CoChat
Sign Up
Cited by 525Innovative Teaching and Learning MethodsVisual and Cognitive Learning ProcessesInnovative Education and Learning Practices

The DOI matches its Crossref record; 48 of the 50 references it cites were found in a registry or an index.

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

Open access
Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, Wecker, Christof·2013·Educational Psychologist
DOI 10.1080/00461520.2012.748005PMC PMC3557614
Open this paper in CoChat — free account

Abstract

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.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1080/00461520.2012.748005

Cites

48 of 48 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 50 references

Research works printed but not linked: 10

  1. Dillenbourg P., 2007, Scripting computer-supported collaborative learning: Cognitive, computational, and educational perspectives
  2. 10.1007/978-0-387-36949-5 · DOI
  3. 10.1016/j.chb.2004.10.033 · DOI
  4. 10.1080/00461520.1998.9653294 · DOI
  5. Stegmann K., 2011, Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings Volume I—Long Papers, 406
  6. Stegmann K., 2011, Unterrichtswissenschaft, 39, 231
  7. 10.1504/IJTEL.2010.031262 · DOI
  8. Wang X., 2011, Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I—Long papers, 382
  9. Wecker C., 2010, Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences—ICLS 2010, 1, 810
  10. 10.1016/j.chb.2009.08. 007 · DOI

Cited by

Sorted by citations

Items 201–300 of 525

Related

See all

Metadata

Authors
Fischer, F., Kollar, I., Stegmann, K., & Wecker, C.
Affiliations
Ludwig-Maximilians-Universität München (DE)
Corresponding author
Fischer, Frank
ORCID
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
2013-01
Volume
48
Issue
1
Pages
56-66
ISSN
  • 0046-1520 (ISSN-L)
  • 1532-6985
DOI
10.1080/00461520.2012.748005
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
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 › Education › 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.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review