Publications in Journals

• Nistor, N., Wagner, M. & Heymann, J. O. (in Druck). Prädiktoren und Moderatoren der Akzeptanz von Bildungstechnologien. Die Unified Theory of Acceptance and Use of Technology auf dem Prüfstand. Zeitschrift für Empirische Pädagogik.
• Zottmann, J., Goeze, A., Frank, C., Zentner, U., Fischer, F., & Schrader, J. (in press). Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment - a matter of perspective? Interactive Learning Environments.

• Nistor, N., Baltes, B. & Schustek, M. (2012). Knowledge sharing and educational technology acceptance in online academic communities of practice. Campus-Wide Information Systems, 29 (2), 108-116.
• Nistor, N., Schworm, S. & Werner, M. (2012). Online help-seeking in communities of practice: Modeling the acceptance of conceptual artifacts. Computers & Education, 59 (2), 774-784.
• Stegmann, K., Wecker, C., Weinberger, A. & Fischer, F. (2012). Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment. Instructional Science, 40 (2), 297-323.
• Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59 (2), 260-273.

• Baltes, B. & Nistor, N. (2011). Virtual mentoring in communities of practice in an online university: Technology acceptance, technology use and perceptions of the learning process. International Journal of Arts and Sciences, 4 (16), 337-346.
• Fischer, F., Müller, H., Tippelt R. & The Munich Center of the Learning Sciences (2011). Multidisciplinary cooperation in education: the Munich Center of the Learning Sciences. European Educational Research Journal, 10 (1), 153-159.
• Fischer, F., Stegmann, K., Wecker, C., & Kollar, I. (2011). Online-Diskussionen in der Hochschullehre: Kooperationsskripts können das fachliche Argumentieren verbessern. Zeitschrift für Pädagogik, 57 (3), 326–337.
• Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2011). Webbasiertes Forschendes Lernen im naturwissenschaftlichen Unterricht. Psychologie in Erziehung und Unterricht, 58 (4), 280–292.
• Mäkitalo-Siegl, K., & Fischer, F. (2011). Stretching the limits in help-seeking research: Theoretical, methodological, and technological advances. Learning and Instruction, 21 (2), 243-246.
• Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21 (2), 257-266.
• Pozzi, F., Hofmann, L., Persico, D., Stegmann, K., & Fischer, F. (2011). Structuring CSCL through Collaborative Techniques and Scripts. International Journal of Online Pedagogy and Course Design (IJOPCD), 1 (4), 39–49.
• Siebeck, M., Schwald, B., Frey, C., Röding, S., Stegmann, K. & Fischer, F. (2011). Teaching the rectal exam with simulations - reduction of inhibition and acquisition of knowledge. Medical Education, 45, 1025-1031.
• Stegmann, K., Weinberger, A. & Fischer, F. (2011). Aktives Lernen durch Argumentieren. Unterrichtswissenschaft, 39 (3), 231-244.
• Wecker, C. & Fischer, F. (2011). From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts. Learning and Instruction, 21 (6), 746-756.

• Heckner, M., Schworm, S., & Wolff, C. (2010). Combining design patterns and elements of social computing for the design of user centered online help systems. Journal of Educational Technology Systems, 38 (1), 3-20.
• Kollar, I. & Fischer, F. (2010). Peer assessment as collaborative learning: a cognitive perspective. Learning & Instruction, 20, 344-348.
• Mekota, A., Fischer, F., Kahlert, J., & Mäkitalo-Siegl, K. (2010). Kooperation zwischen Generationen. 2AgePro - Generationswechsel an den Schulen. Pädagogische Führung - Zeitschrift für Schulleitung und Schulberatung, 6 (21), 221 - 224.
• Nistor, N., Dehne, A. & Drews, F. T. (2010). Mass customization of teaching and learning in organizations - Design principles and prototype evaluation. Studies in Continuing Education, 32(3), 251-267.
• Nistor, N. & Heymann, J. O. (2010). Reconsidering the role of attitude in the TAM: An answer to Teo (2009a). British Journal of Educational Technology, 41(6), E142–E145.
• Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672.
• Nistor, N., Wagner, M., Istvanffy, E., & Dragotă, M. (2010). The Unified Theory of Acceptance and Use of Technology: Verifying the model from a European perspective. International Journal of Knowledge and Learning, 6(2-3), 185-199.
• Wecker, C., Stegmann, K., Bernstein, F., Huber, M. J., Kalus, G., Rathmeyer, S.,Kollar, I., & Fischer, F. (2010). S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 5(3), 321–343.
• Weinberger, A., Stegmann, K., & Fischer, F. (2010). Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Computers in Human Behavior, 26, 506-515.

• Heckner, M. & Schworm, S. (2009). The Tagblog – Exploring forms of user contribution on the Web 2.0 for encouraging students to actively engage with learning content. International Journal of Web Based Communities, 5 (4), 528-542.
• Kopp, V., Stark, R., Heitzmann, N., & Fischer, M. R. (2009). Self-regulated learning with case-based worked examples: effects of errors. Evaluation & Research in Education, 22 (2), 107-119.

• Kollar, I., & Fischer, F. (2008). Was ist eigentlich aus der neuen Lernkultur geworden? Ein Blick auf Instruktionsansätze mit Potenzial zur Veränderung kulturell geteilter Lehr- und Lernskripts. Zeitschrift für Pädagogik, 54(1), 49-62.
• Mäkitalo-Siegl, K. (2008). From multiple perspectives to shared understanding: A small group in an online learning environment. Scandinavian Journal of Educational Research, 52(1), 77-95.
• Nistor, N., Lerche, T., & Lehmann, R. (2008). Die lernprozessorientierte Adaptivität der Lernumgebungen. Zeitschrift für E-Learning, Lernkultur und Bildungstechnologie, 3(3), 7-17.
• Rosé, C. P., Wang, Y. C., Arguello, J., Stegmann, K., Weinberger, A., & Fischer, F. (2008). Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 3, 237-271.

• Bauer, K., & Fischer, F. (2007). The educational research-practice interface revisted: A scripting perspective. Educational Research and Evaluation, 13(3), 221-236.
• Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343-374.
• Dillenbourg, P., & Fischer, F. (2007). Basics of computer-supported collaborative learning. Zeitschrift für Berufs- und Wirtschaftspädagogik - Beihefte, 21, 111-130.
• Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., et al. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2-3), 211-224.
• Kollar, I., Fischer, F., & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning & Instruction, 17(6), 708-721.
• Stegmann, K., Weinberger, A., & Fischer, F. (2007). Facilitating argumentative knowledge construction with computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(4), 421-447.
• Strijbos, J. W., & Fischer, F. (2007). Methodological challenges for collaborative learning research. Learning and Instruction, 17(4), 389-393.
• Wecker, C., Kohnle, C., & Fischer, F. (2007). Computer literacy and inquiry learning: when geeks learn less. Journal of Computer Assisted Learning, 23(2), 133-144.
• Weinberger, A., Clark, D. B., Häkkinen, P., Tamura, Y., & Fischer, F. (2007). Argumentative knowledge construction in online learning environments in and across different cultures: A collaboration script perspective. Research in Comparative and International Education, 2(1), 68-79.
• Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416-426.

• Kollar, I., & Fischer, F. (2006). Supporting self-regulated learners for a while and what computers can contribute. Journal of Educational Computing Research, 35(4), 425-435.
• Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts - a conceptual analysis. Educational Psychology Review, 18(2), 159-185.
• Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46(1), 71-95.

• Fischer, F., & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning: The role of external representation tools. Journal of the Learning Sciences, 14(3), 405-441.
• Fischer, F., Waibel, M., & Wecker, C. (2005). Nutzenorientierte Forschung im Bildungsbereich: Argumente einer internationalen Diskussion. Zeitschrift für Erziehungswissenschaft, 8(3), 427-442.
• Mäkitalo, K., Weinberger, A., Häkkinen, P., Järvelä, S., & Fischer, F. (2005). Epistemic cooperation scripts in online learning environments: Fostering learning by reducing uncertainty in discourse? Computers in Human Behavior, 21(4), 603-622.
• Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33(1), 1-30.

• Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help-seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277-320.
• Clark, D., & Fischer, F. (2003). Learning through online collaborative discourse. International Journal of Educational Policy, Research & Practice, 4(1), 11-15.
• Clark, D., Weinberger, A., Jucks, I., Spitulnik, M., & Wallace, R. (2003). Designing effective science inquiry in text-based computer supported collaborative learning environments. International Journal of Educational Policy, Research & Practice, 4(1), 55-82.
• Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003). Bridging theory and practice in learning environment research: Scientific principles in Pasteur’s Quadrant. International Journal of Educational Policy, Research & Practice, 4(1), 147-170.
• Fischer, F., Tröndle, P., & Mandl, H. (2003). Using the internet to improve university education – problem-oriented web-based learning and the MUNICS environment. Interactive Learning Environments, 11(3), 193-214.
• Janetzko, D., & Fischer, F. (2003). Analyzing sequential data in computer-supported collaborative learning. Journal of Educational Computing Research, 28(4), 341-354.
• Weinberger, A., Fischer, F., & Mandl, H. (2003). Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation: Welche Kooperationsskripts fördern Partizipation und anwendungsorientiertes Wissens? Zeitschrift für Psychologie, 211(2).
• Weinberger, A., & Mandl, H.(2003). Computer-mediated knowledge communication. Studies in Communication Science, 81-105.

• Fischer, F. (2002). Gemeinsame Wissenskonstruktion – Theoretische und methodologische Aspekte. Psychologische Rundschau, 53(3), 119-134.
• Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213-232.
• Mäkitalo, K., Häkkinen, P., Leinonen, P., & Järvelä, S. (2002). Mechanisms of common ground in case-based web discussions in teacher education. Internet and Higher Education, 5(3), 247-265.

• Gräsel, C., Fischer, F., & Mandl, H. (2001). The use of additional information in problem-oriented learning environments. Learning Environment Research, 3, 287-305.

• Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2000). Kooperatives Lernen mit Videokonferenzen: Gemeinsame Wissenskonstruktion und individueller Lernerfolg. Kognitionswissenschaft, 9(1), 5-16.
• Gräsel, C., & Fischer, F. (2000). Information and communication technologies at schools: A trigger for better teaching and learning? International Journal of Educational Policy, Research, and Practice, 1(3), 327-336.