Toward a script theory of guidance in computer-supported collaborative learning
Open accessAbstract
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 addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions.
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- Authors
- Fischer, F., Kollar, I., Stegmann, K., & Wecker, C.
- Affiliations
- Ludwig-Maximilians-Universität München (DE)
- Corresponding author
- Fischer, Frank
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2013-01
- Volume
- 48
- Issue
- 1
- Pages
- 56-66
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- PMC
- PMC3557614
- OpenAlex
- W2131910319
- Cited by
- 525
- References
- 50
- Citations by year
- 2026: 51 · 2025: 41 · 2024: 40 · 2023: 37 · 2022: 52 · 2021: 45 · 2020: 28 · 2019: 26 · 2018: 55 · 2017: 31 · 2016: 42 · 2015: 29 · 2014: 32 · 2013: 16
- FWCI
- 81.77
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Educational Psychologist (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- HAL (submittedVersion, other-oa)
- Open access LMU (Ludwid Maxmilian's Universitat Munchen) (submittedVersion, cc-by-nc-nd)
- OPUS (Augsburg University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Keywords
- script theory, computer-supported collaborative learning, cooperative script, scaffolding, content knowledge, learner development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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