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Direct linkSchmitt, Lara Johanna; Weinberger, Armin – Educational Technology Research and Development, 2019
Multi-touch interfaces allow for direct and simultaneous input by several co-present learners and afford hands-on learning experiences. Additional scaffolding for strategic behavior and/or verbalizations may constructively complement collaborative learning with a multi-touch device. In this study, the tablet app "Proportion" is supposed…
Descriptors: Grade 4, Elementary School Students, Computer Uses in Education, Cooperative Learning
Stegmann, Karsten; Kollar, Ingo; Weinberger, Armin; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2016
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 addresses SToG's "internal script configuration principle." This principle states that in…
Descriptors: Scripts, Theories, Teaching Methods, Cooperative Learning
Download full textWeinberger, Armin; Papadopoulos, Pantelis M. – International Association for Development of the Information Society, 2016
The concept of orchestration has recently emerged as a useful metaphor in technology-enhanced learning research communities, because of its explanatory power and appeal in describing how different learning activities, tools, and arrangements could be combined to promote learning. More than a buffet of tools offering possibilities to the teachers,…
Descriptors: Electronic Learning, Teaching Methods, Learning Processes, Learning Experience
van Dijk, Alieke M.; Gijlers, Hannie; Weinberger, Armin – Instructional Science: An International Journal of the Learning Sciences, 2014
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 discuss and elaborate their knowledge. To foster productive interactions, children may greatly benefit…
Descriptors: Elementary School Students, Elementary School Science, Science Instruction, Freehand Drawing
Scheuer, Oliver; McLaren, Bruce M.; Weinberger, Armin; Niebuhr, Sabine – Instructional Science: An International Journal of the Learning Sciences, 2014
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 methods successfully used in the past individually. The rationale for combining the methods is to…
Descriptors: Computer Mediated Communication, Persuasive Discourse, Scripts, Visual Aids
Noroozi, Omid; Teasley, Stephanie D.; Biemans, Harm J. A.; Weinberger, Armin; Mulder, Martin – International Journal of Computer-Supported Collaborative Learning, 2013
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 facilitate transactive knowledge sharing and transfer in collaborative problem-solving settings. This…
Descriptors: Cooperative Learning, Computer Uses in Education, Interdisciplinary Approach, Memory
Fransen, Jos; Weinberger, Armin; Kirschner, Paul A. – Educational Psychologist, 2013
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 collaborative learning processes as well, such as task characteristics, team formation, team members'…
Descriptors: Learning Processes, Computer Mediated Communication, Team Training, Computer Assisted Instruction
Weinberger, Armin; Marttunen, Miika; Laurinen, Leena; Stegmann, Karsten – International Journal of Computer-Supported Collaborative Learning, 2013
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' cultural background. In this article, we examine the extent to which a peer-critique collaboration script…
Descriptors: Foreign Countries, Cooperative Learning, Electronic Learning, Conflict
Gijlers, Hannie; Weinberger, Armin; van Dijk, Alieke Mattia; Bollen, Lars; van Joolingen, Wouter – International Journal of Computer-Supported Collaborative Learning, 2013
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 facilitate knowledge construction and discourse quality of elementary school students (n?=?94) in a…
Descriptors: Elementary School Students, Elementary School Science, Science Instruction, Cooperative Learning
Noroozi, Omid; Biemans, Harm J. A.; Weinberger, Armin; Mulder, Martin; Chizari, Mohammad – Learning and Instruction, 2013
Establishing a Transactive Memory System (TMS) is essential for groups of learners, when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) could be designed to facilitate the TMS. This study investigates how various aspects of a TMS (i.e., specialization, coordination, and trust)…
Descriptors: Cooperative Learning, Group Activities, College Students, Computer Mediated Communication
Noroozi, Omid; Weinberger, Armin; Biemans, Harm J. A.; Mulder, Martin; Chizari, Mohammad – Educational Research Review, 2012
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 Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in…
Descriptors: Persuasive Discourse, Educational Practices, Cooperative Learning, Computer Assisted Instruction
Noroozi, Omid; Weinberger, Armin; Biemans, Harm J. A.; Mulder, Martin; Chizari, Mohammad – Computers & Education, 2013
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 knowledge construction. This study investigates how argumentative knowledge construction in…
Descriptors: Control Groups, Experimental Groups, Problem Solving, Learning Processes
De Jong, Ton; Van Joolingen, Wouter R.; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich; Kindermann, Jorg; Kluge, Anders; Lazonder, Ard W.; Vold, Vibeke; Weinberger, Armin; Weinbrenner, Stefan; Wichmann, Astrid; Anjewierden, Anjo; Bodin, Marjolaine; Bollen, Lars; D'Ham, Cedric; Dolonen, Jan; Engler, Jan; Geraedts, Caspar; Grosskreutz, Henrik; Hovardas, Tasos; Julien, Rachel; Lechner, Judith; Ludvigsen, Sten; Matteman, Yuri; Meistadt, Oyvind; Naess, Bjorge; Ney, Muriel; Pedaste, Margus; Perritano, Anthony; Rinket, Marieke; Von Schlanbusch, Henrik; Sarapuu, Tago; Schulz, Florian; Sikken, Jakob; Slotta, Jim; Toussaint, Jeremy; Verkade, Alex; Wajeman, Claire; Wasson, Barbara; Zacharia, Zacharias C.; Van Der Zanden, Martine – British Journal of Educational Technology, 2010
Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called "emerging learning objects" (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on "missions" that are guided…
Descriptors: Learning Activities, Learning Strategies, Interdisciplinary Approach, Science Education
Weinberger, Armin; Stegmann, Karsten; Fischer, Frank – Learning and Instruction, 2007
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 knowledge prior to, during, and subsequent to collaborative learning. Knowledge equivalence refers to…
Descriptors: Cooperative Learning, Knowledge Level, Learning Strategies
Rose, Carolyn; Wang, Yi-Chia; Cui, Yue; Arguello, Jaime; Stegmann, Karsten; Weinberger, Armin; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2008
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 TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners' interactions is a…
Descriptors: Language Patterns, Computational Linguistics, Classification, Learning Processes
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