, in particular, seems to be a demanding activity for students. This study investigated...

Language: English

Knowing what you don't know makes failure productive

Katharina Loibl; Nikol Rummel

Learning and Instruction Vol. 34, No. 1 (December 2014) pp. 74–85

To progress from intuitive ideas to deep conceptual understanding, students need to become aware of gaps in their ideas. Attempting to solve problems prior to instruction may lead to a global awareness of knowledge gaps (i.e., awareness without...

Language: English

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

Tamara van Gog; Nikol Rummel

Educational Psychology Review Vol. 22, No. 2 (June 2010) pp. 155–174

Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on "worked" examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive...

Designing Automated Adaptive Support to Improve Student Helping Behaviors in a Peer Tutoring Activity

Erin Walker; Nikol Rummel; Kenneth R. Koedinger

International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 2 (June 2011) pp. 279–306

Adaptive collaborative learning support systems analyze student collaboration as it occurs and provide targeted assistance to the collaborators. Too little is known about how to design adaptive support to have a positive effect on interaction and...

A Rating Scheme for Assessing the Quality of Computer-Supported Collaboration Processes

Anne Meier; Hans Spada; Nikol Rummel

International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 1 (March 2007) pp. 63–86

The analysis of the process of collaboration is a central topic in current CSCL research. However, defining process characteristics relevant for collaboration quality and developing instruments capable of assessing these characteristics are no...

Scripted Collaborative Learning with the Cognitive Tutor Algebra

Nikol Rummel; Dejana Mullins; Hans Spada

International Journal of Computer-Supported Collaborative Learning Vol. 7, No. 2 (June 2012) pp. 307–339

With the aim to promote students' mathematics learning, we extended the Cognitive Tutor Algebra (CTA), a computer-based tutoring system for high school mathematics, to a collaborative setting. Furthermore we developed a collaboration script to...

Different Futures of Adaptive Collaborative Learning Support

Nikol Rummel; Erin Walker; Vincent Aleven

International Journal of Artificial Intelligence in Education Vol. 26, No. 2 (2016) pp. 784–795

In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version...

Are Two Heads Always Better than One? Differential Effects of Collaboration on Students' Computer-Supported Learning in Mathematics

Dejana Mullins; Nikol Rummel; Hans Spada

International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 3 (September 2011) pp. 421–443

While some studies found positive effects of collaboration on student learning in mathematics, others found none or even negative effects. This study evaluates whether the varying impact of collaboration can be explained by differences in the type...

Adaptive Intelligent Support to Improve Peer Tutoring in Algebra

Erin Walker; Nikol Rummel; Kenneth R. Koedinger

International Journal of Artificial Intelligence in Education Vol. 24, No. 1 (January 2014) pp. 33–61

Adaptive collaborative learning support (ACLS) involves collaborative learning environments that adapt their characteristics, and sometimes provide intelligent hints and feedback, to improve individual students' collaborative interactions. ACLS ...

Learning to Collaborate while Being Scripted or by Observing a Model

Nikol Rummel; Hans Spada; Sabine Hauser

International Journal of Computer-Supported Collaborative Learning Vol. 4, No. 1 (March 2009) pp. 69–92

In an earlier study, we had tested if observing a collaboration model, or alternatively, following a collaboration script could improve students' subsequent collaboration in a computer-mediated setting and promote their knowledge of good...

Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?

Martina A. Rau; Vincent Aleven; Nikol Rummel

Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 98–114

Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research ...

Language: English

Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration

Dejana Diziol; Erin Walker; Nikol Rummel; Kenneth R. Koedinger

Educational Psychology Review Vol. 22, No. 1 (March 2010) pp. 89–102

Research on computer-supported collaborative learning has shown that students need support to benefit from collaborative activities. While classical collaboration scripts have been effective in providing such support, they have also been criticized...

Does Group Composition Affect Learning by Invention?

Michael Wiedmann; Ryan C. Leach; Nikol Rummel; Jennifer Wiley

Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 4 (July 2012) pp. 711–730

Schwartz and Martin ("Cogn Instr" 22:129-184, 2004) as well as Kapur ("Instr Sci", this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving...

Identifying Areas of Tension in the field of technology-enhanced learning: Results of an international Delphi study

Christine Plesch; Celia Kaendler; Nikol Rummel; Michael Wiedmann; Hans Spada

Computers & Education Vol. 65, No. 1 (July 2013) pp. 92–105

Despite steady progress in research in technology-enhanced learning (TEL), the translation of research findings and technology into educational practices falls short of expectations. We present five Areas of Tension which were identified and...

Language: English

Lo studio Delphi di Stellar sul Technology Enhanced Learning

Christine Plesch; Celia Kaendler; Anne Deiglmayr; Dejana Mullins; Nikol Rummel; Hans Spada

Italian Journal of Educational Technology Vol. 20, No. 3 (Dec 31, 2012) pp. 144–154

Questo articolo descrive uno studio, realizzato con la metodologia Delphi, sulle tendenze nel settore di ricerca del Technology Enhanced Learning (TEL). Lo studio stato condotto nell\u2019ambito delle attivit della Rete di Eccellenza Europea STELLAR ...