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 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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Self-citation
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New Frontiers: Regulating Learning in CSCL
Järvelä, S., & Hadwin, A. F. (2013) · Educational Psychologist · doi:10.1080/00461520.2012.748006 · Cited by 722
From Cognitive Load Theory to Collaborative Cognitive Load Theory
Kirschner, P. A., Sweller, J., Kirschner, F., & Jimmy Zambrano, R. (2018) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-018-9277-y · Cited by 748
Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015) · Educational Technology Research and Development · doi:10.1007/s11423-014-9358-1 · Cited by 373
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
Asterhan, C. S. C., & Schwarz, B. B. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155458 · Cited by 338
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Metadata
- 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 › Education › Innovative Education and Learning Practices
- Keywords
- script theory, computer-supported collaborative learning, cooperative script, scaffolding, content knowledge, learner development
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