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Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

In Druck / in press

  • Fischer, F. & Vogel, F. (im Druck). Computerunterstütztes kollaboratives Lernen. In M. Heilemann, H. Stöger & A. Ziegler (Hrsg.), Lernen im Internet. Münster: LIT.

2017

  • Nistor, N., & Fischer, F. (2017). Medienpsychologie. Ausgewählte Phänomene und theoretische Ansätze. In B. Schorb, A. Hartung, & C. Dallmann (Hrsg.), Grundbegriffe Medienpädagogik (S. 287-293). München: kopaed.

2016

  • Csanadi, A., Kollar, I., Fischer, F. (2016). Scientific Reasoning and Problem Solving in a Practical Domain: Are Two Heads Better THan One?. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 50-57). Singapore: International Society of the Learning Sciences.
  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (2016). Grand challenges in technology-enhanced learning: A dialog started in Villard de Lans. In grand challenge problems in technology-enhanced learning II: MOOCs and Beyond (pp. 1-5). Switzerland: Springer International Publishing.
  • Fysaraki, M., Fischer, F., Hußmann, H., Stegmann, K. (2016). Team Awareness Support for Collaborative Argumentation in Higher Education: A Qualitative Multiple-Case Study. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 1227-1228). Singapore: International Society of the Learning Sciences.
  • Ghanem, C., Schwegele, A., Pankofer, S., Kollar, I., & Fischer, F. (2016). Bewährungshilfe und Wissenschaft - eine Annäherung (?). Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bewährungshelfer/innen. In S. Borrman, & B. Thiessen (Eds.), Wirkungen Sozialer Arbeit. Potentiale und Grenzen der Evidenzbasierung für Profession und Disziplin. Opladen: Barbara Budrich.
  • Heitzmann, N., & Fischer, F. (2016). Berufsbegleitendes Lernen: Modelle und Befunde aus der Lehr-/Lernforschung. In M. Dick, W. Marotzki, & H. Mieg, Handbuch Professionsentwicklung (pp. 239–250). Stuttgart: utb GmbH.
  • Klevers, M., Sailer, M., & Günthner, W. A. (2016). Implementation model for the gamification of business processes: A study from the field of material handling. In Simulation and gaming in the network society (pp. 173-184). Singapore: Singapore.
  • Kollar, I., & Fischer, F. (2016). Digitale Medien für die Unterstützung von Lehr-/Lernprozessen in der Weiterbildung. In Handbuch Erwachsenenbildung/Weiterbildung, (S. 1-17).
  • Lerner, P., Csanadi, A., Daxenberger, J., Flekova, L., Ghanem, C., Kollar, I., Fischer, F., Gurevych, I. (2016). A User Interface for the Exploration of Manually and Automatically Coded Scientific Reasoning and Argumentation. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 938-941). Singapore: International Society of the Learning Sciences.
  • Mödritscher, F., Luengo, V., Law, E. L. C., Hoppe, H. U., & Stegmann, K. (2016). Grand challenge problem 7: Towards adaptive and adaptable learning in massive online courses. In J. Eberle, K. Lund, P. Tchounikine, F. Fischer (Hrsg.), Grand challenge problems in technology-enhanced learning II: MOOCs and Beyond (pp. 33-37). New York: Springer.
  • Mödritscher, F., Luengo, V., Law, E. L. C., Hoppe, H. U., & Stegmann, K. (2016). Grand challenge problem 8: Interactive learning analytics: from accountability to ‘opportunity management’ in a multi-actor perspective. In J. Eberle, K. Lund, P. Tchounikine, F. Fischer (Hrsg.), Grand challenge problems in technology-enhanced learning II: MOOCs and Beyond (pp. 39-44). New York: Springer.
  • Nistor, N., Dascălu, M., & Trăușan-Matu, Ș. (2016). Newcomer integration in online knowledge communities: Exploring the role of dialogic textual complexity. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 914-917). Singapore: International Society of the Learning Sciences.
  • Pedrotti, M., & Nistor, N. (2016). User motivation and technology acceptance in online learning environments. In K. Verbert, M. Sharples, & T. Klobucar (eds.), Adaptive and adaptable learning. 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings (pp. 472-477). New York: Springer.
  • Schultz-Pernice, F. (2016). Narrative und normative Probleme des seriellen Erzählens und ihr Potenzial für den Aufbau narrativer Kompetenzen und die Wertebildung. In Anders, P. & Staiger, M. (Hrsg.), Serialität in Literatur und Medien. Bd. 1: Theorie und Praxis. (S. 37 - 50). Hohengehren: Schneider Verlag.
  • Schultz-Pernice, F. (2016). Bausteine einer Didaktik narrativer Serialität am Beispiel der TV-Serie EMERGENCY ROOM. In Anders, P. & Staiger, M. (Hrsg.), Serialität in Literatur und Medien. Bd. 2: Modelle für den Deutschunterricht (S. 121 - 128). Hohengehren: Schneider Verlag.
  • Sommerhoff, D., Ufer, S., Kollar, I. (2016). Mathematical Argumentation and Proof – Supporting a Complex Cognitive Skill. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 811-814). Singapore: International Society of the Learning Sciences.
  • Strohmaier, A., Reiss, K., Ufer, S., & Fischer, F. (2016). Einsatz heuristischer Lösungsbeispiele mit Selbsterklärungsprompts zur Förderung von Beweis-und Argumentationskompetenz an der Schnittstelle Schule-Hochschule. In Beiträge zum Mathematikunterricht 2016, 50. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 07. bis 11. März 2016 in Heidelberg. Münster: WTM-VErlag.

2015

  • Murillo Montes de Oca, A., & Nistor, N. (2015). Supporting integrative interdisciplinary research discourse: A case study analysis. In N. Nistor & S. Schirlitz (Hrsg.), Digitale Medien und Interdisziplinarität: Herausforderungen, Erfahrungen, Perspektiven (S. 66-77). Münster: Waxmann.
  • Nistor, N. (2015). Quantitative analysis of newcomer integration in MMORPG communities. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & N. S. Chen (Eds.), State-of-the art and future directions of smart learning (pp. 131-136). New York: Springer.
  • Nistor, N., Dascălu, M., Stavarache, L. L., Serafin, Y., & Trăușan-Matu, Ș. (2015). Informal learning in online knowledge communities: Predicting community response to visitor inquiries. In G. Conole, T. Klobucar, C. Rensing, J. Konert, & E. Lavoué (Eds.), Design for teaching and learning in a networked world. 10th European conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings (pp. 447-452). New York: Springer.
  • Nistor, N., Dascălu, M., Stavarache, L. L., Tarnai, C., & Trăușan-Matu, Ș. (2015). Predicting newcomer integration in online knowledge communities by automated dialog analysis. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & N. S. Chen (Eds.), State-of-the art and future directions of smart learning (pp. 13-17). New York: Springer.
  • Nistor, N., Dascălu, M., Tarnai, C., Bresser, N., & Trăușan-Matu, Ș. (2015). Online knowledge communities as student-centered open learning environments: How likely will they be to integrate learners as new members? In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2. Gothenburg, Sweden: The International Society of the Learning Sciences.
  • Nistor, N., Derntl, M., & Klamma, R. (2015). Learning analytics: Trends and issues of the empirical research of the years 2011-2014. In G. Conole, T. Klobucar, C. Rensing, J. Konert, & E. Lavoué (Eds.), Design for teaching and learning in a networked world. 10th European conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings (pp. 453-459). New York: Springer.
  • Schultz-Pernice, F. (2015). Bausteine einer Didaktik narrativer Serialität am Beispiel der TV-Serie EMERGENCY ROOM. In P. Anders & M. Staiger (Hrsg.), Serien im Deutschunterricht. Bd. 2: Unterrichtsmodelle. (im Ersch.)
  • Schultz-Pernice, F. (2015). Narrative und normative Probleme des seriellen Erzählens und ihr Potenzial für den Aufbau narrativer Kompetenzen und die Wertebildung. In P. Anders & M. Staiger (Hrsg.), Serien im Deutschunterricht. Bd. 1: Narration - Rezeption - Mediensozialisation. (im Ersch.)
  • Stavarache, L. L., Dascălu, M., Trăușan-Matu, S., & Nistor, N. (2015). How does time shape a virtual community of practice? In I. Roceanu (Ed.), 4th International Workshop on Semantic and Collaborative Technologies for the Web, in conjunction with the 11th International Conference on eLearning and Software for Education (eLSE 2015)(pp. 380–386). Bucharest, Romania: Carol I NDU.

2014

  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014). Effects of peer feedback content and sender's competence on perceptions and mindful cognitive processing of written peer feedback: An eye tracking study. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, and L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (pp. 1417–1419). Boulder, CO: International Society of the Learning Sciences.
  • Engelmann, K. & Fischer, F. (2014). Fostering scientific reasoning: A meta-analysis on intervention studies. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, and L. D'Amico (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume I (pp. 246–253). Boulder, CO: International Society of the Learning Sciences.
  • Fischer, F., Wecker, C., Hetmanek, A., Osborne, J., Chinn, C. A., Golan Duncan, R., Rinehart, R. W., Siler, S. A., Klahr, D. & Sandoval, W. A. (2014). The interplay of domain-specific and domain-general factors in scientific reasoning and argumentation. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Hrsg.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Bd. 3 (S. 1189-1198). Boulder, Colorado: International Society of the Learning Sciences.
  • Murillo Montes de Oca, A., Nistor, N. & Datcu, M. (2014). Creating a Reference Data Set for Satellite Image Content Based Retrieval. In P. Soille & P. G. Marchetti (Eds. Frascati), Proceedings of the 2014 conference on Big Data from Space (pp. 71-75). Publications Office of the European Union.
  • Vogel, F., Kollar, I., Wecker, C. & Fischer, F. (2014). The role of content support and transactivity for effects of computer-supported collaboration scripts on domain-specific learning: A Meta-Analysis. In F. Xhafa, L. Barolli, F. Palmieri, M. Koeppen & V. Loia (Hrsg.), 2014 International Conference on Intelligent Networking and Collaborative Systems: IEEE INCoS 2014 (S. 677-682). Los Alamitos, CA: CPS.
  • Wecker, C. (2014). How do learners process information in lectures? The role of projected slides and type of Note-taking. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Hrsg.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Bd. 1 (S. 519-526). Boulder, Colorado: International Society of the Learning Sciences.
  • Wecker, C. (2014). What explains the speech suppression effect of computer-based slide projections?. In N. Rummel, B. de Koning, H. Jarodzka, K. Loibl, T. van Gog, S. Zander & V. Hoogerheide (Hrsg.), Proceedings: Joint Meeting of EARLI SIG 6 & 7 2014 (S. 22-25). Rotterdam.
  • Wecker, C. & Fischer, F. (2014). Lernen in Gruppen. In T. Seidel & A. Krapp (Hrsg.), Pädagogische Psychologie (S. 277-296). Weinheim: Beltz.

2013

  • Eberle, J., Stegmann, K., Lund, K., Barrat, A., Sailer, M., & Fischer, F. (2013). Fostering learning and collaboration in a scientific community – evidence from an experiment using RFID devices to measure collaborative processes. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (pp. 169-175). International Society of the Learning Sciences.
  • Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Zottmann, J., & Weinberger, A. (2013). Collaboration scripts in computer-supported collaborative learning. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 403-419). New York, NY: Routledge.
  • Fischer, F., Slotta, J., Dillenbourg, P., Tchounikine, P., Kollar, I., Wecker, C., Stegmann, K. & Chinn, C. (2013). Scripting and Orchestration: Recent Theoretical Advances. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Hrsg.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (S. 564-571). International Society of the Learning Sciences.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2013). When instruction supports collaboration, but does not lead to learning – the case of classroom and small group scripts in the CSCL classroom. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Hrsg.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (S. 256-263). International Society of the Learning Sciences.
  • Schwarz, B., & Stegmann, K. (2013). Gütekriterien für Mess- und Testverfahren. In A. Frey, U. Lissmann & B. Schwarz (Hrsg.), Handbuch Berufspädagogische Diagnostik (pp. 58-71). Weinheim: Beltz.
  • Stegmann, K. (2013). Diagnostik kooperativer Lernformen. In A. Frey, U. Lissmann & B. Schwarz (Hrsg.), Handbuch Berufspädagogische Diagnostik (pp. 359-383). Weinheim: Beltz.
  • Stegmann, K., & Schwarz, B. (2013). Messtheoretische Grundlagen. In A. Frey, U. Lissmann & B. Schwarz (Hrsg.), Handbuch Berufspädagogische Diagnostik (pp. 24-34). Weinheim: Beltz.
  • Vogel, F., Reichersdorfer, E., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2013). Learning to argue in mathematics: effects of heuristic worked examples and collaborations scripts on transactive argumentation. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (pp. 526-533). International Society of the Learning Sciences.

2012

  • Benetou, E., & Nistor, N. (2012). Play for children, work for parents! Patterns of educational technology acceptance over generations. In Proceedings of the Biannual EARLI SIG 6 & 7 Conference 2012: "Instructional Design" and "Learning and Instruction with Computers".
  • Eberle, J., Stegmann, K., & Fischer, F. (2012). Legitimate peripheral participation in academic communities of practice – How newcomers' learning is supported in student councils. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), 10th International Conference of the Learning Sciences (ICSL 2012). The Future of Learning - Volume 2: Short Papers, Symposia, and Abstracts (pp. 386-390). International Society of the Learning Sciences.
  • Göğüş, A., & Nistor, N. (2012). A validation of the UTAUT measure instrument for educational technology acceptance in Turkey. In Procedia Social and Behavioral Sciences. International Educational Technology Conference IETC 2012. Elsevier.
  • Kollar, I., Ufer, S., Lorenz, E., Vogel, F., Reiss, K., & Fischer, F. (2012). Using heuristic worked examples and collaboration scripts to help learners acquire mathematical argumentation skills. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 1 – full papers) (pp. 331-338). International Society of the Learning Sciences.
  • Kollar, I., Wecker, C., Langer, S., & Fischer, F. (2012). Effects of small-group collaboration scripts and classroom scripts on online search competence during a Biology inquiry unit. In Proceedings of the Biannual EARLI SIG 20: Computer-Supported Inquiry Learning (pp. 14-15). Ruhr University of Bochum.
  • Mäkitalo-Siegl, K., & Kollar, I. (2012). Collaboration scripts. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. New York: Springer.
  • Mäkitalo-Siegl, K., Stegmann, K., Frete, A., & Streng, S. (2012). Orchestrating computer-supported collaborative learning: Effects of knowledge sharing and shared knowledge. In S. Abramovich (Ed.), Computers in education (pp. 75-91). Commack, NY: Nova Science Publishers.
  • Nistor, N., Schworm, S., & Werner, M. (2012). Online help-seeking in communities of practice: An acceptance model for conceptual artifacts. In I. Aedo, R. M. Bottino, N. S. Chen, C. Giovanella, Kinshuk & D. G. Sampson (Eds.), Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies ICALT 2012 (pp. 438-440). IEEE Conference Publishing Services.
  • Nistor, N., Stanciu, I. D., Vanea, C., Sasu, V. M., & Dragotă, M. (2012). Elements of situated learning in young Romas’ successful learning biographies. In Proceedings of the Biannual EARLI SIG 10 & 21: "Social Interaction in Learning and Instruction" and "Learning and Teaching in Culturally Diverse Settings".
  • Rachel, A., Wecker, C., Heran-Dörr, E., Wiesner, H., & Fischer, F. (2012). Wie wenig Instruktion ist zu wenig? Ergebnisse einer Unterrichtsstudie zur Einführung einer Modellvorstellung im Sachunterricht. In H. Giest, E. Heran-Dörr & C. Archie (Hrsg.), Lernen und Lehren im Sachunterricht: Zum Verhältnis von Konstruktion und Instruktion (pp. 95-101). Bad Heilbrunn: Verlag Julius Klinkhardt.
  • Raes, A., Schellens, T., De Wever, B., Kollar, I., Wecker, C., Langer, S., Fischer, F., Tissenbaum, M., Slotta, J., Peters, V., & Songer, N. B. (2012). Scripting science inquiry learning in CSCL classrooms. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 118-125). International Society of the Learning Sciences.
  • Reichersdorfer, E., Vogel, F., Fischer, F., Kollar, I., Reiss, K., & Ufer, S. (2012). Different collaborative learning settings to foster mathematical argumentation skills. In T. Y. Tso (Ed.), Proceedings of the International Group for the Psychology of Mathematics Education (pp. 345-352). PME.
  • Schultz-Pernice, F. (2012). Narration und Normativität im Spielfilm - didaktische Anmerkungen zur Verhandlung von Normen und Werten im 'Kampf des Helden'. In S. Anselm, M. Geldmacher, N. Hodaie & M. Riedel (Hrsg.), Werte - Worte - Welten. Werteerziehung im Deutschunterricht (pp. 245-260). Baltmannsweiler: Schneider Hohengehren.
  • Vogel, F., Kollar, I., & Fischer, F. (2012). Effects of computer-supported collaboration scripts on domain-specific and domain-general learning outcomes: a meta-analysis. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 446-450). International Society of the Learning Sciences.
  • Wecker, C., Kollar, I., & Fischer, F. (2012). Fostering online search competence in an inquiry learning curriculum: Effects of continuous and faded collaboration scripts. In Proceedings of the Biannual EARLI SIG 20: Computer-Supported Inquiry Learning (pp. 39-40). Ruhr University of Bochum.
  • Wecker, C., Lazonder, A. W., Chiu, J. L., Madeira, C., Slotta, J., Mulder, Y. G., de Jong, T., Rachel, A., Wiesner, H., Heran-Dörr, E., Fischer, F., & Reimann, P. (2012). Building upon what is already there: The role of prior knowledge, background information, and scaffolding in Inquiry Learning. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 17-24). International Society of the Learning Sciences.

2011

  • Kobbe, L., Weinberger, A. & Fischer, F. (2011). Drehbücher für das computerunterstützte kooperative Lernen. In P. Klimsa & L. Issing (Hrsg.), Online-Lernen. Handbuch für Wissenschaft und Praxis (S. 159-166) (2. Auflage). München: Oldenbourg.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2011). Orchestrating Web-based collaborative inquiry learning with small group and classroom scripts. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 422-429). International Society of the Learning Sciences.
  • Lorenz, E., Vogel, F., Fischer, F., Kollar, I., Reiss, K. & Ufer, S. (2011). ELK-Math: Effekte von inhaltsübergreifenden und inhaltsspezifischen Ansätzen zur Förderung mathematischer Argumentationskompetenz von Lehramtsstudierenden. In R. Haug & L. Holzäpfel (Hrsg.), Beiträge zum Mathematikunterricht – Vorträge auf der 45. Tagung für Didaktik der Mathematik vom 21.02.2011 bis 25.02.2011 in Freiburg (S. 559–562). Münster: WTM-Verlag.
  • Mu, J., Stegmann, K., Mayfield, E., Rosé, C. & Fischer, F. (2011). ACODEA: A framework for the development of classification schemes for automatic classifications of online discussions. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I — Long papers (pp. 438-445). International Society of the Learning Sciences.
  • Nistor, N. & Lipka-Krischke, D. (2011). Eine explorative Studie des Umgangs mit kulturellen Artefakten in musikalischen Wissensgemeinschaften. In T. Köhler & J. Neumann (Hrsg.), Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung und Lehre (S. 168-177). Münster: Waxmann.
  • Nistor, N. & Schustek, M. (2011). Verifying a quantitative model of communities of practice in a computer users' community. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 467-470). Proceedings. Berlin: Springer.
  • Nistor, N. & Schustek, M. (2011). Wie gut sind die guten alten FAQs? Voraussetzungen der Wissenskommunikation über mediengestützte kulturelle Artefakte in Wissensgemeinschaften. In T. Köhler & J. Neumann (Hrsg.), Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung und Lehre (S. 188-197). Münster: Waxmann.
  • Nistor, N., Schworm, S. & Werner, M. (2011). Help-seeking in communities of practice: Design and evaluation of a help system supporting knowledge sharing. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 471-476). Proceedings. Berlin: Springer.
  • Nistor, N., Weinberger, A., Ceobanu, C. & Heymann, J. O. (2011). Educational technology and culture: The influence of ethnic and professional culture on learners’ technology acceptance. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 477-482). Proceedings. Berlin: Springer.
  • Stegmann, K. & Fischer, F. (2011). Quantifying qualities in collaborative knowledge construction: The analysis of online discussions. In S. Puntambekar, G. Erkens & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: methods, approaches and issues (pp. 247-268). New York: Springer.
  • Stegmann, K., Mu, J., Gehlen-Baum, V. & Fischer, F. (2011). The myth of over-scripting: Can novices be supported too much?. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I — Long papers (pp. 406-413). International Society of the Learning Sciences.
  • Stegmann, K., Wecker, C., Harrer, A., Ronen, M., Kohen-Vacs, D., Dimitriadis, Y., Hernandez-Leo, D., Fernandez, E., Asensio-Perez, J. & Fischer, F. (2011). How can current approaches to the transfer of technology-based collaboration script for research and practice be integrated?. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume III — Community events proceedings (pp. 1103-1110). International Society of the Learning Sciences.
  • Streng, A., Stegmann, K., Wagner, C., Böhm, S., Hussmann, H. & Fischer, F. (2011). Supporting argumentative knowledge construction in fact-to-to face settings: from ArgueTable to ArgueWall. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume II — Short papers & posters (pp. 716-720). International Society of the Learning Sciences.
  • Streng, S., Stegmann, K., Fischer, F. & Hussmann, H. (2011). From graphical learning designs to computer-supported collaboration scripts: A rapid development process. In B. Shishkov (Ed.), Proceedings of the International Conference on Technology-Enhanced Learning, ICTEL 2011 (pp. 21-26). SciTePress.
  • Wang, X., Kollar, I., Stegmann, K. & Fischer, F. (2011). Preventing over-scripting effects in computer-supported collaborative learning by adaptable scripts. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I - Long papers (pp. 382-389). International Society of the Learning Sciences.
  • Wang, Y. C., Joshi, M., Rosé, C. P., Fischer, F., Weinberger, A., & Stegmann, K. (2007). Context based classification for automatic collaborative learning process analysis. In R. Luckin & K. Koedinger (Eds.), Proceedings of the Conference on Artificial Interlligence in Education (pp. 662-664). International AIED Society.
  • Wecker, C. & Fischer, F. (2011). The role of argumentation for domain-specific knowledge gains in computer-supported collaborative learning: A meta-analysis. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 304-311). International Society of the Learning Sciences.
  • Wecker, C., Kollar, I. & Fischer, F. (2011). Explaining the effects of continuous and faded scripts on online search skill: The role of collaborative strategy practice. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 390-397). International Society of the Learning Sciences.
  • Zottmann, J., Fischer, F., Goeze, A. & Schrader, J. (2011). Enhancing Computer-Supported Case-Based Learning for Pre-Service Teachers: Effects of Hyperlinks to Multiple Perspectives and Conceptual Knowledge. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice. Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL) 2011 (pp. 894-895). Hong Kong: ISLS.

2010

  • Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 1-39). IGI Global: Hershey.
  • Goeze, A., Schrader, J., Hartz, S., Zottmann, J. & Fischer, F. (2010). Case-based learning with digital videos: Does it promote the professional development of teachers and trainers in adult education?. In R. Egetenmeyer & E. Nuissl (Eds.), Teachers and trainers in adult education and lifelong learning – Professional development in Asia and Europe. Bielefeld: Bertelsmann.
  • Goeze, A., Zottmann, J., Schrader, J., & Fischer, F. (2010). Instructional support for case-based learning with digital videos: Fostering pre-service teachers’ acquisition of the competency to diagnose pedagogical situations. In D. Gibson & B. Dodge (Eds.), Proceedings of the Society for Information Technology & Teacher Education (SITE) International Conference 2010 (S. 1098-1104). Chesapeake, VA: AACE.
  • Goeze, A., Zottmann, J., Schrader, J., Fischer, F., & Hartz, S. (2010). Förderung und Erfassung der Kompetenz zur Diagnose von Lehr-Lernsituationen mit Hilfe von computerunterstützten Lernumgebungen. In B. Schwarz, P. Nenniger & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung" / AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.
  • Kollar, I. (2010). Turning the classroom of the future into the classroom of the present. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), The Classroom of the future: Orchestrating collaborative learning spaces. Rotterdam: Sense.
  • Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (2010). The classroom of the future - An introduction. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 1-12). Rotterdam: Sense.
  • Nistor, N. (2010). Knowledge communities in the classroom of the future. In K. Mäkitalo-Siegl, F. Kaplan, J. Zottmann & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 163-180). Rotterdam: Sense.
  • Nistor, N., Wagner, M., Istvanffy, E. & Dragota, M. (2010). E-learning across cultural boundaries: A European perspective on technology acceptance. In M. D. Lytras, A. Naeve & R. Tennyson (Eds.), 1st international conference on technology enhanced learning, quality of teaching and reforming of education (S. 265–270). Berlin: Springer.
  • Schürer-Maly, C., Borucki, K., Adler, M., Illigen, D., Schwarz, P., Heitzmann, N., Spannagl, M., Reinauer, H., Fischer, M. (2010). Virtuelle Ringversuche in der Labormedizin – ein Pilotprojekt. In F. Duesberg (Hrsg.), e-Health 2011 (S. 68). Solingen: Medical future.
  • Schworm, S. & Heckner, M. (2010). E-collaborative help-seeking using social web features. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 109-123). Hershey: IGI-Global.
  • Streng, S., Stegmann, K., Boring, S., Böhm, S., Fischer, F. & Hussmann, H. (2010). Measuring effects of private and shared displays in small-group knowledge sharing processes. In E. Hvannberg, M. K. Lárusdóttir, A. Blandford & J. Gulliksen (Eds.), Proceedings of the 6th Nordic Conference on Human-Computer Interaction (NordiCHI 2010) (S. 789-792). New York, NY: ACM.
  • Wecker, C. & Fischer, F. (2010). Fading instructional scripts: Preventing relapses into novice strategies by distributed monitoring. In K. Gomez, L. Lyons & J. Radinsky (Hrsg.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010). Bd. 1: Full Papers (S. 794-801). Chicago, IL: International Society of the Learning Sciences.
  • Wecker, C., Kollar, I., Fischer, F. & Prechtl, H. (2010). Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences – ICLS 2010 (Volume 1) (S. 810–817). Chicago, IL: International Society of the Learning Sciences.
  • Zottmann, J., Goeze, A., Fischer, F. & Schrader, J. (2010). Facilitating the Analytical Competency of Pre-Service Teachers with Digital Video Cases: Effects of Hyperlinks to Conceptual Knowledge and Multiple Perspectives. In T. Seufert, G. Corbalan, J. Zumbach & B. Ligorio (Eds.), Instructional Design for motivated and competent learning in a digital world. Program Book of the EARLI SIG 6 & 7 Conference 2010 (pp. 50-52). Ulm: Ulm University.
  • Zottmann, J., Goeze, A., Fischer, F., Schrader, J., & Hartz, S. (2010). Förderung diagnostischer Kompetenz mit digitalen Videofällen: Effekte von multiplen Perspektiven bei Lehrenden mit unterschiedlichem Vorwissen. In B. Schwarz, P. Nenniger & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung"/ AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.

2009

  • Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning. In N. Balacheff et al. (Eds.), Technology-enhanced learning: Principles and products (pp. 3-19). Dordrecht: Springer.
  • Fischer, F., Mandl, H., & Todorova, A. (2009). Lehren und Lernen mit neuen Medien. In R. Tippelt & B. Schmidt (Hrsg.), Handbuch Bildungsforschung. Wiesbaden: VS Verlag.
  • Hochmuth, H., Kartsovnik, Z., Vaas, M., & Nistor, N. (2009). Podcasting im Musikunterricht. Eine Anwendung der Theorie forschenden Lernens. In N. Apostolopoulos, H. Hoffmann, V. Mannsmann & A. Schwill (Hrsg.), E-Learning 2009. Lernen im digitalen Zeitalter (pp. 246-255). Münster: Waxmann.
  • Jucks, R., Kollar, I., Krämer, N., & Fischer, F. (2009). Psychologische Grundlagen des Medien- und Bildungsmanagements. In M. Henninger & H. Mandl (Hrsg.), Handbuch für Medien- und Bildungsmanagement (pp. 107-133). Weinheim: Beltz PVU.
  • Kollar, I., & Fischer, F. (2009). Mediengestützte Lehr-, Lern- und Trainingsansätze für die Weiterbildung. In R. Tippelt & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (pp. 1017-1030). Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Luengo, V., Aboulafia, A., Blavier, A., Shorten, G., Vadcard, L., & Zottmann, J. (2009). Novel technology for learning in medicine. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 105-120). Dordrecht: Springer.
  • Schworm, S., & Heckner, M. (2009). Tagblog - Die Nutzung einer Blogging Plattform für kollaboratives Lern- und Wissensmanagement. In M. Koch & A. Richter (Hrsg.), Enterprise 2.0: Planung, Einführung und erfolgreicher Einsatz von Social Software in Unternehmen (2.Aufl.). München: Oldenburg Verlag.
  • Stegmann, K., Streng, S., Halbinger, M., Koch, J., Fischer, F., & Hussmann, H. (2009). eXtremely Simple Scripting (XSS): A framework to speed up the development of computer-supported collaboration scripts. In A. Dimitracopoulou, C. O'Malley, D. Suthers & P. Reimann (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 195-197). New Brunswick, NJ: International Society of the Learning Sciences.
  • Streng, S., Stegmann, K., Koch, J., Hussmann, H., & Fischer, F. (2009). Computer support for practicing text understanding in pairs. In A. Méndez-Vilas, J. Díaz Álvarez & A. Agudo Rodríguez (Eds.), Research, Reflections and Innovations in Integrating ICT in Education (pp. 497-501). Badajoz: Formatex.
  • Wecker, C., Kollar, I., & Fischer, F. (2009). Fostering domain-specific knowledge through the fading of scripts. In A. Dimitracopoulou, C. O'Malley, P. Reimann & D. Suthers (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 38). New Brunswick, NJ: International Society of the Learning Sciences.
  • Wecker, C., Stegmann, K., Bernstein, F., Huber, M. J., Kalus, G., Rathmeyer, S., et al. (2009). Sustainable script and scaffold development for collaboration on varying web content: The S-COL technological approach. In A. Dimitracopoulou, C. O'Malley, P. Reimann & D. Suthers (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 512-516). New Brunswick, NJ: International Society of the Learning Sciences.
  • Weinberger, A., Kollar, I., Dimitriadis, Y., Mäkitalo-Siegl, K., & Fischer, F. (2009). Computer-supported collaboration scripts. Perspectives from educational psychology and computer science. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 155-172). Dordrecht: Springer.

2008

  • Asterhan, C., Schwarz, B., Weinberger, A., Stegmann, K., Fischer, F., Wichmann, A., et al. (2008). Inter- and intra-subjective planes of e-argumentation: Motivation, self-perception, expectations, and actual interlocutory behavior. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 182-189). New Brunswick, NJ: International Society of the Learning Sciences.
  • Blavier, A., Zottmann, J., Fischer, F., Aboulafia, A., Vadcard, L., Luengo, V., et al. (2008). Learning with simulations in medical education: Validity and design of learning settings in particular contexts. In G. Kanselaar, V. Jonker, P. A. Kirschner & F. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 198-205). New Brunswick, NJ: International Society of the Learning Sciences.
  • Clark, D. B., Stegmann, K., Weinberger, A., Menekse, M., & Erkens, G. (2008). Technology-enhanced learning environments to support students’ argumentation. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education (pp. 217-243). Dordrecht: Springer.
  • Kollar, I., Fischer, F., & Slotta, J. D. (2008). Argumentation in web-based collaborative inquiry learning: Scripts for writing and scripts for talking aren't the same. In G. Kanselaar, V. Jonker, P. A. Kirschner & F. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 1, pp. 453-460). New Brunswick, NJ: International Society of the Learning Sciences.
  • Nistor, N., & Trausan-Matu, S. (2008). Initierea si sustinerea comunitatilor cognitive pe baza teoriei memoriei colective [Applying the collective memory theory to forster knowledge communities]. In S. Trausan-Matu (Ed.), Interactiunea conversationala in sistemele colaborative pe Web [Conversational interaction in collaborative systems on the Web] (pp. 25-40). Bucharest: Matrix Rom.
  • Rummel, N., Hmelo-Silver, C., Weinberger, A., Stegmann, K., Fischer, F., Diziol, D., et al. (2008). Using contrasting cases to relate collaborative processes and outcomes in CSCL. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 346-354). New Brunswick, NJ: International Society of the Learning Sciences.
  • Teasley, S., Fischer, F., Dillenbourg, P., Kapur, M., Chi, M., Weinberger, A., et al. (2008). Cognitive convergence in collaborative learning. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 360-367). New Brunswick, NJ: International Society of the Learning Sciences.
  • Wecker, C., & Fischer, F. (2008). Fading of collaboration scripts: Does it foster the acquisition of application-oriented knowledge?. In G. Kanselaar, V. Jonker, P. A. Kirschner & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (pp. 339-340). New Brunswick, NJ: International Society of the Learning Sciences.
  • Wecker, C., Zottmann, J., & Fischer, F. (2008). Kooperationsskripts für das kooperative Lernen in der Hochschule. In J. Zumbach & H. Mandl (Hrsg.), Pädagogische Psychologie in Theorie und Praxis: Ein fallbasiertes Lehrbuch (pp. 321-331). Göttingen: Hogrefe.

2007

  • Carmien, S., Kollar, I., Fischer, G., & Fischer, F. (2007). The interplay of internal and external scripts - A distributed cognition perspective. In F. Fischer, I. Kollar, H. Mandl & J. M. Haake (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (pp. 303-326). New York: Springer.
  • Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Evaluating the quality of dialogical argumentation in CSCL: Moving beyond an analysis of formal structure. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 11-20). New Brunswick, NJ: International Society of the Learning Sciences.
  • Fischer, F., Kollar, I., Haake, J. M., & Mandl, H. (2007). Perspectives on collaboration scripts. In F. Fischer, H. Mandl, J. M. Haake & I. Kollar (Eds.), Scripting computer-supported communication of knowledge – cognitive, computational, and educational perspectives (pp. 1-10). New York: Springer.
  • Gurlitt, J., Renkl, A., Faulhaber, L., & Fischer, F. (2007). Interactions of expertise and prior-knowledge activation with low-coherent and high-coherent concept mapping tasks. In D. S. McNamara & G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1055-1060). Austin, TX: Cognitive Science Society.
  • Häkkinen, P., & Mäkitalo-Siegl, K. (2007). Educational perspectives on scripting CSCL. In F. Fischer, I. Kollar, H. Mandl & J. M. Haake (Eds.), Scripting computer-supported communication of knowledge – cognitive, computational, and educational perspectives (pp. 263-271). New York: Springer.
  • Kollar, I., Wecker, C., Fischer, F., Kohnle, C., & Slotta, J. D. (2007). Are core objectives of web-based collaborative inquiry learning already core learning prerequisites? The case of argumentation competences and computer literacy. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 379-381). New Brunswick, NJ: International Society of the Learning Sciences.
  • Nistor, N. (2007). Pro si contra: Constructivismul în procese si în medii de învãtare. [Pro and con: Constructionism in learning processes and environments.]. In M. E. Dulamã, F. Bucilã & O. R. Moldovan (Eds.), Contemporary trends in teaching and learning geography, vol. III (pp. 36-45). Cluj-Napoca, Romania: Clusium.
  • Nistor, N. (2007). SMS, digitales Video, Videoaufzeichnung, Unterrichtsmitschau, Community, Internet, Information. In H.-E. Tenorth & R. Tippelt (Hrsg.), Beltz Lexikon Pädagogik. Weinheim: Beltz.
  • Nistor, N., Rubner, A., & Mahr, T. (2007). Effiziente Entwicklung von E-Content mit hohem Individualisierungsgrad: Ein Community-basiertes Modell. In M. Merkt, K. Mayrberger, R. Schulmeister, A. Sommer & I. van den Berk (Hrsg.), Studieren neu erfinden - Hochschule neu denken (S. 54-64). Münster: Waxmann.
  • Stegmann, K., Kollar, I., Zottmann, J., Gijlers, H., de Jong, T., Dillenbourg, P., et al. (2007). Towards the convergence of CSCL and inquiry learning: Scripting collaborative inquiry learning. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 829-830). New Brunswick, NJ: International Society of the Learning Sciences.
  • Stegmann, K., Wecker, C., Weinberger, A., & Fischer, F. (2007). Collaborative argumentation and cognitive processing - An empirical study in a computer-supported collaborative learning environment. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 661-670). New Brunswick, NJ: International Society of the Learning Sciences.
  • Wecker, C., & Fischer, F. (2007). Fading scripts in computer-supported collaborative learning: The role of distributed monitoring. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 763-771). New Brunswick, NJ: International Society of the Learning Sciences.
  • Weinberger, A. (2007). Analytic frameworks that focus on patterns and trajectories of participant interaction during argumentation in CSCL environments. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 17-19). New Brunswick, NJ: International Society of the Learning Sciences.
  • Weinberger, A., Clark, D. B., Dillenbourg, P., Diziol, D., Sampson, V., Stegmann, K., et al. (2007). Orchestrating learning activities on the social and the cognitive level to foster CSCL. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 36-45). New Brunswick, NJ: International Society of the Learning Sciences.
  • Weinberger, A., Ronen, M., Tchounikine, P., Harrer, A., Dillenbourg, P., Haake, J., et al. (2007). Languages and platforms for CSCL Scripts. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 831-832). New Brunswick, NJ: International Society of the Learning Sciences.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2007). Scripting argumentative knowledge construction: Effects on individual and collaborative learning. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 37-39). New Brunswick, NJ: International Society of the Learning Sciences.
  • Weinberger, A., Stegmann, K., Fischer, F., & Mandl, H. (2007). Scripting argumentative knowledge construction in computer-supported learning environments. In F. Fischer, H. Mandl, J. M. Haake & I. Kollar (Eds.), Scripting computer-supported communication of knowledge: Cognitive, computational, and educational perspectives (pp. 191-211). New York: Springer.

2006

  • Arvaja, M., & Mäkitalo-Siegl, K. (2006). Yhteisöllisen oppimisen kognitiiviset, sosiaaliset ja kontekstuaaliset tekijät: verkkovuorovaikutuksen näkökulma [Cognitive, social and contextual factors in collaborative learning: The aspect of online interaction]. In S. Järvelä, P. Häkkinen & E. Lehtinen (Eds.), Oppimisen teoria ja teknologian opetuskäyttö [The theory of learning and the use of technology in teaching] (pp. 125-146). Helsinki: WSOY.
  • Baltes, B., & Nistor, N. (2006). E-learning. In K. Kreulich, P. Linde, S. Pletschacher & A. Hübler (Eds.), Digital spectrum: Integrating technology and culture (pp. 33-50). Sofia: FOI-Commerce.
  • Fischer, F., & Wecker, C. (2006). Pasteurs Quadrant und die Diskussion in den USA um die Verbesserung des praktischen Nutzens der Bildungsforschung. In Deutsche Forschungsgemeinschaft (Hrsg.), Entwicklung und Bewertung von anwendungsorientierter Grundlagenforschung in der Psychologie: Rundgespräche und Kolloquien (pp. 27-37). Berlin: Akademie-Verlag.
  • Nistor, N. (2006). Massenindividualisierung (mass-customization) von Erwachsenenlernen: Gestaltungsprinzipien, Umsetzung, Evaluationsergebnisse. In S. Kölin, E. Seiler Schiedt & C. Sengstag (Hrsg.), E-Learning - alltagstaugliche Innovation? (S. 317-325). Münster: Waxmann.
  • Nistor, N. (2006). Mass customization as an educational paradigm: Design and pilot evaluation of a mass-customized, problem-based learning environment. In X. Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson & W. Dedderen (Eds.), The 6th IEEE International Conference on Advanced Learning Technologies (pp. 687-691). Los Alamitos, CA: IEEE Computer Society.
  • Nistor, N., & Schäfer, M. (2006). Lernen mit Stil: Empirische Befunde und offene Fragestellungen zu Bedeutung der Lernstile in virtuellen Seminaren. In M. E. Dulama, O. R. Ilovan & F. Bucila (Eds.), Contemporary trends in teaching and learning geography (pp. 258-268). Cluj, Romania: Clusium.
  • Renkl, A., Hilbert, T. S., Schworm, S., & Reiss, K. (2006). Sich Beispiele selbst zu erklären ist ein probates Mittel, Verständnis zu fördern - bei Schülern wie bei Lehrern. In M. Prenzel & L. Allolio-Näcke (Hrsg.), Untersuchungen zur Bildungsqualität von Schule (S. 291-310). Münster: Waxmann.
  • Renkl, A., Wittwer, J., Große, C., Hauser, S., Hilbert, T., Nückles, M., et al. (2006). Instruktionale Erklärungen beim Erwerb kognitiver Fertigkeiten: Sechs Thesen zu einer oft vergeblichen Bemühung. In I. Hosenfeld & F.-W. Schrader (Hrsg.), Unterricht und schulische Leistung: Grundlagen, Konsequenzen, Perspektiven. Münster: Waxmann.
  • Schworm, S., & Fischer, F. (2006). Academic help seeking. In H. Mandl & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (S. 282-297). Göttingen: Hogrefe.
  • Wecker, C., & Fischer, F. (2006). Wissen: Erwerb und Anwendung. In K.-H. Arnold, U. Sandfuchs & J. Wiechmann (Hrsg.), Handbuch Unterricht (pp. 65-69). Bad Heilbrunn: Klinkhardt.
  • Weinberger, A., Clark, D., Erkens, G., Sampson, V., Stegmann, K., Janssen, J., et al. (2006). Argumentative knowledge construction in CSCL. In S. A. Barab, K. E. Hay & D. T. Hickey (Eds.), The International Conference of the Learning Sciences (ICLS) Indiana University 2006. Proceedings of ICLS 2006 (pp. 1094-1100). New Brunswick, NJ: International Society of the Learning Sciences.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2006). Scripting online discussions: Effects on argumentative discourse, cognitive processes, and knowledge acquisition. In S. A. Barab, K. E. Hay & D. T. Hickey (Eds.), The International Conference of the Learning Sciences (ICLS) Indiana University 2006. Proceedings of ICLS 2006. New Brunswick, NJ: International Society of the Learning Sciences.

2005

  • Dönmez, P., Rosé, C. P., Stegmann, K., Weinberger, A., & Fischer, F. (2005). Supporting CSCL with automatic corpus analysis technology. In T. Koschmann, D. D. Suthers & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 125-134). Mahwah, NJ: Lawrence Erlbaum.
  • Kobbe, L., Weinberger, A., & Fischer, F. (2005). Approaches to the specification of computer-supported scripts. In T. Koschmann, D. D. Suthers & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! Proceedings of the International Conference on Computer Supported Collaborative Learning 2005. Mahwah, NJ: Lawrence Erlbaum.
  • Kollar, I., Fischer, F., & Slotta, J. D. (2005). Internal and external collaboration scripts in web-based science learning at schools. In T. Koschmann, D. D. Suthers & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 331-340). Mahwah, NJ: Lawrence Erlbaum.
  • Mäkitalo, K., Pöysä, J., Järvelä, S., & Häkkinen, P. (2005). Mechanisms of grounding processes in online conferences: A case study in teacher education. In R. Nata (Ed.), Issues in Higher Education (pp. 115-146). New York: Nova Science.
  • Nistor, N. (2005). Kleingruppenarbeit in virtuellen Seminaren: Didaktische Anforderungen und Gestaltungsmöglichkeiten. In B. Lehmann & E. Bloh (Hrsg.), Online-Pädagogik (Vol. 2, S. 86-103). Baltmannsweiler: Schneider.
  • Nistor, N., Banciu, D., & Jalobeanu, M. (2005). E-learning at Romanian universities: Dealing with essential changes of society and culture. In U. Dittler, H. Kahler, M. Kindt & C. Schwarz (Eds.), E-learning in Europe - learning Europe: How have new media contributed to the development of higher education? (pp. 251-270). Münster: Waxmann.
  • Schworm, S., & Fischer, F. (2005). Academic help seeking. In H. Mandl & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (S. 135-147). Göttingen: Hogrefe.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2005). Interaction on task and social interaction in online discussions: Effects of computer-supported collaboration scripts on self-explanation and effort towards shared understanding. In T. Koschmann, D. D. Suthers & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! Proceedings of the International Conference on Computer Supported Collaborative Learning 2005. Mahwah, NJ: Lawrence Erlbaum.
  • Weinberger, A. (2005). Formalizing computer-supported scripting of interaction in collaborative learning environments. An educational science perspective. In T. Koschmann, D. D. Suthers & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! Proceedings of the International Conference on Computer Supported Collaborative Learning 2005. Mahwah, NJ: Lawrence Erlbaum.
  • Weinberger, A., Fischer, F., Dillenbourg, P., Häkkinen, P., & Harrer, A. (2005). Computer-supported scripting of interaction in collaborative learning environments. In T. Koschmann, D. D. Suthers & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! Proceedings of the International Conference on Computer Supported Collaborative Learning 2005. Mahwah, NJ: Lawrence Erlbaum.
  • Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., & Mandl, H. (2005). Facilitating collaborative knowledge construction in computer-mediated learning with cooperation scripts. In R. Bromme, F. Hesse & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication: And how they may be overcome (pp. 15-37). New York, NY: Springer.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2005). Computer-supported collaborative learning in higher education: Scripts for argumentative knowledge construction in distributed groups. In T. Koschmann, D. D. Suthers & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 717-726). Mahwah, NJ: Lawrence Erlbaum.

2004

  • Fischer, F., Weinberger, A., & Mandl, H. (2004). It is more than just a nut to crack. A multidimensional approach to analyzing collaborative knowledge construction in computer-supported learning environments. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon & F. Herrera (Eds.), International Conference of the Learning Sciences (ICLS) 2004. Embracing Diversity in the Learning Sciences. Proceedings (pp. 25-26). Mahwah, NJ: Lawrence Erlbaum.
  • Häkkinen, P., Arvaja, M., & Mäkitalo, K. (2004). Prerequisites for CSCL: Research approaches, methodological challenges and pedagogical development. In K. Littleton, D. Miell & D. Faulkner (Eds.), Learning to collaborate: Collaborating to learn (pp. 161-176). New York: Nova Science.
  • Hilbert, T. S., Schworm, S., & Renkl, A. (2004). Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning (pp. 184-192). Tübingen: Knowledge Media Research Center.
  • Kollar, I., & Fischer, F. (2004). Internal and external cooperation scripts in web-based collaborative inquiry learning. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning: Proceedings of the first joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“ (pp. 37-47). Tübingen: Knowledge Media Research Center.
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., & Fischer, F. (2004). Uncertainty-reducing cooperation scripts in online learning environments. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning: Proceedings of the first joint meeting of the EARLI SIGs „Instructional Design" and „Learning and Instruction with Computers" (pp. 312-319). Tübingen: Knowledge Media Research Center.
  • Renkl, A., Schworm, S., & Hilbert, T. S. (2004). Lernen aus Lösungsbeispielen: Eine effektive, aber kaum genutzte Möglichkeit, Unterricht zu gestalten. In J. Doll & M. Prenzel (Hrsg.), Studien zur Verbesserung der Bildungsqualität von Schule: Lehrerprofessionalisierung, Unterrichtsentwicklung und Schülerförderung (S. 77-92). Münster: Waxmann.
  • Rummel, N., Spada, H., Ching, C. C., Wang, C., Suthers, D., Bromme, R., et al. (2004). Cracking the nut - but which nutcracker to use? Diversity in approaches to analyzing 23 collaborative processes in technology-supported settings. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon & F. Herrera (Eds.), International Conference of the Learning Sciences (ICLS) 2004. Embracing Diversity in the Learning Sciences. Proceedings (pp. 23-26). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004). Scripting argumentation in computer-supported learning environments. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“ (pp. 320-330). Tübingen: Knowledge Media Research Center.
  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2004). Cooperation scripts for learning via web-based discussion boards and videoconferencing. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning: Proceedings of the first joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“ (pp. 22-28). Tübingen: Knowledge Media Research Center.
  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2004). Instructional design for effective and enjoyable computer- supported learning. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning: Proceedings of the first joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“ (pp. 22-28). Tübingen: Knowledge Media Research Center.
  • Weinberger, A., & Fischer, F. (2004). Motivation. In J. Haake, G. Schwabe & M. Wessner (Hrsg.), CSCL-Kompendium. Lehr- und Handbuch zum computerunterstützten kooperativen Lernen (S. 252-257). München: Oldenbourg.
  • Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., & Mandl, H. (2004). Facilitation collaborative knowledge construction in computer-mediated learning with structuring tools. In R. Bromme, F. W. Hesse & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication – and how they may be overcome. Dordrecht: Kluwer Academic Publishers.

2003

  • Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003). A conceptual and methodological anatomy of Pasteur's Quadrant. In B. Wasson, R. Baggetun, U. Hoppe & S. Ludvigsen (Eds.), Computer Support for Collaborative Learning 2003. Designing for Change in Networked Learning Environments. Boston: Kluwer Academic Publishers.
  • Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003). Scientific principles in Pasteur's Quadrant: Integrating goals of understanding and use in learning environment research. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for change in networked learning environments (pp. 493-502). Boston: Kluwer Academic Publishers.
  • Fischer, F., & Mandl, H. (2003). Being there or being where? Videoconferencing and cooperative learning. In H. van Oostendorp (Ed.), Cognition in a digital world (pp. 205-223). Mahwah, NJ: Erlbaum.
  • Häkkinen, P., Järvelä, S., & Mäkitalo, K. (2003). Sharing perspectives in virtual interaction: Review of methods of analysis. In B. Wasson, R. Baggetun, U. Hoppe & S. Ludvigsen (Eds.), Computer Support for Collaborative Learning 2003. Designing for Change in Networked Learning Environments (pp. 395-404). Dordrecht: Kluwer Academic Publishers.
  • Kollar, I., Fischer, F., & Hesse, F. W. (2003). Cooperation scripts for computer-supported collaborative learning. In B. Wasson, R. Baggetun, U. Hoppe & S. Ludvigsen (Eds.), Computer Support for Collaborative Learning 2003. Designing for Change in Networked Learning Environments (pp. 59-61). Boston: Kluwer Academic Publishers.
  • Mäkitalo, K., Pöysä, J., & Häkkinen, P. (2003). Socio-emotional level of grounding in a web-based conference of small group context. In B. Wasson, R. Baggetun, U. Hoppe & S. Ludvigsen (Eds.), Computer Support for Collaborative Learning 2003. Designing for Change in Networked Learning Environments (pp. 93-94). Bergen: InterMedia.
  • Pöysä, J., Mäkitalo, K., & Häkkinen, P. (2003). A participant experience method for illustrating individuals' experiences in the course of an evolving virtual learning community. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for change in networked learning environments: Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 451-460). Boston: Kluwer Academic Publishers.
  • Slotta, J. D., Jorde, D., Fischer, F., Linn, M., Mork, S., Kollar, I., et al. (2003). International collaborations in a web-based inquiry science environment: Promoting cross cultural research and collaborative curriculum. In B. Wasson, R. Baggetun, U. Hoppe & S. Ludvigsen (Eds.), Computer Support for Collaborative Learning 2003. Designing for Change in Networked Learning Environments (pp. 80-84). Boston: Kluwer Academic Publishers.

2002

  • Bruhn, J., Fischer, F., Gräsel, C., & Mandl, H. (2002). Kooperatives Lernen mit Mapping-Techniken. In F. Fischer & H. Mandl (Hrsg.), Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken (S. 119-133). Göttingen: Hofgrefe.
  • Fischer, F. (2002). Kooperatives Lernen in Computernetzen aus pädagogisch-psychologischer Perspektive: Fünf kritische Gestaltungsaufgaben. In T. Reglin (Hrsg.), Betriebliche Weiterbildung im Internet (S. 239-241). Bielefeld: Bertelsmann.
  • Fischer, F., & Mandl, H. (2002). Facilitating knowledge convergence in videoconferencing environment: The role of external representation tools. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of CSCL 2002 (pp. 623-624). Hillsdale, NJ: Lawrence Erlbaum.
  • Fischer, F., & Mandl, H. (2002). Lehren und Lernen mit neuen Medien. In R. Tippelt (Hrsg.), Handbuch der Bildungsforschung (S. 627-641). Opladen: Leske + Budrich.
  • Fischer, F., Troendle, P., & Mandl, H. (2002). Using the Internet to improve university education – problem-oriented web-based learning with MUNICS. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of CSCL 2002 (pp. 497-498). Hillsdale, NJ: Erlbaum.
  • Fischer, F., & Waibel, M. C. (2002). Wenn virtuelle Lerngruppen nicht so funktionieren, wie sie eigentlich sollten. In U. Rinn & J. Wedekind (Hrsg.), Referenzmodelle für netzbasiertes Lernen (S. 35-50). Münster: Waxmann.
  • Janetzko, D., & Fischer, F. (2002). Analyzing sequential data in computer supported collaborative learning. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of CSCL 2002 (pp. 585-586). Hillsdale, NJ: Lawrence Erlbaum.
  • Mäkitalo, K., Häkkinen, P., Salo, P., & Järvelä, S. (2002). Building and maintaining the common ground in web-based interaction. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of CSCL 2002 (pp. 571-572). Boulder, CO: Lawrence Erlbaum.
  • Renkl, A., & Schworm, S. (2002). Lernen mit Lösungsbeispielen zu lehren. Bildungsqualität von Schule: Schulische und außerschulische Bedingungen mathematischer, naturwissenschaftlicher und überfachlicher Kompetenzen (Vol. Zeitschrift für Pädagogik: Beiheft 45, S. 259-270). Weinheim: Beltz.
  • Schworm, S., & Renkl, A. (2002). Learning by solved example problems: Instructional explanations reduce self-explanation activity. In W. D. Gray & C. D. Schunn (Eds.), Twenty-Fourth Annual Conference of the Cognitive Science Society (pp. 816-821). Mahwah, NJ: Lawrence Erlbaum.
  • Weinberger, A., Fischer, F., & Mandl, H. (2002). Fostering computer supported collaborative learning with cooperation scripts and scaffolds. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of CSCL 2002 (pp. 573-574). Hillsdale, NJ: Lawrence Erlbaum.

2001

  • Fischer, F., & Mandl, H. (2001). Facilitating the construction of shared knowledge with graphical representation tools in face-to-face and computer-mediated scenarios. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), European Perspectives on Computer-Supported Collaborative Learning. Proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 230-236). Maastricht: Unigraphic.
  • Gräsel, C., Fischer, F., Bruhn, J., & Mandl, H. (2001). Let me tell you something you do know. A pilot study on discourse in cooperative learning with computer networks. In H. Jonassen, S. Dijkstra & D. Sembill (Eds.), Learning with multimedia – results and perspectives (pp. 107-133). Frankfurt am Main: Lang.
  • Mäkitalo, K., Häkkinen, P., Salo, P., & Järvelä, S. (2001). Analysing the mechanisms of common ground in collaborative web-based interaction. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), European Perspectives on Computer-Supported Collaborative Learning. Proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 445-453). Maastricht: University of Maastricht.
  • Mandl, H., & Fischer, F. (2001). Computer networking for education. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 2470-2473). Oxford: Elsevier.

2000

  • Bruhn, J., Fischer, F., Gräsel, C., & Mandl, H. (2000). Kooperatives Lernen mit Mapping-Techniken. In H. Mandl & F. Fischer (Hrsg.), Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken (S. 119-132). Göttingen: Hogrefe.
  • Fischer, F. (2000). Kooperatives Lernen in Computernetzen aus pädagogisch-psychologischer Perspektive: Fünf kritische Gestaltungsaufgaben. In T. Reglin (Hrsg.), Betriebliche Weiterbildung im Internet (S. 239-241). Bielefeld: Bertelsmann.
  • Fischer, F., & Mandl, H. (2000). Förderung der Strategieanwendung mit Expertenmaps. In D. Leutner & R. Brünken (Hrsg.), Neue Medien in Unterricht, Aus- und Weiterbildung (S. 37-46). Münster: Waxmann.
  • Fischer, F., & Mandl, H. (2000). Förderung der Strategieanwendung mit Expertenmaps. In D. Leutner & R. Brünken (Hrsg.), Neue Medien in Unterricht, Aus- und Weiterbildung – Aktuelle Ergebnisse empirischer pädagogischer Forschung (S. 47-56). Münster: Waxmann.
  • Fischer, F., & Mandl, H. (2000). Strategiemodellierung mit Expertenmaps. In H. Mandl & F. Fischer (Hrsg.), Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken (S. 37-54). Göttingen: Hogrefe.
  • Mäkitalo, K. (2000). Yhteisön rakentuminen ja sen ylläpitäminen verkkoympäristössä [Community building in online]. In E. Pantzar (Ed.), Informaatio, tieto ja yhteiskunta (pp. 191-199). Tampere: University of Tampere.
  • Mandl, H., & Fischer, F. (2000). Mapping-Techniken und Begriffsnetze in Lern- und Kooperationsprozessen. In H. Mandl & F. Fischer (Hrsg.), Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken (S. 3-12). Göttingen: Hogrefe.
  • Mandl, H., Gräsel, C., & Fischer, F. (2000). Problem-oriented learning: Facilitating the use of domain-specific and control strategies through modeling by an expert. In W. Perrig & A. Grob (Eds.), Control of human behaviour, mental processes and awareness (pp. 165-182). Hillsdale: Erlbaum.