Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?

Background: University students frequently prepare for exams or presentations in self-organized study groups. For this purpose, they often use videoconferencing software. During their collaboration, they need to regulate emerging problems to ensure effective learning.

How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study.

Introduction: Research has suggested that how learners act in CSCL environments is considerably influenced by their internal collaboration scripts. These scripts are knowledge structures that reside in an individual's memory and consist of play, scene, scriptlet, and role components. In its "internal script configuration principle," the Script Theory of Guidance suggests that as learners work in a CSCL environment, these components are dynamically (re-)configured, and that this (re-)configuration is influenced by the goals of the individual learner.

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education.

Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate high-quality learning activities such as constructive and interactive learning activities instead of active and passive learning activities. Against the background of a lack of empirical studies in authentic, technology-enhanced instructional settings, we investigated the cognitive and affective-motivational effects of these learning activity modes in technology-enhanced higher education courses.

"I just stand around and look friendly" - Comparing medical students' and physicians' ward round scripts.

Background: Even though ward rounds are important learning opportunities for medical students, unfavourable ward round scripts of students and physicians may hinder learning in such situations. We investigated medical students' and physicians' ward round scripts with respect to (a) the content focus of ward round activities, and (b) the potential of these activities for knowledge construction.

Methods: We conducted standardized interviews with 50 medical students and physicians in internal medicine at different expertise stages.

Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-Based Cognitive Skills.

An increasing number of learning goals refer to the acquisition of cognitive skills that can be described as 'resource-based,' as they require the availability, coordination, and integration of multiple underlying resources such as skills and knowledge facets. However, research on the support of cognitive skills rarely takes this resource-based nature explicitly into account. This is mirrored in prior research on mathematical argumentation and proof skills: Although repeatedly highlighted as resource-based, for example relying on mathematical topic knowledge, methodological knowledge, mathematical strategic knowledge, and problem-solving skills, little evidence exists on how to support mathematical argumentation and proof skills based on its resources.

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use.

Very often, university students deliberately form self-organized study groups, e.g. to study collaboratively for an upcoming exam.

The Diffusion of Evidence-Based Practice: Reviewing the Evidence-Based Practice Networks in the United States and German-Speaking Countries.

Evidence-based practice (EBP) has had a major influence on U.S. social work while it has rarely been adapted in German-speaking countries.

Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts.

Clinical work occurs in a context which is heavily influenced by social interactions. The absence of theoretical frameworks underpinning the design of collaborative learning has become a roadblock for interprofessional education (IPE). This article proposes a script-based framework for the design of IPE.

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

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.