Peer assessment as collaborative learning: A cognitive perspective

Ingo Kollar; Frank Fischer

Learning and Instruction Vol. 20, No. 4 pp. 344–348

Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that...

Language: English

Orchestration is nothing without conducting – But arranging ties the two together!: A response to Dillenbourg (2011)

Ingo Kollar; Frank Fischer

Computers & Education Vol. 69, No. 1 (November 2013) pp. 507–509

In contrast to Dillenbourg (2013), who calls debates about the analogies between orchestras and classrooms “unproductive”, this contribution attempts to show how a search for such analogies may inspire both TEL research and educational practice. We...

Language: English

Supporting Self-Regulated Learners for a While and What Computers Can Contribute

Ingo Kollar; Frank Fischer

Journal of Educational Computing Research Vol. 35, No. 4 (2006) pp. 425–435

This article's main claim is that to support individuals' development toward becoming self-regulated learners requires certain amounts of other-regulation, i.e. scaffolding. Starting from this assertion, we discuss 6 issues that surfaced in the 5...

Internal and external scripts in computer-supported collaborative inquiry learning

Ingo Kollar; Frank Fischer; James D. Slotta

Learning and Instruction Vol. 17, No. 6 (December 2007) pp. 708–721

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary...

Language: English

Why It Is Hard to Make Use of New Learning Spaces: A Script Perspective

Ingo Kollar; Florian Pilz; Frank Fischer

Technology, Pedagogy and Education Vol. 23, No. 1 (2014) pp. 7–18

The authors argue that a script perspective can lead to a better understanding of learning in new learning spaces. Scripts can be understood as flexible, individual memory structures guiding our understanding and actions, but also as instructional...

Collaboration Scripts--A Conceptual Analysis

Ingo Kollar; Frank Fischer; Friedrich W. Hesse

Educational Psychology Review Vol. 18, No. 2 (June 2006) pp. 159–185

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive...

Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

Frank Fischer; Ingo Kollar; Karsten Stegmann; Christof Wecker

Educational Psychologist Vol. 48, No. 1 (2013) pp. 56–66

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory...

Appropriation from a Script Theory of Guidance Perspective: A Response to Pierre Tchounikine

Karsten Stegmann; Ingo Kollar; Armin Weinberger; Frank Fischer

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...

Developing Argumentation Skills in Mathematics through Computer-Supported Collaborative Learning: The Role of Transactivity

Freydis Vogel; Ingo Kollar; Stefan Ufer; Elisabeth Reichersdorfer; Kristina Reiss; Frank Fischer

Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 5 (2016) pp. 477–500

Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen's mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners ...

Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement

Ingo Kollar; Stefan Ufer; Elisabeth Reichersdorfer; Freydis Vogel; Frank Fischer; Kristina Reiss

Learning and Instruction Vol. 32, No. 1 (August 2014) pp. 22–36

A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads...

Language: English

S-COL: A Copernican Turn for the Development of Flexibly Reusable Collaboration Scripts

Christof Wecker; Karsten Stegmann; Florian Bernstein; Michael J. Huber; Georg Kalus; Ingo Kollar; Sabine Rathmayer; Frank Fischer

International Journal of Computer-Supported Collaborative Learning Vol. 5, No. 3 (September 2010) pp. 321–343

Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The...

How to Combine Collaboration Scripts and Heuristic Worked Examples to Foster Mathematical Argumentation--When Working Memory Matters

Matthias Schwaighofer; Freydis Vogel; Ingo Kollar; Stefan Ufer; Anselm Strohmaier; Ilka Terwedow; Sarah Ottinger; Kristina Reiss; Frank Fischer

International Journal of Computer-Supported Collaborative Learning Vol. 12, No. 3 (2017) pp. 281–305

Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining...