Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (DE)
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Arbeitsgruppe Prof. Fischer

In Druck / in press

Kapitel in Sammelbänden und Konferenz-Proceedings mit Peer Review

  • Fischer, F. & Vogel, F. (im Druck). Computerunterstütztes kollaboratives Lernen. In M. Heilemann, H. Stöger & A. Ziegler (Hrsg.), Lernen im Internet. Münster: LIT.
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2017

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Berndt, M., Strijbos, J.-W., & Fischer, F. (2017). Effects of written peer-feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing. European Journal of Psychology of Education, 1-19. doi:10.1007/s10212-017-0343-z
  • Heitzmann, N., Fischer, F. & Feichtner, V. (2017). Kompetenzförderliches Feedback. SchulVerwaltung BY, 9, 231-235. [online]
  • Heitzmann, N., Fischer, F. & Fischer, M. R. (2017). Worked examples with errors: when self-explanation
    prompts hinder learning of teachers diagnostic competences on problem-based learning. Instr Sci. [online]
  • Kiesewetter, J., Fischer, F., & Fischer, M. (2017). Collaborative clinical reasoning – A systematic review of empirical studies. Journal of Continuing Education in the health professions, 37(2), 123-128. doi:10.1097/CEH.0000000000000158
  • Murillo Montes de Oca, A., Bahmanyar, R., Nistor, N., & Datcu, M. (2017). Earth observation image semantic bias: A collaborative user annotation approach. IEEE Journal of Selected Topics in Applied Earth Observations and Remote Sensing, 10(6), 2462-2477. doi:10.1109/JSTARS.2017.2697003
  • Nistor, N. & Stanciu, D. (2017). “Being sexy” and the labor market: Self-objectification in job search
    related social networks. Computers in Human Behavior, 69, 43-53. doi:10.1016/j.chb.2016.12.005
  • Schwaighofer, M., Bühner, M., & Fischer, F. (2017). Executive functions in the context of complex learning: Malleable moderators?. Frontline Learning Research, 5(1), 58-75. [Online]
  • Wang, X., Kollar, I., & Stegmann, K. (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 1-20. doi:10.1007/s11412-017-9254-x
  • Wecker, C., Vogel, F., & Hetmanek, A. (2017). Visionär und imposant – aber auch belastbar? Eine Kritik der Methodik von Hatties „Visible Learning“. Zeitschrift für Erziehungswissenschaft, 20(1), 21-40.

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

  • 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.
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2016

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016). Fostering scientific reasoning in education - meta-analytic evidence from intervention studies. Educational Research and Evaluation. doi:10.1080/13803611.2016.1240089 [Online]
  • Epstein, N., Pfeiffer, M., Eberle, J., von Kotzebue, L., Martius, T., Lachmann, D., ... & Herzig, S. (2016). Nachwuchsmangel in der medizinischen Forschung. Wie kann der ärztliche Forschernachwuchs besser gefördert werden?. Beiträge zur Hochschulforschung, 38(1-2), 162.
  • Fries, S., Fischer, F., & Jucks, R. (2016). Grundlagen für die Anwendung? Zum Verhältnis von Allgemeiner und Pädagogischer Psychologie. Psychologische Rundschau, 67(3), 196-198.
  • Ghanem, C., Kollar, I., Fischer, F., Lawson, T. R., & Pankofer, S. (2016). How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and the use of evidence. European Journal of Social Work, 1-17. doi:10.1080/13691457.2016.1255931
  • Kiesewetter, J., Fischer, F., & Fischer, M. R. (2016). Collaboration expertise in medicine - No evidence for cross-domain application from a memory retrieval study. PLoS ONE, 11(2). doi:10.1371/journal.pone.0148754
  • Kiesewetter, J., Gutmann, J., Drossard, S., Salas, D. G., Prodinger, W., Mc Dermott, F., ... & Hübsch, G. (2016). The learning objective catalogue for patient safety in undergraduate medical education–A position statement of the committee for patient safety and error management of the german association for medical education. GMS Journal for Medical Education, 33(1). doi:10.3205/zma001009
  • Mitchell, I., Nistor, N., Baltes, B., & Brown, M. (2016). Effect of vocabulary test preparation on low-income black middle school students’ reading scores. Journal of Educational Research and Practice, 6(1), 105-118. doi:10.5590/JERAP.2016. 06.1.08 [online]
  • Nistor, N. (2016). Newcomer integration in knowledge communities: development of the Strat-I-Com questionnaire for MMORPG-based communities. Smart Learning Environments, 3(3). doi:10.1186/s40561-016-0027-1 [online]
  • Schwaighofer, M., Bühner, M., & Fischer, F. (2016). Executive functions as moderators of the worked example effect: When shifting is more important than working memory capacity. Journal of Educational Psychology, 108(7), 982–1000.
  • Stegmann, K., Kollar, I., Weinberger, A., & Fischer, F. (2016). Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine. International Journal of Computer-Supported Collaborative Learning, 11(3), 371-379.
  • Vogel, F., Kollar, I., Ufer, S., Reichersdorfer, E., Reiss, K., & Fischer, F. (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. Instructional Science, 44(5), 477-500.
  • Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2016). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review, 1-35. doi:10.1007/s10648-016-9361-7
  • Wecker, C., Hetmanek, A., & Fischer, F. (2016). Zwei Fliegen mit einer Klappe? Fachwissen und fächerübergreifende Kompetenzen gemeinsam fördern. Unterrichtswissenschaft, 3, 226-238. doi:10.3262/UW1603226
  • Wecker, C., Ufer, S., & Mahl, C. (2016). Vom Vormachen zum Selbermachen: Fading von Lösungsschritten bei der Demonstration von Strategien im Mathematikunterricht. Unterrichtswissenschaft, 4, 442-457. doi:10.3262/UW1604442

  • Wershofen, B., Heitzmann, N., Beltermann, E., & Fischer, M. R. (2016). Fostering interprofessional communication through case discussions and simulated ward rounds in nursing and medical education: A pilot project. GMS journal for medical education, 33(2). doi:10.3205/zma001027

Monographien/ Books

  • Sailer, M. (2016). Die Wirkung von Gamification auf Motivation und Leistung: Empirische Studien im Kontext manueller Arbeitsprozesse. Wiesbaden: Springer Fachmedien.
  • Stegmann, K. & Fischer, F. (2016). Auswirkungen digitaler Medien auf den Wissens- und Kompetenzerwerb an der Hochschule. Kurzbericht im Rahmen eines Experten-Hearings des Wissenschaftsrats. München: LMU. Retreived from https://epub.ub.uni-muenchen.de/38264/

Herausgeberschaften/ Editorial activities

  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (2016) (Eds.), Grand challenge problems in technology-enhanced learning II: MOOCs and beyond. New York: Springer.

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

  • 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.

Konferenzbeiträge/ Conference Papers

  • Csanadi, A., Kollar, I., Fischer, F. (2016, June). Scientific reasoning and problem solving in a practical domain: Are two heads better than one?. Paper presentation at The 12th International Conference of the Learning Sciences, “Transforming learning, empowering learners”, Singapore, June 20-24, 2016.
  • Eberle, J., Stegmann, K., Barrat, A., & Lund, K. (2016, März). Kooperationsnetzwerke in der Wissenschaft und die Integration von Doktoranden in eine Scientific Community. Vortrag auf der Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) in Berlin, 9.–11. März, 2016.
  • Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016, September). Eine metaanalytische Betrachtung der Fördermöglichkeiten von wissenschaftlichem Denken und Argumentieren in der Hochschulbildung. Paper presented at the 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Germany, 18. bis 22. September, 2016.
  • Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016, August). The Role of Learning Activities and Scaffolding in Fostering Scientific Reasoning: A Meta-Analysis of Intervention Studies in Higher Education. Paper presented at the Joint EARLI SIG 20 and SIG 26 meeting, Ghent, Belgium, August 22-24, 2016.

  • Fysaraki, M., Fischer, F., Hußmann, H., Stegmann, K. (2016, June). Team awareness support for collaborative argumentation in higher education: A qualitative multiple-case study. Poster presentation at The 12th International Conference of the Learning Sciences, “Transforming learning, empowering learners”, Singapore, June 20-24, 2016.
  • Hetmanek, A., Kiesewetter, J., Wecker, C., Trempler, K., Wermelt, M., Gräsel, C., ... Frank Fischer. (2016). Evidenzbasiertes Argumentieren: Ein Vergleich zwischen Medizin und Bildungsbereich. Vortrag auf dem 25. Kongress der Deutsche Gesellschaft für Erziehungswissenschaften (DGfE) 2016 „Räume für Bildung. Räume der Bildung“ in Kassel, 13. bis 16. März, 2016.
  • Hetmanek, A., Kiesewetter, J., Wecker, C., Trempler, K., Wermelt, M., Gräsel, C., … Fischer, F. (2016, März). Evidenzbasiertes Argumentieren: Leistungen von Studierenden der Medizin und der Bildungswissenschaften. Vortrag auf der 4. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF) „Erwartungswidriger Bildungserfolg über die Lebensspanne“, Berlin, 9. bis 11. März 2016.
  • Hetmanek, A., & Klein, M. (2016, März). Evidenzbasierung in der Lehrerbildung: Analyse und Förderung der Nutzung wissenschaftlichen Wissens bei Lehramtsstudierenden. Symposium organisiert bei der 4. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF) „Erwartungswidriger Bildungserfolg über die Lebensspanne“, Berlin, 9. bis 11. März 2016.
  • Lerner, P., Csanadi, A., Daxenberger, J., Flekova, L., Ghanem, C., Kollar, I., Fischer, F., Gurevych, I. (2016, June). A user interface for the exploration of manually and automatically coded scientific reasoning and argumentation. Paper presentation at The 12th International Conference of the Learning Sciences, “Transforming learning, empowering learners”, Singapore, June 20-24, 2016.
  • Nistor, N., Dascălu, M., Fesmire, D., Stavarache, L. L., & Trăușan-Matu, Ș. (2016, August). Teachers’ informal learning in blogger communities: Technology acceptance research meets learning analytics. Poster presentation at the EARLI SIG 6+7 (European Association for Research on Learning and Instruction, Special Interest Groups 6 – Instructional Design and 7 – Learning and Instruction with Computers) Conference „Learning and instruction at the crossroads of technology“, Dijon, 24-26. August 2016.
  • Nistor, N., Dascălu, M., Trăușan-Matu, Ș. (2016, June). Newcomer integration in online knowledge communities: Exploring the role of dialogic textual complexity. Paper presentation at The 12th International Conference of the Learning Sciences, “Transforming learning, empowering learners”, Singapore, June 20-24, 2016.
  • Nistor, N., Stanciu, D., & Ceobanu, C. (2016, August). Self-objectification in job-related social networks. Poster presentation at the EARLI SIG 6+7 (European Association for Research on Learning and Instruction, Special Interest Groups 6 – Instructional Design and 7 – Learning and Instruction with Computers) Conference „Learning and instruction at the crossroads of technology“, Dijon, 24-26. August 2016.
  • Pedrotti, M., & Nistor, N. (2016). User motivation and technology acceptance in online learning environments. Paper presentation at the 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016.
  • Sommerhoff, D., Ufer, S., Kollar, I. (2016, June). Mathematical Argumentation and Proof – Supporting a Complex Cognitive Skill. Paper presentation at The 12th International Conference of the Learning Sciences, “Transforming learning, empowering learners”, Singapore, June 20-24, 2016.
  • Strobel, C., Heitzmann, N., Strijbos, J-W., Kollar, I., & Fischer, K. (2016). Watching People Fail: The Impact of Providing Peer- Feedback on Erroneous Diagnoses on Own Diagnostic Competencies. Paper presented at the AMEE, Barcelona, August, 28-31, 2016.
  • Wecker, C., Vogel, F., & Hetmanek, A. (2016, März). Probleme bei Meta-Metaanalysen: Eine Reanalyse von Hatties Daten zum Problembasierten Lernen. Vortrag auf der 4. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF) „Erwartungswidriger Bildungserfolg über die Lebensspanne“, Berlin, 9. bis 11. März 2016.
  • Wershofen, B., Drossard, S., Mitzkat, A., Otto, B., & Heitzmann, N. (2016, September). Interprofessionelle Fallbesprechungen – eine Methode zur Förderung der Kommunikation zwischen den Gesundheitsberufen. Workshop at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Bern, 17. bis 19. September 2016.
  • Wessels, I., Hetmanek, A., Fischer, F., & Gess, C. (2016, März). Wie domänenspezifisch ist die Fähigkeit, Forschung verstehen, anwenden und durchführen zu können? Eine Betrachtung von Forschungskompetenz, wissenschaftlichem Argumentieren und dem Umgang mit wissenschaftlicher Originalliteratur. Forschungsforum organisiert auf dem 25. Kongress der Deutsche Gesellschaft für Erziehungswissenschaften (DGfE) 2016 “Räume für Bildung. Räume der Bildung.”, Kassel, 13. bis 16. März 2016.
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2015

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Bahmanyar, R. & Murillo Montes de Oca, A. (2015). Evaluating the Sensory Gap for Earth Observation Images Using Human Perception and an LDA-Based Computational Model. Image Processing (ICIP), 2015 IEEE  International Conference on, pp. 566-570. doi:10.1109/ICIP.2015.7350862
  • Bahmanyar, R., Murillo Montes de Oca, A. & Datcu, M. (2015). The Semantic Gap: An Exploration of User and Computer Perspectives in Earth Observation Images. IEEE Geoscience and Remote Sensing Letters (GRSL), 12(10), 2046–2050. doi: 10.1109/LGRS.2015.2444666
  • Eberle, J., Stegmann, K., & Fischer, F. (2015). Moving Beyond Case Studies: Applying Social Network Analysis to Study Learning as Participation in Communities of Practice. In Learning: Research and Practice, 1(2), 100-112. doi: 10.1080/23735082.2015.1028712
  • Henry, D., Baltes, B., & Nistor, N. (2015). Social mobility through mathematics proficiency for English language learners. Journal of Social Change, 7(1), 94-102. doi:10.5590/JOSC.2015.07.1.08
  • Hetmanek, A., Wecker, C., Gräsel, C., Kiesewetter, J., Trempler, K. Fischer, M. R., & Fischer, F. (2015). Wozu nutzen Lehrkräfte welche Ressourcen? Eine Interviewstudie zur Schnittstelle zwischen bildungswissenschaftlicher Forschung und professionellem Handeln im Bildungsbereich. Unterrichtswissenschaft, 43(3), 194-210. doi:09201503193
  • Nistor, N., Daxecker, I., Stanciu, D., & Diekamp, O. (2015). Sense of community in academic communities of practice: predictors and effects. Higher Education, 69(2), 257-273. doi:10.1007/s10734-014-9773-6
  • Nistor, N. & Schworm, S. (2015). Generative online learning communities: The effect of peer participation perception on the acceptance and use of conceptual artefacts. [Hiroshima University] Journal of Learning Science, 8, 151-158.
  • Nistor, N., Trăușan-Matu, Ș., Dascălu, M., Chiru, C., Duttweiler, H., Baltes, B., & Smeaton, G. (2015). Finding open-ended learning environments on the Internet: Automated dialogue assessment in academic virtual communities of practice. Computers in Human Behavior, 47(1), 119-127. doi:10.1016/j.chb.2014.07.029
  • Schwaighofer, M., Fischer, F., & Bühner, M. (2015). Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators. Educational Psychologist, 50(2), 138–166. [Online]
  • Trempler, K., Hetmanek, A., Wecker, C., Kiesewetter, J., Wermelt, M., Fischer, M. R., Fischer, F., & Gräsel, C. (2015). Nutzung von Evidenz im Bildungsbereich: Validierung eines Instruments zur Erfassung von Kompetenzen der Informationsauswahl und Bewertung von Studien. Zeitschrift für Pädagogik, Beiheft 61, 144-166.

Monographien/ Books

  • Fischer, F., Wecker, C. & Stegmann, K. (2015). Auswirkungen digitaler Medien auf den Wissens- und Kompetenzerwerb in der Schule. München: LMU. Retreived from https://epub.ub.uni-muenchen.de/38343/

Herausgeberschaften/ Editorial activities

  • Nistor, N. & Schirlitz, S. (Hrsg.) (2015). Digitale Medien und Interdisziplinarität: Herausforderungen, Erfahrungen, Perspektiven. Münster: Waxmann.

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

  • 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.

Konferenzbeiträge/ Conference Papers

  • Engelmann, K., & Fischer, F. (2015, August). Fostering scientific reasoning: A meta-analysis on intervention studies. Paper presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus, August 25-29, 2015.
  • Engelmann, K., Neuhaus, B. J., & Fischer, F. (2015, August). Fostering Scientific Reasoning in Higher Education: Proposing a Meta-Analytic Review of Intervention Studies. Poster presented at the Junior Researchers Conferences of EARLI (JURE), Limassol, Cyprus, August 23-24, 2015.

  • Engelmann, K., & Fischer, F. (2015, April). Fostering scientific reasoning: A meta-analysis on intervention studies. Poster presented at the Annual Meeting of the American Educational Research Association (AERA) "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis", Chicago, Illinois, April 16-20, 2015. [Outstanding Poster Honoree (Division C: Learning and Instruction)]

  • Engelmann, K., & Fischer, F. (2015, March). Eine metaanalytische Betrachtung der Effekte von Interventionen auf wissenschaftliches Denken und Argumentieren. Paper presented at the 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bochum, Germany, 11. bis 13. März, 2015.

  • Ghanem, C., Pankofer, S., Fischer, F., Kollar, I., & Lawson, T. R. (2015, April). „Bewährungshelfer*innen auf Bewährung“ Ein ‚anderer´ Blick auf Evidenzbasierte Sozialarbeitspraxis am Beispiel einer Mixed-Methods-Studie. Paper presented at the Deutsche Gesellschaft für Soziale Arbeit Conference, Würzburg, Germany, April 24-25, 2015.
  • Ghanem, C., Pankofer, S., Fischer, F., Kollar, I. & Lawson, T. R. (2015, April). The Relation between Social Work Practice and Science - Analysis of Scientific Reasoning of Probation Officers and Social Work Students. Paper presented at the European Conference for Social Work Research, Ljubljana, Slovenia, April 22-24, 2015.
  • Ghanem, C., Pankofer, S., Fischer, F., Kollar, I., & Lawson, T. R. (2015, April). „Bewährungshelfer*innen auf Bewährung“ Ein ‚anderer´ Blick auf Evidenzbasierte Sozialarbeitspraxis am Beispiel einer Mixed-Methods-Studie. Paper presented at the Deutsche Gesellschaft für Soziale Arbeit Conference, Würzburg, Germany, 24. bis 25. April, 2015.
  • Ghanem, C., Pankofer, S., Fischer, F., Kollar, I. & Lawson, T. R. (2015, April). The Relation between Social Work Practice and Science - Analysis of Scientific Reasoning of Probation Officers and Social Work Students. Paper presented at the European Conference for Social Work Research, Ljubljana, Slovenia, April 22-24, 2015.
  • Hetmanek, A., Wecker, C., Trempler, K., Kiesewetter, J., Gräsel, C., Fischer, M. R. & Fischer, F. (2015, März). Effekte strukturierter Kurzfassungen empirischer Studien auf Textverständnis, kognitive Belastung und subjektive Aufgabenschwierigkeit. Vortrag auf der 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Heterogenität. Wert. Schätzen., Bochum, 11. bis 13. März, 2015.
  • Hetmanek, A., Wecker, C., Kiesewetter, J., Trempler, K., Gräsel, C., Fischer, M. R. & Fischer, F. (2015, August). What kinds of resources do teachers rely on in their professional practice? An interview study. Vortrag auf der 16th Biennial Conference for Research on Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) "Towards a reflective society: synergies between learning, teaching and research", Limassol, August 25-29, 2015.
  • Hetmanek, A., Wecker, C., Trempler, K., Kiesewetter, J., Gräsel, C., Fischer, M. R., & Fischer, F. (2015, August). Structured Briefs Provide a Means to Communicate Research More Efficiently to Practitioners. Paper presented at 16th Biennial Conference for Research on Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) “Towards a Reflective Society”, Limassol, Cyprus, 25-29 August, 2015.
  • Murböck, J. & Stegmann, K. (2015, März). Der Effekt von Scaffolding und des Timings kognitiver Modellierung auf den Fertigkeitserwerb in empirischen Forschungsmethoden. Vortrag auf der 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bochum, 11.- 13. März, 2015.
  • Murböck, J. & Stegmann, K. (2015, August). Effects of Scaffolding and the timing of modeling examples on skill acquisition in science education. Paper presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus, August 25-29, 2015.
  • Murillo Montes de Oca, A. & Nistor, N. (2015, September). Supporting integrative interdisciplinary research discourse: A case study analysis. Vortrag auf der 23. Europäischen Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW) "Digitale Medien und Interdisziplinarität: Herausforderungen, Erfahrungen, Perspektiven", München, 1. bis 4. September, 2015.
  • Nistor, N. (2015, September). Quantitative analysis of newcomer integration in MMORPG communities. Paper presentation at The 2nd International Conference on Smart Learning Environments (ICSLE), Sinaia, Romania, September 23-25, 2015.
  • Nistor, N., Dascălu, M., Stavarache, L. L., Serafin, Y., & Trăușan-Matu, Ș. (2015, September). Informal learning in online knowledge communities: Predicting community response to visitor inquiries. Paper presentation at The 10th European Conference on Technology-Enhanced Learning (EC-TEL), Toledo, Spain, September 15-18, 2015.
  • Nistor, N., Dascălu, M., Stavarache, L. L., Tarnai, C., & Trăușan-Matu, Ș. (2015, September). Predicting newcomer integration in online knowledge communities by automated dialog analysis. Paper presentation at The 2nd International Conference on Smart Learning Environments (ICSLE), Sinaia, Romania, September 23-25, 2015.
  • Nistor, N., Dascălu, M., Tarnai, C., Bresser, N., & Trăușan-Matu, Ș. (2015, June). Online knowledge communities as student-centered open learning environments: How likely will they be to integrate learners as new members? Paper presentation at the 11th International Conference on Computer Supported Collaborative Learning (CSCL) „Exploring the material conditions of learning: Opportunities and challenges for CSCL“, Gothenburg, June 7-11, 2015.
  • Nistor, N., Derntl, M., & Klamma, R. (2015, September). Learning analytics: Trends and issues of the empirical research of the years 2011-2014. Paper presentation at The 10th European Conference on Technology-Enhanced Learning (EC-TEL), Toledo, Spain, September 15-18, 2015.
  • Schwaighofer, M., Bühner, M., & Fischer, F. (2015, August). The role of basic cognitive functions and fluid intelligence for knowledge acquisition in learning environments with varying degrees of instructional support. Paper presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus, August 25-29, 2015.
  • Stavarache, L. L., Dascălu, M., Trăușan-Matu, S., & Nistor, N. (2015, April). How does time shape a virtual community of practice? Paper presentation at the 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). Bucharest, Romania, April 23-24, 2015.
  • Trempler, K., & Hetmanek, A. (2015). Umgang mit wissenschaftlicher Evidenz im Bildungsbereich. Symposium auf der 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) “Heterogenität. Wert. Schätzen”, Bochum, 11. bis 13. März, 2015.
  • Trempler, K., Hetmanek, A., Wecker, C., Kiesewetter, J., Wermelt, M., Fischer, M. R., ... Gräsel, C. (2015, März). Nutzung von Evidenz im Bildungsbereich Validierung eines Instruments zur Erfassung von Kompetenzen der Informationsauswahl und Bewertung von Studien. Vortrag auf der 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Heterogenität. Wert. Schätzen., Bochum, 11. bis 13. März, 2015.
  • Vogel, F., Kollar, I., Wecker, C. & Fischer, F. (2015, März). Effekte von computerunterstützten Kollaborationsskripts auf domänenspezifisches Wissen: Eine Metaanalyse. Vortrag auf der 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Heterogenität. Wert. Schätzen., Bochum, 11. bis 13. März, 2015.
  • Wecker, C., Ufer, S., & Mahl, C. (2015, März). Vom Vormachen zum Selbermachen: Fading von Lösungsschritten bei der Demonstration von Strategien im Mathematikunterricht. Vortrag auf der 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Heterogenität. Wert. Schätzen., Bochum, 11. bis 13. März, 2015.
  • Wecker, C., Ufer, S. & Mahl, C. (2015, September). Lösungsbeispiele im Unterricht: Effekte des Fadings von Lösungsschritten bei der Demonstration von Strategien. Vortrag auf der 16. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Kassel, September 14-16, 2015.
  • Wecker, C., Vogel, F., & Hetmanek, A. (2015, August). Problems of meta-meta-analysis: A re-analysis of Hattie’s findings on problem-based learning. Vortrag auf der 16th Biennial Conference for Research on Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) "Towards a reflective society: synergies between learning, teaching and research", Limassol, Zypern, 26. bis 29. August, 2015.
  • Wermelt, M., Hetmanek, A., Wecker, C., Trempler, K., Gräsel, C., Fischer, F., Fischer, M. R., Kiesewetter, J. (2015, März). Competency-based medical education: Certainty in evidence-based decision-making in own and other domain. Paper presented at the 4th Research in Medical Education (RIME) Symposium 2015, Munich, Germany, March 19-21, 2015.
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2014

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Eberle, J., Stegmann, K., & Fischer, F. (2014). Legitimate peripheral participation in communities of practice. Participation support structures for newcomers in faculty student councils. Journal of the Learning Sciences, 23(2), 216-244.
  • Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., Pankofer, S., Fischer, M., Strijbos, J.-W., Heene, M., & Eberle, J. (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45. doi:10.14786/flr.v2i2.96 [Online]
  • Goeze, A., Zottmann, J. M., Vogel, F., Fischer, F., & Schrader, J. (2014). Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education. Instructional Science, 42(1), 91-114. [Online]
  • Jacobs, F., Stegmann, K., & Siebeck, M. (2014). Promoting medical competencies through international exchange programs: benefits on communication and effective doctor-patient relationships. BMC Medical Education, 14(1), 43. doi:10.1186/1472-6920-14-43
  • Kollar, I., Pilz, F., & Fischer, F. (2014). Why it is hard to make use of new learning spaces: a script perspective. Technology, Pedagogy and Education, 23(1), 7-18.
  • Kollar, I., Ufer, S., Reichersdorfer, E., Vogel, F., Fischer, F., & Reiss, K. (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. Learning and Instruction, 32, 22-36.
  • Murillo Montes de Oca, A. & Nistor, N. (2014). Non-significant intention–behavior effects in educational technology acceptance: A case of competing cognitive scripts?. Computers in Human Behavior, 34, 333-338. doi:10.1016/j.chb.2014.01.026
  • Murillo Montes de Oca, A., Nistor, N., Dascalu, M. & Trausan-Matu, S. (2014). Designing Smart Knowledge Building Communities. Interaction Design and Architecture(s) Journal, 22, 9-21. [Online]
  • Nistor, N., Lerche, T., Weinberger, A., Ceobanu, C., & Heymann, J. O. (2014). Towards the integration of culture in the Unified Theory of Acceptance and Use of Technology. British Journal of Educational Technology, 45(1), 36-55. [Open access LMU] [Online]
  • Schworm, S., & Bolzer, M. (2014). Learning with video-based examples - Are you sure you do not need help?. Journal of Computer Assisted Learning, 30(6), 546-558. doi:10.1111/jcal.12063
  • Wecker, C., & Fischer, F. (2014). Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning. Computers & Education, 75, 218-228.
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H., & Fischer, F. (2014). Förderung von Theoriewissen durch die Präsentation theoretischer Ideen beim Forschenden Lernen - Effekte bei Mädchen und Jungen. Psychologie in Erziehung und Unterricht, 61(1), 15-27. [Online]

Monographien/ Books

  • Heitzmann, N. (2014). Fostering diagnostic competence in different domains. Dissertation, Ludwig-Maximilians-University, Munich, Germany. [Open access LMU]

Herausgeberschaften/ Editorial activities

  • Fischer, F., Wild, F., Sutherland, R., & Zirn, L. (2014). Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous. Springer International Publishing. [Online]
  • Sutherland, R., & Fischer, F. (2014). Future learning spaces: design, collaboration, knowledge, assessment, teachers, technology and the radical past. Technology, Pedagogy and Education, 23(1), 1-5.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014, July). Effects of peer feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing of written peer feedback: An eye tracking study. Paper presented at the Junior Researchers (JURE) conference, Nicosia, Cyprus, June 30 - July 4, 2014.
  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014, August). Effects of peer feedback content and senders’ competence on perceptions and mindful cognitive processing of written peer feedback. Paper presented the European Association for Research on Learning and Instruction (EARLI SIG1) conference, Madrid, Spain, August 27-29, 2014.
  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014, August). Effects of peer feedback content and senders’ competence on perceptions and mindful cognitive processing of written peer feedback. Paper presented at the European Association for Research on Learning and Instruction (EARLI SIG 6/7) conference, Rotterdam, The Netherlands, August 27-29, 2014.
  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014, July). The application of eye tracking as a link between peer feedback characteristics, perceptions and performance. Paper presented at the 18th Junior Researchers (JURE) conference, Nicosia, Cyprus, June 30 - July 4, 2014.
  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014, August). The application of eye tracking as a link between peer feedback characteristics, perceptions and performance. Paper presented at the European Association for Research on Learning and Instruction (EARLI SIG 1) Conference, Madrid, Spain, August 27-29, 2014.
  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014, August). The application of eye tracking as a link between peer feedback characteristics, perceptions and performance. Paper presented at theEuropean Association for Research on Learning and Instruction (EARLI SIG 6/7) Conference, Rotterdam, The Netherlands, August 27-29, 2014.
  • Engelmann, K., & Fischer, F. (2014, September). Die Förderung von wissenschaftlichem Denken - Eine Metaanalyse. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) "Die Vielfalt der Psychologie", Bochum, 21. bis 25. September 2014.
  • Engelmann, K., & Fischer, F. (2014, Juni). Fostering scientific reasoning: A meta-analysis on intervention studies. Vortrag auf der 11th International Conference of the Learning Sciences (ICLS) 2014 "Learning and Becoming in Practice", Boulder, Colorado, 23. bis 27. Juni 2014.
  • Fischer, F., Wecker, C., Hetmanek, A., Osborne, J., Chinn, C. A., Duncan, R. G., Rinehart, R. W., Siler, S. A., Klahr, D. & Sandoval, W. A. (2014, Juni). The Interplay of Domain-Specific and Domain-General Factors in Scientific Reasoning and Argumentation. Symposium auf der 11th International Conference of the Learning Sciences (ICLS) 2014 "Learning and Becoming in Practice", Boulder, Colorado, 23. bis 27. Juni 2014.
  • Hetmanek, A., Kiesewetter, J., Wecker, C., Trempler, K., Fischer, M. R., Gräsel, C., & Fischer, F. (2014a). Argumentieren mit Evidenzen im Bildungsbereich. Kompetenzen der Bewertung von Studien. Konferenzbeitrag auf der 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt, 03. bis 05. März 2014.
  • Hetmanek, A., Wecker, C., Kiesewetter, J., Trempler, K., Hake, C., Gräsel, C., Fischer, M. R., & Fischer, F. (2014c). In which contexts of application do teachers use products of educational research as a resource? Findings from an interview study. Paper presented at European Association for Research on Learning and Instruction (EARLI) Special Interest Group “Research in Teaching and Teacher Education (SIG 11)” Conference, Frauenchiemsee, Germany, June 16-18, 2014.
  • Hetmanek, A., Wecker, C., Kiesewetter, J., Trempler, K., Hake, C., Gräsel, C., Fischer, M. R., & Fischer, F. (2014f). Kompetenzen der Nutzung wissenschaftlicher Evidenzen im Bildungsbereich – Validierung eines Messinstruments. Konferenzbeitrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie „Die Vielfalt der Psychologie”, Bochum, 21. bis 25. September 2014.
  • Hetmanek, A., Wecker, C., Kiesewetter, J., Trempler, K., Hake, C., Gräsel, C., Fischer, M. R., & Fischer, F. (2014b). Lowering the bar for evidence-based practice in teaching – what structured abstracts may contribute. Paper presented at the European Association for Research on Learning and Instruction (EARLI) Special Interest Group “Research in Teaching and Teacher Education (SIG 11)” Conference, Frauenchiemsee, Germany, June 16-18, 2014.
  • Hetmanek, A., Wecker, C., Kiesewetter, J., Trempler, K., Hake, C., Gräsel, C., Fischer, M., & Fischer, F. (2014, September). Wozu nutzen Lehrkräfte welche Ressourcen? Eine Interviewstudie zur Schnittstelle zwischen bildungswissenschaftlicher Forschung und professionellem Handeln. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) "Die Vielfalt der Psychologie", Bochum, 21. bis 25. September 2014.
  • Kim, J.-H., Strijbos, J.-W., & Kollar, I. (2014, August). Involving student assessors in direct-performance assessment: A qualitative content analysis of provided feedback. Paper presented the EARLI SIG-1 conference, Madrid, Spain, August 27-29, 2014.
  • Melle, J., Mörwald, E., Hetmanek, A., Hake, C., Trempler, K., Gräsel, C., Fischer, F., Fischer, M. R., Kiesewetter, J. (2014g). The relationship of certainty and performance in medical students’ evidence-based argumentation in their own domain of medicine and the foreign domain of education. Short communication accepted for the Association of Medical Education Europe Conference, Milano, Italy, August 30 - September 3, 2014.
  • Murböck, J., & Stegmann, K. (2014, September). Der Effekt des Zeitpunkts kognitiver Modellierung und Scaffolding auf den Fertigkeitserwerb in empirischen Forschungsmethoden. Vortrag auf der 79. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) der Deutschen Gesellschaft für Erziehung (DGfE), Hamburg, 15.-17. September 2014.
  • Murböck, J., & Stegmann, K. (2014, September). Der Effekt des Zeitpunkts kognitiver Modellierung und Scaffolding auf den Fertigkeitserwerb in empirischen Forschungsmethoden. Vortrag auf der 79. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) der Deutschen Gesellschaft für Erziehung (DGfE), Hamburg, 15.-17. September 2014.
  • Murillo Montes de Oca, A., Nistor, N. & Datcu, M. (2014, March). A case study for user evaluation of a CBIR tool: An application of open-ended feedback with comment clustering and inductive categorization. Paper presented at the Image Information Mining Conference: The Sentinels Era (ESAEUSC-JRC 2014), Bucharest, Romania, March 5-7, 2014.
  • Schultz-Pernice, F. (2014). Deutsch als Fremdsprache unter medienpädagogischer Perspektive. Vortrag auf dem 8. Argentinischen Deutschlehrerkongress, Rosario, Argentinien, 19.-22. Juni 2014.
  • Schultz-Pernice, F. (2014). Narrative und normative Probleme des seriellen Erzählens und ihr didaktisches sowie medienerzieherisches Potential am Beispiel von TV-Serien. Vortrag auf dem 20. Symposion Deutschdidaktik, Basel, 7.-11. September 2014.
  • Schwaighofer, M., Fischer, F. & Bühner, M. (2014, September). Arbeitsgedächtnistrainings: Eine Metaanalyse unter Einbezug neuerer Studien und Berücksichtigung möglicher Moderatoren. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) "Die Vielfalt der Psychologie", Bochum, 21. bis 25. September 2014.
  • Trempler, K., Kiesewetter, J., Hake, C., Hetmanek, A., Wecker, C., Fischer, F., Fischer, M. & Gräsel, C. (2014, September). Kompetenz zum evidenzbasierten Argumentieren angehender Lehrkräfte: Entwicklung und Validierung eines Messinstruments. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) "Die Vielfalt der Psychologie", Bochum, 21. bis 25. September 2014.
  • Vogel, F., Kollar, I., Wecker, C. & Fischer, F. (2014, September). The Role of Content Support and Transactivity for Effects of Computer-Supported Collaboration Scripts on Domain-Specific Learning: A Meta-Analysis. Paper presented at the International Conference on Intelligent Networking and Collaborative Systems (INCoS-2014), Salerno, September 10 to 12, 2014.
  • Wecker, C. (2014, Juni). How Do Learners Process Information in Lectures? The Role of Projected Slides and Type of Note-taking. Vortrag auf der 11th International Conference of the Learning Sciences (ICLS) 2014 "Learning and Becoming in Practice", Boulder, Colorado, 23. bis 27. Juni 2014.
  • Wecker, C. (2014, September). Warum können projizierte Folien in Vorlesungen den Erwerb von Wissen über nur mündlich dargebotene Informationen beeinträchtigen?. Vortrag auf der 79. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) “Der Forschung – der Lehre – der Bildung”, Hamburg, 15. bis 17. September 2014.
  • Wecker, C. (2014, August). What explains the speech suppression effect of computer-based slide projections?. Vortrag auf dem Joint meeting "Seeing eye to eye: New approaches to studying and designing social aspects of learning and instruction" der SIG 6 "Instructional Design" und 7 "Learning and Instruction with Computers" der European Association for Research on Learning and Instruction (EARLI), Rotterdam, 27. bis 29. August 2014.
  • Wecker, C., Hetmanek, A., & Fischer, F. (2014). Do cross-domain skills of scientific reasoning and argumentation exist?. Paper presented at the 11th International Conference of the Learning Sciences, Boulder, Colorado, USA, June 23-27, 2014.
  • Wermelt, M., Melle, J., Mörwald, E., Hetmanek, A., Wecker, C., Trempler, K., Schelling, J., Gräsel C., Fischer, F., Fischer, M. R., Kiesewetter, J. (2014). Kompetent Argumentieren mit Evidenzen” – Entscheidungen aufgrund wissenschaftlicher Evidenzen – eine domänenspezifische oder übergreifende Fähigkeit? Poster auf der Jahrestagung der Gesellschaft für Medizinische Ausbildung, Hamburg, 25. bis 27. September 2014.

Forschungs-Praxis-Transfer/ Dissemination

  • Wecker, C. (2014). PowerPoint als Lernhindernis? Eine Präsentation ist keine Datei. Wirtschaftspsychologie aktuell, 21(3), 44-48.
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2013

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56-66.
  • Kollar, I., & Fischer, F. (2013). Orchestration is nothing without conducting – but arranging ties the two together! A response to Dillenbourg (2011). Computers & Education, 69, 507-509.
  • Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and location effects. Computers and Education, 68(1), 2822-2292.
  • Nistor, N., Göğüş, A., & Lerche, T. (2013). Educational technology acceptance across national and professional cultures: A European study. Educational Technology Research and Development, 61(4), 733-749. [Online]
  • Schürer-Maly, C., Wood, W., Falbo, R., Brambilla, P., Heller, C., Schwarz, P., et al. (2013). An educational Web-Based External Quality Assessment - Outcome and evaluation: First Experiences with Urinary Sediment and Haemostaseology. Clin Lab, 59(9-10), 1061-1069.
  • Wecker, C. (2013). How to support prescriptive statements by empirical research: Some missing parts. Educational Psychology Review, 25(1), 1-18. [Online]
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H., & Fischer, F. (2013). Presenting theoretical ideas prior to inquiry activities fosters theory-level knowledge. Journal of Research in Science Teaching, 50(10), 1180-1206. [Online]
  • Weinberger, A., Marttunen, M., Laurinen, L., & Stegmann, K. (2013). Inducing socio-cognitive conflict in Finnish and German groups of online learners by CSCL script. International Journal of Computer-Supported Collaborative Learning, 8(3), 333-349.
  • Zottmann, J., Stegmann, K., Strijbos, J.-W., Vogel, F., Wecker, C., & Fischer, F. (2013). Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence. Computers in Human Behavior, 29(5), 2100-2108.

Monographien/ Books

  • Mäkitalo-Siegl, K., & Fischer, F. (2013). Help seeking in computer-supported collaborative science learning environments. In S. A. Karabenick & M. Puustinen (Eds.), Advances in help-seeking research and applications: The role of emerging technologies (pp. 99-120). Charlotte, NC: Information Age Publishing.
  • Schworm, S. & Nistor, N. (2013). Elements of social computing in online help design. Fostering help seeking activities in communities of practice. In S. A. Karabenick & M. Puustinen (Eds.), Advances in help-seeking research and applications: The role of emerging technologies (pp. 179-203). Charlotte, NC: Information Age Publishing.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2013, August). Cognitive processing of written peer-feedback: An eye-tracking study. Poster presented at the 15th biennial EARLI conference, Munich, August 27-31, 2013.
  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2013, August). Cognitive processing of written peer-feedback: An eye-tracking study. Poster presented at the JURE 2013 conference, Munich, August 27-31, 2013.
  • Dingyloudi, F., Strijbos, J.-W., & Fischer, F. (2013, August). Building an effective community of learners: A longitudinal study in higher education. Paper presented at the 15th biennial EARLI conference, Munich, August 27-31, 2013.
  • Eberle, F., Stegmann, K., Lund, K., Barrat, A., Sailer, M., & Fischer, F. (2013). Fostering learning in a scientific community through access to community knowledge. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Eberle, J., Stegmann, K., Lund, K., Barrat, A., Sailer, M., & Fischer, F. (2013, May). The development of collaborations in a scientific community – evidence from an experiment using sociometric RFID devices. Poster presented at XXXIII Sunbelt Social Network Conference of the International Network for Social Network Analysis, Hamburg, May 21 - 26, 2013.
  • Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013, Juni). Advances in the Development of a Script Theory of Guidance for Computer-Supported Collaborative Learning. Paper presented at 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013) "To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale", Madison, Wisconsin, June 15-19, 2013.
  • Froschmeier, T., Stegmann, K., Zottmann, J., & Mäkitalo, K. (2013). Instructional support for vicarious learning in teacher education. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Heitzmann, N., Fischer, F., & Fischer, M. (2013). Teachers’ diagnostic competence: Validation of a model and evaluation of instructional support. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Heitzmann, N., Fischer, F., & Fischer, M. (2013). When error-explanation prompts and adaptable feedback cannot support the learning of diagnostic competence. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) "Education and Poverty: Theory, Research, Policy, and Praxis", San Francisco, April 27 - May 1, 2013.
  • Hetmanek, A., Kiesewetter, J., Wolff, S., Trempler, K., Wecker, C., Fischer, F., Fischer, M. & Gräsel, C. (2013, März). Schnittstellen zwischen Unterrichtsalltag und empirischer Forschung: Eine Interviewstudie zur Nutzung bildungswissenschaftlicher Evidenzen bei Lehrkräften. Vortrag auf der 1. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Bildungsverläufe über die Lebensspanne“, Kiel, 11. bis 13. März 2013.
  • Hetmanek, A., Wecker, C., & Fischer, F. (2013). Does domain-general argumentation competence exist?. Paper accepted at 15th Biennal Conference of the European Association for Research in Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Kiesewetter, J., Hetmanek, A., Wecker, C., Trempler, K., Fischer, F., Gräsel, C., & Fischer, M.R. (2013). Kompetent Argumentieren mit Evidenzen – Die Bewertung von Evidenz – eine Weiterentwicklung von QUESTS. Konferenzbeitrag auf der Jahrestagung der Gesellschaft für Medizinische Ausbildung „Tradition: Hemmschuh oder Chance“, Graz, Österreich, 26.-28. September 2013.
  • Kim, J., Strijbos, J.-W., & Kollar, I. (2013, August). Performance-based assessment for diagnosing beginners: The viability of involving peer-raters. Paper presented at the 15th biennial EARLI conference, Munich, August 27-31, 2013.
  • Kim, J.-H., Strijbos, J.-W. & Kollar, I. (2013, August). Performance-based assessment for diagnosing beginners: The viability of involving peer-rates. Poster presented at the JURE 2013 conference, Munich, August 27-31, 2013.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2013, August). Bringing high school students’ collaborative online search processes to a higher level: Effects of small group collaboration scripts and classroom scripts. Paper presented at the 15th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) "Responsible Teaching and Sustainable Learning", Munich, August 27-31, 2013.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2013, Juni). When Instruction Supports Collaboration, but Does not Lead to Learning – the Case of Classroom and Small Group Scripts in the CSCL Classroom. Paper presented at 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013) "To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale", Madison, Wisconsin, June 15-19, 2013.
  • Mu, J., Stegmann, K., & Fischer, F. (2013). How collaboration scripts are internalized: A script theory of guidance perspective. Paper presented at 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013) "To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale", Madison, Wisconsin, June 15-19, 2013.
  • Pilz, F., Stegmann, K., Siebeck, M., & Fischer, F. (2013). Instructional support for vicarious learning in medical education. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Reichersdorfer, E., Vogel, F., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2013). The role of differentially guided instruction on learner’s discussions during problem-based learning. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Stegmann, K. (2013). Advances in the analysis of discourse in Computer-Supported Collaborative Learning. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Stegmann, K., Eberle, J., Lund, K., Barrat, A., & Fischer, F. (2013). Collaboration in a scientific community of practice: Effects of accessibility of community knowledge. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2013). The model of argumentative knowledge construction: knowledge acquisition by argumentation. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich,  August 27-31, 2013.
  • Strijbos, J.-W., Fischer, F., Cress, U., Looi, C.-K., Puntambekar, S., Reimann, P., Rosé, C., & Slotta, J. (2013, June). From research instruments to classroom assessments: A call for tools to assist teacher assessment of collaborative learning. Panel discussion conducted at CSCL 2013, Madison, Wisconsin, June 15-19, 2013.
  • Strijbos, J.-W., Kim, J.-H., & Kollar, I. (2013, September). Bewertungen von Leistungen von Erstsemesterstudierenden in einem performanzbasierten Assessment: Ist Peer-Rating eine Option? [Performance-based assessment of first semester students: Is peer-rating an option?]. Paper presented at the PAEPS conference, Hildesheim, Germany, September 23-25, 2013.
  • Vogel, F., Kollar, I., Wecker, C., & Fischer, F. (2013). The impact of CSCL scripts on the acquisition of knowledge and skills: A Meta-Analysis. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Vogel, F., Reichersdorfer, E., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2013). Bedeutung konstruktiver und transaktiver Lernprozesse beim Lernen mit Kooperationsskripts und heuristischen Lösungsbeispielen in der Mathematik. Paper presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPS), Hildesheim, Germany, September 23-25, 2013.
  • Vogel, F., Reichersdorfer, E., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2013). Is there synergy of domain-specific and collaboration support in fostering argumentation skills?. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, August 27-31, 2013.
  • Wagner, M., Stegmann, K., Fischer, F., & Strijbos, J.-W. (2013, September). Überprüfung eines Akzeptanzmodells von Lerntechnologien an Stichproben von Studenten und Lehrern [Validation of a technology acceptance model with students and teachers]. Paper presented at the AEPF conference, Dortmund, September 25-27, 2013.
  • Wecker, C. (2013, August). A negative effect of projected slides on learning in lectures with and without note-taking. Paper presented at the 15th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) "Responsible Teaching and Sustainable Learning", Munich, August 27-31, 2013.
  • Wecker, C. (2013, März). Beeinträchtigung des Wissenserwerbs beim Lernen in Vorlesungen mit projizierten Folien – unabhängig vom Anfertigen von Notizen. Vortrag auf der 1. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Bildungsverläufe über die Lebensspanne“, Kiel, 11. bis 13. März 2013.
  • Wecker, C. (2013, August). Does PowerPoint foster learning? A meta-analysis. Paper presented at the 15th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) "Responsible Teaching and Sustainable Learning", Munich, August 27-31, 2013.

Forschungs-Praxis-Transfer/ Dissemination

  • Wecker, C. (2013). Beeinträchtigungen des Wissenserwerbs bei Präsentationen. Erziehungswissenschaft, 46, 48f.
nach oben

2012

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Gögüs, A., Nistor, N. & Lerche, T. (2012). Educational technology acceptance from cross-cultural perspective: A validation of the Unified Theory of Acceptance and Use of Technology in the context of Turkish national culture. Turkish Online Journal of Educational Technology, 11(4), 394–408.
  • Mu, J., Stegmann, K., Mayfield, E., Rosé, C. & Fischer, F. (2012). The ACODEA framework: Developing segmentation and classification schemes for fully automatic analysis of online discussions. International Journal of Computer-Supported Collaborative Learning, 7(2), 285–305.
  • Nistor, N. (2012). Online conceptual artefacts and their acceptance among adult users. Bulletin of the Graduate School of Education, Hiroshima University, 61(1), 1-9.
  • 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. & Fischer, F. (2012). Communities of practice in academia: Testing a quantitative model. Learning, Culture and Social Interaction, 1(2), 114-126. [Open access LMU] [Online]
  • 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. [Open access LMU] [Online]
  • Nistor, N., Wagner, M. & Heymann, J. O. (2012). Prädiktoren und Moderatoren der Akzeptanz von Bildungstechnologien. Die Unified Theory of Acceptance and Use of Technology auf dem Prüfstand. Empirische Pädagogik, 26(3), 343-370.
  • Nistor, N. & Weinberger, A. (2012). Editorial zum Themenheft „Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde". Zeitschrift für Empirische Pädagogik, 26(3), 339–342.
  • Stegmann, K., Pilz, F., Siebeck, M., & Fischer, F. (2012). Vicarious learning during simulations: Is it more effective than hands-on training?. Medical Education, 46(10), 1001-1008.
  • 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.
  • Wecker, C., Stegmann, K., & Fischer, F. (2012). Lern- und Kooperationsprozesse: Warum sind sie interessant und wie können sie analysiert werden?. REPORT: Zeitschrift für Weiterbildungsforschung, 35(3), 30-41.
  • Zottmann, J., Goeze, A., Frank, C., Zentner, U., Fischer, F., & Schrader, J. (2011). Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment - a matter of perspective?. Interactive Learning Environments, 20(6), 513-532. [Online]

Monographien/ Books

  • Wecker, C. (2012). Vom Sollen zum Können: Fading instruktionaler Skripts zur Förderung von Argumentationskompetenz. Münster: Waxmann.

Herausgeberschaften/ Editorial activities

  • Nistor, N. & Weinberger, A. (Hrsg.). (2012). Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde. Themenheft von Empirische Pädagogik, 26(3).

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Baltes, B., Nistor, N., & Smeaton, G. (2012, October). Identifying discrepancies between expertise and expert status in academic virtual communities of practice. Poster presented at the 18th Annual Sloan Consortium International Conference on Online Learning, Lake Buena Vista, Florida, October 10 to 12, 2012.
  • Benetou, E., & Nistor, N. (2012, September). Play for children, work for parents! Patterns of educational technology acceptance over generations. Paper presented at the EARLI SIG 6 & 7 Conference 2012: "Instructional Design" and "Learning and Instruction with Computers", Bari, Italy, September 11 to 13, 2012.
  • Brendel, T., Eberle, J., Holzer, M., Stegmann, K., Fischer, F., & Fischer, M. R. (2012, August). Medical qualification online (Quomed) – An innovative and interactive online CME programme for general practitioners. Paper presented at the Conference of the Association for Medical Education in Europe (AMEE), Lyon, France, August 25 to 29, 2012.
  • De Hei, M., Sjoer, E., & Strijbos, J. W. (2012, June). De invloed van het onderwijsontwerp op leeropbrengsten van samenwerkend leren op Pabo's. Paper presented at the Educational Research Days 2012, Wageningen, The Netherlands, June 20 to 22, 2012.
  • Göğüş, A., & Nistor, N. (2012, July). A validation of the UTAUT measure instrument for educational technology acceptance in Turkey. Paper presented at the International Educational Technology Conference IETC 2012, Taipei, China, July 11 to 13, 2012.
  • Heitzmann, N., Fischer, F., & Fischer, M. (2012, September). Förderung von Diagnosekompetenz: Effekte von Selbsterklärungsprompts und adaptierbarem Feedback. Paper presented at the 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bielefeld, Germany, September 10 to 12, 2012.
  • Heitzmann, N., Fischer, M., & Fischer, F. (2012, September). Messung und Förderung von Diagnosekompetenz: Ein interdisziplinärer Ansatz mit fehlerhaften Lösungsbeispielen. Paper presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Bochum, Germany, September 27 to 29, 2012.
  • Holzer, M., Eberle, F., Brendel, T., Stegmann, K., Fischer, F., & Fischer, M. (2012, April). Quomed – Evaluation eines Online-Fortbildungskonzepts für Hausärzte. Vortrag auf dem 16. Workshop der Arbeitsgruppe Computerunterstützte Lehr- und Lernsysteme in der Medizin (AG CBT), Saarbrücken, 23. bis 24. April 2012.
  • Kiesewetter, J., Wecker, C., Gräsel, C., Fischer, F., & Fischer, M. R. (2012, September). Kompetent Argumentieren mit Evidenzen - Kompetenzmessung in den Erziehungswissenschaften und der Medizin. Vortrag auf der Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Aachen, 27.-29. September 2012.
  • Kollar, I., Ufer, S., Lorenz, E., Vogel, F., Reiss, K., & Fischer, F. (2012, July). Using heuristic worked examples and collaboration scripts to help learners acquire mathematical argumentation skills. Paper presented at the ICLS 2012 „The Future of Learning”, Sydney, Australia, July 2 to 6, 2012.
  • Kollar, I., Wecker, C., Langer, S., & Fischer, F. (2012, August). Effects of small-group collaboration scripts and classroom scripts on online search competence during a Biology inquiry unit. Paper presented at the EARLI SIG 20: Computer-Supported Inquiry Learning Conference, Bochum, August 22 to 24, 2012.
  • Kollar, I., Wecker, C., Langer, S., & Fischer, F. (2012, July). Using Small Group and Classroom Scripts to Foster High School Students’ Acquisition of Online Search Competence. Paper presented at the ICLS 2012 „The Future of Learning”, Sydney, Australia, July 2 to 6, 2012.
  • Mäkitalo, K., Froschmeier, T., Zottmann, J., & Stegmann, K. (2012, November). Learn how to teach sport through observation. Paper presented at the EAPRIL 2012 Conference: Creating competence – Innovations in Learning and Development, Jyväskylä, Finland, November 28 to 30, 2012.
  • Nistor, N. (2012, Sepember). A cross-cultural view of educational technology acceptance. Paper presented at the 28th Annual Conference of Japan Society for Educational Technology, Nagasaki, Japan, September 15 to 17, 2012.
  • Nistor, N., Lerche, T., Weinberger, A., & Ceobanu, C. (2012, April). The influence of culture and infrastructure availability on educational technology acceptance: Extending the Unified Theory of Acceptance and Use of Technology. Paper presented at the Asian Conference on Technology in the Classroom (ACTC), Osaka, Japan, April 26 to 28, 2012.
  • Nistor, N., Schworm, S., & Werner, M. (2012, July). Online help-seeking in communities of practice: An acceptance model for conceptual artifacts. Paper presented at the ICALT 2012 - 12th IEEE International Conference on Advanced Learning Technologies, Rome, Italy, July 6 to 6, 2012.
  • Nistor, N., & Stanciu, I. D. (2012, August). Sense of community in academic communities of practice. Paper presented at the International Conference on Motivation (ICM), Frankfurt, Germany, August 28 to 30, 2012.
  • Nistor, N., Stanciu, I. D., Vanea, C., Sasu, V. M., & Dragotă, M. (2012, August/September). Elements of situated learning in young Romas’ successful learning biographies. Paper presented at the EARLI SIG 10 & 21: "Social Interaction in Learning and Instruction" and "Learning and Teaching in Culturally Diverse Settings", Belgrad, Serbia, August 30 to September 1st, 2012.
  • Panadero, E., Romero, M., & Strijbos, J. W. (2012, August). Friendship in the reliability of non-rubric and rubric-based peer assessment. Paper presented at the EARLI SIG 1: Assessment and Evaluation Conference, Brüssel, Belgium, August 28 to 31, 2012.
  • Rachel, A., Wecker, C., Heran-Dörr, E., Wiesner, H., & Fischer, F. (2012, July). Inquiry Learning with elementary school children: Prior or subsequent presentation of theoretical background information?. Paper presented at the ICLS 2012 „The Future of Learning”, Sydney, Australia, July 2 to 6, 2012.
  • Reas, A., Schellens, T., De Wever, B., Kollar, I., Wecker, C., Langer, S., Fischer, F., Tissenbaum, M., Slotta, J., Peters, V., & Songer, N. B. (2012, July). Scripting science inquiry learning in CSCL classrooms. Paper presented at the ICLS 2012 „The Future of Learning”, Sydney, Australia, July 2 to 6, 2012.
  • Reichersdorfer, E., Reiss, K., Ufer, S., Vogel, F., Fischer, F., & Kollar, I. (2012, September). Problembasierte Lernumgebungen mit unterschiedlichem Grad instruktionaler Unterstützung zur Förderung mathematischer Argumentationskompetenz. Paper presented at the 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bielefeld, Germany, September 10 to 12, 2012.
  • Reichersdorfer, E., Vogel, F., Ufer, S., Kollar, I., Reiss, K., & Fischer, F. (2012, March). Effekte heuristischer Lösungsbeispiele in kooperativen Settings auf mathematische Argumentationskompetenz bei Lehramtsstudierenden. Vortrag auf der 46. Jahrestagung für Didaktik der Mathematik, Weingarten, 5. bis 9. März 2012.
  • Stanciu, I. D., & Nistor, N. (2012, August). Graduate students' rationality and academic motivation. Poster presented at the International Conference on Motivation (ICM), Frankfurt, Germany, August 28 to 30, 2012.
  • Stanciu, I. D., & Nistor, N. (2012, July). Rationality and control in academic settings. Paper presented at the Junior Researchers Conferences of EARLI (JURE), Regensburg, Germany, July 23 to 27, 2012.
  • Vogel, F., Kollar, I., & Fischer, F. (2012, July). Effects of computer-supported collaboration scripts on domain-specific and domain-general learning outcomes: a meta-analysis. Paper presented at the ICLS 2012 „The Future of Learning”, Sydney, Australia, July 2 to 6, 2012.
  • Vogel, F., Lorenz, E., Ufer, S., Kollar, I., Reiss, K., & Fischer, F. (2012, September). Computerunterstütztes kooperatives Lernen mit heuristischen Lösungsbeispielen und Kooperationsskripts zur Förderung mathematischer Argumentationskompetenz. Vortrag auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPS), Bielefeld, 23. bis 27. September 2012.
  • Vogel, F., Reichersdorfer, E., Fischer, F., Kollar, I., Reiss, K., & Ufer, S. (2012, April). Learning Argumentation Skills in Mathematics Education using Collaboration Scripts. Poster presented at the Annual Meeting of the American Educational Research Association (AERA) "Non Satis Scire: To Know Is Not Enough", Vancouver, Canada, April 13 to 17, 2012.
  • Wecker, C., Kollar, I., & Fischer, F. (2012, August). Fostering online search competence in an inquiry learning curriculum: Effects of continuous and faded collaboration scripts. Paper presented at the EARLI SIG 20: Computer-Supported Inquiry Learning Conference, Bochum, August 22 to 24, 2012.
  • 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, July). Building upon what is already there: The role of prior knowledge, background information and scaffolding in Inquiry Learning. Symposium conducted at the ICLS 2012 „The Future of Learning”, Sydney, Australia, July 2 to 6, 2012.
  • Zottmann, J., Vogel, F., Goeze, A., Fischer, F., & Schrader, J. (2012, April). Computer-supported case-based learning for pre-service teachers: Effects of hyperlinks to conceptual knowledge and multiple perspectives. Poster presented at the Annual Meeting of the American Educational Research Association (AERA) "Non Satis Scire: To Know Is Not Enough", Vancouver, Canada, April 13 to 17, 2012.

Forschungs-Praxis-Transfer/ Dissemination

  • Nistor, N. & Weinberger, A. (2012). Editorial zum Themenheft „Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde". Zeitschrift für Empirische Pädagogik, 26(3), 339–342.
  • Wecker, C. (2012). Evidence-based practice in education requires (quasi-)representative designs. The Brunswik Society Newsletter, 27, 46-48. [Online]
nach oben

2011

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • 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. [Online]
  • 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. [Open access LMU] [Online]
  • 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. [Open access LMU] [Online]
  • 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.
  • Stavros, D., Egerter, T., Hanisch, F. & Fischer, F. (2011). Peer review-based scripted collaboration to support domain-specific and domain general knowledge acquisition in computer science. Computer Science Education, 21(1), 29-56. [Online]
  • 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. [Open access LMU] [Online]

Herausgeberschaften/ Editorial activities

  • Fischer, F. & Mäkitalo-Siegl, K. (Eds.). (2011). Special Section II: Stretching the limits in help-seeking research: Theoretical, methodological, and technological advances. Learning and Instruction, 21(2).

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Baltes, B. & Nistor, N. (2011, Juni). Virtual mentoring in communities of practice in an online university. Technology acceptance, technology use and perceptions of the learning process. Paper presentation at the Conference of the International Journal of Arts & Sciences (IJAS), Prague, Czech Republic, June 21-24, 2011.
  • Eberle, J. & Fischer, G. (2011, March). Creating, modifying, and sharing representations in communities. Paper presented at the 1st MUPEMURE workshop at the Alpine Rendez-Vous 2011, La Clusaz, France, March 27 to 31, 2011.
  • Heran-Dörr, E., Rachel, A., Wecker, C., Waltner, C., Wiesner, H. & Fischer, F. (2011, February/March). Instruktionale Unterstützung beim Forschenden Lernen zum Thema "Magnetismus" im naturwissenschaftlichen Sachunterricht. Vortrag auf der 6. Tagung der Sektion Empirische Bildungsforschung der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)/75. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bamberg, 28. Februar bis 2. März 2011.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2011, April). Small group collaboration scripts and classroom scripts to facilitate the acquisition of online search competence in a web-based inquiry curriculum unit. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) "Inciting the Social Imagination: Education Research for the Public Good", New Orleans, Louisiana, April 8 to 12, 2011.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2011, Juli). Orchestrating Web-Based Collaborative Inquiry Learning with Small Group and Classroom Scripts. Paper presented at the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011) „Connecting Computer-Supported Collaborative Learning to Policy and Practice”, Hong Kong, July 4 to 8, 2011.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2011, August/September). Scaffolding web-based inquiry learning in the science classroom: Fostering high-school students’ online search skills with small group collaboration scripts and classroom scripts. Vortrag auf der 14th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) "Education for a Global Networked Society", Exeter, 30. August bis 3. September 2011.
  • Mäkitalo-Siegl, K., Fischer, F., Kahlert, J. & Mekota, A.-M. (2011, November). A model for teachers' collaboration and learning in schools. Paper presented at the EAPRIL 2011 Conference: Balancing workplace learning and practitioner research across professional fields, Nijmegen, The Netherlands, November 23 to 25, 2011.
  • Mäkitalo-Siegl, K., Fischer, F., Mekota, A.-M. & Kahlert, J. (2011, February/March). Novice teachers learn from experienced teachers – and vice versa? – A collaboration scenario for schools. Vortrag auf der 75. Fachtagung Nationale und regionale empirische Bildungsforschung. Sektion 'Empirische Bildungsforschung (AEPF und KBBB)' der DGfE, Bamberg, 28. Februar bis 2. März 2011.
  • 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. Paper presented at the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011) „Connecting Computer-Supported Collaborative Learning to Policy and Practice”, Hong Kong, July 4 to 8, 2011.
  • Nistor, N. (2011, Juni). Quantitative models of communities of practice. A call for research. Paper presentation at the First International Workshop on Semantic and Collaborative Technologies for the Web
(K-Teams),
 Bucharest, Romania, June 21-22, 2011.
  • Nistor, N. (2011, September). Wissensgemeinschaften: Von pädagogisch-psychologischen Theorien und Befunden zur mediendidaktischen Praxis. Vortrag auf der 16. Europäischen Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW) "WissensGemeinschaften", Dresden, 5.-8. September 2011.
  • Nistor, N. & Lerche, T., Ceobanu, C. & Weinberger, A. (2011, September). Kultur und die Akzeptanz der Bildungstechnologien: Eine europäische Vergleichsstudie. Vortrag auf der 13. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPS), Erfurt, 14.-16. September 2011.
  • Nistor, N. & Lerche, T., Ceobanu, C. & Weinberger, A. (2011, September). The influence of culture and infrastructure availability on learners’ technology acceptance. Paper presentation at the 14th biennial conference of the European Association for Research on Learning and Instruction (EARLI) „Education for a Global Networked Society“, Exeter, UK, August 30 to September 3, 2011.
  • Nistor, N. & Lipka-Krischke, D. (2011, September). Eine explorative Studie des Umgangs mit kulturellen Artefakten in musikalischen Wissensgemeinschaften. Vortrag auf der 16. Europäischen Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW) "WissensGemeinschaften", Dresden, 5.-8. September 2011.
  • Nistor, N. & Lipka-Krischke, D. (2011, Februar/März). Eine explorative Studie zum Umgang mit kulturellen Artefakten in Wissensgemeinschaften. Vortrag auf der 75. Tagung der Arbeitsgruppe Empirische Pädagogische Forschung (AEPF), Bamberg, 28. Februar bis 2. März 2011.
  • Nistor, N. & Lipka-Krischke, D. (2011, September). Toward the virtual music school? A study of artefact use in musicians’ communities of practice. Vortrag auf der 14th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) "Education for a Global Networked Society", Exeter, 30. August bis 3. September 2011.
  • Nistor, N. & Schustek, M. (2011, September). Verifying a quantitative model of communities of practice in a computer users’ community. Paper presentation at the Sixth European Conference on Technology Enhanced Learning (EC-TEL), Palermo, Italy, September 20-23, 2011.
  • Nistor, N. & Schustek, M. (2011, September). Wie gut sind die guten alten FAQs? Voraussetzungen der Wissenskommunikation über mediengestützte kulturelle Artefakte in Wissensgemeinschaften. Vortrag auf der 16. Europäischen Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW) "WissensGemeinschaften", Dresden, 5.-8. September 2011.
  • Nistor, N., Schworm, S. & Werner, M. (2011, September). Help-seeking in communities of practice: Design and evaluation of a help system supporting knowledge sharing. Paper presentation at the Sixth European Conference on Technology Enhanced Learning (EC-TEL), Palermo, Italy, September 20-23, 2011.
  • Nistor, N. & Weinberger, A. (2011, September). Cross-cultural aspects of learning technology acceptance. Symposium at the 14th biennial conference of the European Association for Research on Learning and Instruction (EARLI) „Education for a Global Networked Society“, Exeter, UK, August 30 to September 3, 2011.
  • Nistor, N. & Weinberger, A. (2011, September). Medienbasierte Wissensgemeinschaften: Akzeptanz von Bildungstechnologien in kulturellem und interkulturellem Kontext. Vortrag auf der 16. Europäischen Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW) "WissensGemeinschaften", Dresden, 5.-8. September 2011.
  • Nistor, N., Weinberger, A., Ceobanu, C. & Heymann, J. O. (2011, September). Educational technology and culture: The influence of ethnic and professional culture on learners’ technology acceptance. Paper presentation at the Sixth European Conference on Technology Enhanced Learning (EC-TEL), Palermo, Italy, September 20-23, 2011.
  • Rachel, A., Wecker, C., Heran-Dörr, E., Waltner, C., Wiesner, H. & Fischer, F. (2011, August/September). Expository Instruction before Inquiry Learning: Fostering Understanding of "Undiscoverable" Theories. Vortrag auf der 14th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) "Education for a Global Networked Society", Exeter, 30. August bis 3. September 2011.
  • Schürer-Maly, C., Heitzmann, N., Borucki, K., Adler, D., Illigen, D., Schwarz, P., Reinauer, H., Fischer, M. (2011, Oktober). Virtuelle Ringversuche in der Labormedizin – ein Pilotprojekt. Poster für die Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), München, 6.-8. Oktober 2011.
  • Stegmann, K., Mu, J., Gehlen-Baum, V., & Fischer, F. (2011, July). The myth of over-scripting: Can novices be supported too much?. Paper presented at the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011) „Connecting Computer-Supported Collaborative Learning to Policy and Practice”, Hong Kong, July 4 to 8, 2011.
  • Stegmann, K., Wecker, C., Harrer, A., Ronen, M., Kohen-Vacs, D., Dimitriadis, Y., et al. (2011, July). How can current approaches to the transfer of technology-based collaboration script for research and practice be integrated?. Symposium conducted at the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011) „Connecting Computer-Supported Collaborative Learning to Policy and Practice”, Hong Kong, July 4 to 8, 2011.
  • Stegmann, K., Wecker, C., Kollar, I. & Fischer, F. (2011, April). S-COL: Adaptive support for learning on top of diverse web content. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) "Inciting the Social Imagination: Education Research for the Public Good", New Orleans, Louisiana, April 8 to 12, 2011.
  • Stegmann, K., Wecker, C. & Fischer, F. (2011, Juli). S-COL: Scripting for Collaborative Online Learning. Vortrag im Symposium "How Can Current Approaches to the Transfer of Technology-Based Collaboration Scripts for Research and Practice Be Integrated?" auf der 9th International Conference on Computer-Supported Collaborative Learning (CSCL2011) "Connecting computer-supported collaborative learning to policy and practice", Hong Kong, 4. bis 8. Juli 2011.
  • Streng, A., Stegmann, K., Wagner, C., Böhm, S., Hussmann, H., & Fischer, F. (2011, July). Supporting argumentative knowledge construction in face-to-face settings: From ArgueTable to ArgueWall. Paper presented at the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011) „Connecting Computer-Supported Collaborative Learning to Policy and Practice”, Hong Kong, July 4 to 8, 2011.
  • Streng, S., Stegmann, K., Fischer, F., & Hussmann, H. (2011, July). From graphical learning designs to computer-supported collaboration scripts: A rapid development process. Paper presented at the International Conference on Technology-Enhanced Learning (ICTEL 2011), Sofia, Bulgaria, July 25 to 27, 2011.
  • Wang, X., Kollar, I., Stegmann, K., & Fischer, F. (2011, July). Preventing over-scripting effects in computer-supported collaborative learning by adaptable scripts. Paper presented at the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011) „Connecting Computer-Supported Collaborative Learning to Policy and Practice”, Hong Kong, July 4 to 8, 2011.
  • Wecker, C. (2011, August/September). Demonstration of Procedures in Face-to-Face Instruction: Effect of Animated Steps in Worked Examples. Vortrag auf der 14th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) "Education for a Global Networked Society", Exeter, 30. August bis 3. September 2011.
  • Wecker, C. (2011, August/September). PowerPoint Does Not Make Us Stupid – But Extensive Slides Impair Recall of Oral Information!. Vortrag auf der 14th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) "Education for a Global Networked Society", Exeter, 30. August bis 3. September 2011.
  • Wecker, C. & Fischer, F. (2011, Juli). The Role of Argumentation for Domain-Specific Knowledge Gains in Computer-Supported Collaborative Learning: A Meta-Analysis. Vortrag auf der 9th International Conference on Computer-Supported Collaborative Learning (CSCL2011) "Connecting computer-supported collaborative learning to policy and practice", Hong Kong, 4. bis 8. Juli 2011.
  • Wecker, C., Kollar, I. & Fischer, F. (2011, Juli). Explaining the Effects of Continuous and Faded Scripts on Online Search Skill: The Role of Collaborative Strategy Practice. Vortrag auf der 9th International Conference on Computer-Supported Collaborative Learning (CSCL2011) "Connecting computer-supported collaborative learning to policy and practice", Hong Kong, 4. bis 8. Juli 2011.
  • Wecker, C., Kollar, I. & Fischer, F. (2011, August/September). Strategy Performance Mediates Effects of Continuous and Faded Scripts on Online Search Competence. Vortrag auf der 14th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) "Education for a Global Networked Society", Exeter, 30. August bis 3. September 2011.
  • Wecker, C., Kollar, I., Fischer, F. & Prechtl, H. (2011, April). Fostering scientific literacy in inquiry classrooms with continuous and fading computer-supported collaboration scripts. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) "Inciting the social imagination: Education research for the public good", New Orleans, Louisiana, April 8 to 12, 2011.
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H. & Fischer, F. (2011, August/September). Teaching Magnetism to Primary School Children by Combining Expository Instruction and Guided Inquiry. Vortrag auf der 14th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) "Education for a Global Networked Society", Exeter, 30. August bis 3. September 2011.
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H. & Fischer, F. (2011, February/March). Theorien über Unbeobachtbares im Physikunterricht am Gymnasium: Wann ist expositorische Instruktion angebracht?. Vortrag auf der 6. Fachtagung der Sektion Empirische Bildungsforschung der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)/ 75. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bamberg, 28. Februar bis 2. März 2011.
  • Zottmann, J., Goeze, A., Fischer, F. & Schrader, J. (2011, August / September). Enhancing Computer-Supported Case-Based Learning for Pre-Service Teachers - A Matter of Perspective?. Paper presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Exeter, United Kingdom.
  • Zottmann, J., Stegmann, K., Vogel, F., Wecker, C. & Fischer, F. (2011, August/September). Investigating Knowledge Convergence in Computer-Supported Collaborative Learning with Video Cases. Vortrag auf der 14th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) "Education for a Global Networked Society", Exeter, 30. August bis 3. September 2011.
  • Zottmann, J., Vogel, F., Fischer, F., Goeze, A. & Schrader, J. (2011, July). Enhancing Computer-Supported Case-Based Learning for Pre-Service Teachers: Effects of Hyperlinks to Multiple Perspectives and Conceptual Knowledge. Poster presented at the 9th International Conference on Computer Supported Collaborative Learning (CSCL), Hong Kong, China.
  • Zottmann, J., Vogel, F., Stegmann, K., Wecker, C. & Fischer, F. (2011, September). Wissenskonvergenz beim computerunterstützten kooperativen Lernen mit digitalen Videofällen. Paper presented at the 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Klagenfurt, Austria.
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2010

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • 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. [Open access LMU] [Online]
  • 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. [Open access LMU] [Online]
  • 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. [Online]
  • Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672. [Open access LMU] [Online]
  • 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. [Online]
  • 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. [Open access LMU] [Online]
  • 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. [Open access LMU] [Online]

Monographien/ Books

  • Heitzmann, N. (2010). Förderung von Diagnosekompetenz durch beispielbasiertes Lernen: Der Einfluss von Fehlern. Saarbrücken: VDM Dr. Müller.

Herausgeberschaften/ Editorial activities

  • Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F. & Fischer, F. (Eds.). (2010). Classroom of the future. Orchestrating collaborative spaces. Rotterdam: Sense.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Avila, J., Eberle, J., Kühne-Eversmann, L., Holzer, M., Stegmann, K., Brendel, T., et al. (2010, September). Quomed: Qualifikation online Medizin: ein innovatives und interaktives Fortbildungskonzept für Hausärzte. Poster auf der Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Bochum, 23.-25. September 2010.
  • Brendel, T., Avila, J., Eberle, J., Kühne-Eversmann, L., Holzer, M., Sostmann, K., et al. (2010, April). Qualifikation Online Medizin (QUOMED) – Ein innovatives und interaktives Online-Fortbildungskonzept für Hausärzte. Poster für den 14. Workshop der gmds-Arbeitsgruppe "Computerunterstützte Lehr- und Lernsysteme in der Medizin (CBT)" und des GMA-Ausschusses "Neue Medien", Witten, 16.-17. April 2010.
  • Brendel, T., Kühne-Eversmann, L., Eberle, J., Sostmann, K., Görlitz, A., Stegmann, K., et al. (2010, September). Medical qualification online (Quomed) – An innovative and interactive online CME programme for general practitioners. Paper presented at the AMEE 2010, Glasgow, September 4 to 8, 2010.
  • Eberle, J., Stegmann, K. & Fischer, F. (2010, August). Newcomers' learning in academic communities. Paper presented at the The 5th Earli SIG 14 Learning and Professional Development Conference, Munich, August 25 to 27, 2010.
  • Goeze, A., Zottmann, J., Schrader, J. & Fischer, F. (2010, March / April). Instructional Support for Case-Based Learning with Digital Videos: Fostering Pre-Service Teachers’ Acquisition of the Competency to Diagnose Pedagogical Situations. Paper presented at the Conference of the Society for Information Technology & Teacher Education (SITE), San Diego, CA, USA.
  • Heitzmann, N., Fischer, M., Fischer, F., & Stark, R. (2010, September). Messung und Förderung von Diagnosekompetenz in den Gesundheitsberufen: Ein interdisziplinärer Ansatz mit fehlerhaften Lösungsbeispielen. Poster für die Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Bochum, 23.-25. September 2010.
  • Heitzmann, N., Stark, R., Töpper, J., & Fischer, M. (2010, April). Ein interprofessioneller Ansatz zur Förderung von Diagnosekompetenz durch fallbasiertes Lernen mit fehlerhaften Lösungsbeispielen in der akademischen Mediziner- und Pflegekräfteausbildung: Effekte von Fehleranalyse-Prompts und adaptierbaren instruktionalen Erklärungen. Vortrag für den 14. Workshop der gmds-Arbeitsgruppe „Computerunterstützte Lehr- und Lernsysteme in der Medizin (CBT)“ und des GMA-Ausschusses „Neue Medien“, Witten, 16.-17. April 2010.
  • Jacobs, F., Siebeck, M. & Stegmann, K. (2010, September). Effekte eines internationalen Austauschprogramms auf fachspezifische Kompetenzen und Bildungsverläufe. Paper presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Bochum, September 23 to 25, 2010.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2010, September). Effekte von Unterrichts- und Kleingruppenskripts auf den Erwerb von Online-Recherchekompetenz beim computerunterstützten forschenden Lernen. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, 26.-30. September 2010.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2010, September). Förderung von Online-Suchkompetenz mit Kleingruppenskripts und Unterrichtsskripts. Vortrag auf der 74. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) "Mixed Methods in der empirischen Bildungsforschung", Jena, 13. bis 15. September 2010.
  • Mäkitalo-Siegl, K., Mekota, A.-M., Kahlert, J. & Fischer, F. (2010, August). A collaboration scenario for experienced and novice teachers to support their interaction and exchange of professional knowledge and experience. Paper presented at the European Conference on Educational Research 2010 (ECER 2010), Helsinki, August 25 to 27, 2010.
  • Nistor, N., Wagner, M., Istvanffy, E. & Dragota, M. (2010, May). E-learning across cultural boundaries: A European perspective on technology acceptance. Paper presented at the 1st international conference on technology enhanced learning, quality of teaching and reforming of education, Athen, May 19 to 21, 2010.
  • Nistor, N. & Weinberger, A. (2010, September). Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde. Symposium auf der 74. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Jena, 13.-15. September 2010.
  • Ojala, M., Mekota, A.-M., Mäkitalo-Siegl, K., Kahlert, J. & Fischer, F. (2010, August). German scenario: Reciprocal learning model for intergenerational collaboration in Germany. Paper presented at the 35th Annual Conference of Association for Teacher Education in Europe (ATEE 2010), Budapest, August 26 to 30, 2010.
  • Pilz, F., Stegmann, K., Siebeck, M., & Fischer, F. (2010, August). Effects of collaboration scripts when learning with simulations in medical education. Paper presented at the The 5th EARLI SIG 14 Learning and Professional Development Conference: Diversity in Vocational and Professional Education and Training, Munich, August 25-27, 2010.
  • Pilz, F., Stegmann, K., Siebeck, M. & Fischer, F. (2010, September). Einfluss von Kooperationsskripts beim simulationsbasierten Lernen in der medizinischen Ausbildung. Paper presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Bochum, September 23 to 25, 2010.
  • Rachel, A., Wecker, C., Heran-Dörr, E., Waltner, C., Wiesner, H. & Fischer, F. (2010, April/Mai). A Place and a Time for Expository Instruction During Inquiry Learning? Its Role for the Understanding of Scientific Theories that Are Hard to Discover. Vortrag auf dem Annual Meeting der American Educational Research Association (AERA) "Understanding Complex Ecologies in a Changing World", Denver, Colorado, 30. April bis 4. Mai 2010.
  • Stegmann, K., Hofmann, L., Siebeck, M., & Fischer, F. (2010, August). Video-based worked-out examples in medical education – Effects on emotions and acquisition of complex skills. Paper presented at the 5th EARLI SIG 14 Learning and Professional Development Conference: Diversity in Vocational and Professional Education and Training, Munich, August 25-27, 2010.
  • Stegmann, K., Mäkitalo-Siegl, K., Frete, A., Streng, S., Hußmann, H., & Fischer, F. (2010, April/May). Effects of an individual preparation phase on processes and outcomes of small group learning. Paper accepted for presentation at the 2010 AERA Annual Meeting „Understanding Complex Ecologies in a Changing World“, Denver, Colorado, April 30 to May 4, 2010.
  • Streng, S., Stegmann, K., Boring, S., Böhm, S., Fischer, F. & Hussmann, H. (2010, October). Measuring effects of private and shared displays in small-group knowledge sharing processes. Paper presented at the 6th Nordic Conference on Human-Computer Interaction (NordiCHI 2010), Reykjavík, October 16 to 20, 2010.
  • Vogel, F., Zottmann, J., Goeze, A., Fischer, F. & Schrader, J. (2010, September). Effekte von Hyperlinks zu theoretischen Modellen und multiplen Perspektiven auf Immersions- und Zerfaserungsprozesse beim computerunterstützten fallbasierten Lernen. Paper presented at the 74. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Jena, September 13 to 15, 2010.
  • Wecker, C. (2010, September). Sollten Prozeduren mit animierten oder statischen Folien demonstriert werden?. Vortrag auf der 74. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) "Mixed Methods in der empirischen Bildungsforschung", Jena, 13. bis 15. September 2010.
  • Wecker, C. & Fischer, F. (2010, June/July). Fading instructional scripts: preventing relapses into novice strategies by Distributed Monitoring. Paper presented at the 9th International Conference of the Learning Sciences (ICLS 2010), Chicago, Illinois, June 29 to July 2, 2010.
  • Wecker, C., Kollar, I., Fischer, F. & Prechtl, H. (2010, September). Effekte konstanter und gefadeter computerunterstützter Kooperationsskripts auf den Erwerb von domänenspezifischem Wissen und domänenübergreifenden Fertigkeiten. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, 26.-30. September 2010.
  • Wecker, C., Kollar, I., Fischer, F. & Prechtl, H. (2010, June/July). Fostering online search competence and domain-specific knowledge in inquiry classrooms: Effects of continuous and fading collaboration scripts. Paper presented at the 9th International Conference of the Learning Sciences (ICLS 2010), Chicago, Illinois, June 29 to July 2, 2010.
  • Zottmann, J., Goeze, A., Fischer, F. & Schrader, J. (2010, August/September). Facilitating the Analytical Competency of Pre-Service Teachers with Digital Video Cases: Effects of Hyperlinks to Conceptual Knowledge and Multiple Perspectives. Paper presented at the EARLI SIG 6 & 7 Conference 2010: Instructional Design for motivated and competent learning, Ulm, Germany, August 30 to September 1, 2010.

Forschungs-Praxis-Transfer/ Dissemination

  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Content of the continuing education course on reciprocal collaboration: In the Czech Republic, Finland, Germany, the Netherlands and Sweden. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Continuing education course – A course design: National plans based on the results from the 2AgePro project. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Guide on the reciprocal collaboration between teachers. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Recommendations for the policy makers. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Report of the pilots. Oulu: University of Oulu: Learning and Research Services.
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2009

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • 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. [Online]
  • Heckner, M., Schworm, S., & Wolff, C. (2009). 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.
  • 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.
  • Renkl, A., Hilbert, T., & Schworm, S. (2009). Example-based learning in heuristic domains: A cognitive load theory account. Educational Psychology Review, 21(1), 67-78. [Online]

Monographien/ Books

  • Mäkitalo-Siegl, K. (2009). Interaction in online learning environments: How to support collaborative activities in higher education settings. Saarbrücken: Lambert Academic Publishing.

Herausgeberschaften/ Editorial activities

  • Dittler, U., Krameritsch, J., Nistor, N., Schwarz, C. & Thillosen, A. (Hrsg.). (2009). E-Learning: Eine Zwischenbilanz. Kritischer Rückblick als Basis eines Aufbruchs. Münster: Waxmann.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., et al. (2009, February). Scaffolding scientific argumentation between multiple students in online learning environments to support the development of 21st century skills. Paper presented at the Workshop of the National Academies: Exploring the Intersection of Science Education and the Development of 21st Century Skills, Washington, D.C., February 5 to 6, 2009.
  • Eberle, J., Stegmann, K., & Fischer, F. (2009, November). Integration of New Members in Communities of Practice. Paper presented at the conference The Potential of Social Software for Knowledge Creation and Economic Performance, Mannheim, November 6 to 7, 2009.
  • Fischer, F., Hofmann, L., Mäkitalo-Siegl, K., & Sutherland, R. (2009, November/December). "Future learning spaces" - Workshop. Paper presented at the Alpine Rendez-Vous 2009, Garmisch-Partenkirchen, November 20 to December 1, 2009.
  • Goeze, A., Schrader, J., Hartz, S., Zottmann, J., & Fischer, F. (2009, June). Case-based Learning with Digital Videos: Does it Promote the Professional Development of Teachers and Trainers in Adult Education?. Paper presented at the Teachers and Trainers in Adult Education and Lifelong Learning, Bergisch Gladbach, June 29 to 30, 2009.
  • Goeze, A., Zottmann, J., Schrader, J., & Fischer, F. (2009, September). Kompetenz zur Diagnose von Lehr-Lernsituationen: Messung und Bedingungen ihrer Förderung. Vortrag auf der 4. Göttinger Fachtagung „Kompetenzen in Schule und Unterricht – Erfassen, modellieren, fördern“, Göttingen, 14.-16. September 2009.
  • Goeze, A., Zottmann, J., Schrader, J., Fischer, F., & Hartz, S. (2009, September). Case-based Learning mit digitalen Videos: Die Effekte unterschiedlicher instruktionaler Unterstützung auf Wissens- und Kompetenzerwerb bei Lehrenden in Schule und Erwachsenenbildung. Vortrag auf der 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Saarbrücken, 7.-9. September 2009.
  • Goeze, A., Zottmann, J., Schrader, J., Fischer, F., & Hartz, S. (2009, March). Förderung und Erfassung der Kompetenz zur Diagnose von Unterrichtssituationen mit Hilfe von computerunterstützten Lernumgebungen. Vortrag auf der 72. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Landau, 23.-25. März 2009.
  • Hochmuth, H., Kartsovnik, Z., Vaas, M., & Nistor, N. (2009, September). Podcasting im Musikunterricht. Eine Anwendung der Theorie forschenden Lernens. Vortrag auf der 14. Europäische Jahrestagung der Gesellschaft für Medien in den Wissenschaften "Lernen im digitalen Zeitalter", Berlin, 14.-17. September 2009.
  • Kollar, I., Wecker, C., & Fischer, F. (2009, August). Supporting high-school students’ scientific literacy through scripted collaborative inquiry - a use-inspired basic research program. Paper presented at the 13th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) „Fostering Communities of Learners“, Amsterdam, August 25 to 29, 2009.
  • Kühne-Eversmann, L., Brendel, T., Holzer, M., Eberle, J., Stegmann, K., Fischer, F., et al. (2009, October). QUOMED – ein innovatives ärztliches Fortbildungskonzept mit Podcasts und interaktiver Online-Lernplattform. Vortrag auf der Jahrestagung 2009 der GMA, Freiburg, 8.-10. Oktober 2009.
  • Langer, S., & Fischer, F. (2009, September/October). Orchestrating individual, collaborative and plenary activities in web-based inquiry learning in the classroom: Effects of classroom scripts that integrate individual, small group and plenary activities on the acquisition of scientific literacy. Paper presented at the 2nd International Bamberg Summer School in Empirical Education Research on Improving Data Quality in Educational Studies, Bamberg, September 28 to October 1, 2009.
  • Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2009, September). Help-seeking processes in single- and mixed-gender pairs in differently structured classroom script conditions for collaborative inquiry learning. Paper presented at the ECER 2009 conference, Wien, September 28 to 30, 2009.
  • Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2009, August). Single- and mixed-gender dyads' help-seeking processes in differently structured classroom script conditions for collaborative inquiry learning. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Mäkitalo-Siegl, K., Stegmann, K., Frete, A., & Streng, S. (2009, September). Orchestrating individual and collaborative learning phases when using an interactive table: Effects on knowledge sharing. Paper presented at the ECER 2009 „Theory and Evidence in European Educational Research”, Wien, September 28 to 30, 2009.
  • Mu, J., Stegmann, K., & Fischer, F. (2009, November/Dezember). Effects of adaptive collaboration scripts on processes and outcomes of argumentative knowledge construction. Paper presented at the Doctoral Consortium at the STELLAR Alpine Rendez- Vous, Garmisch-Partenkirchen, November 30 to December 3, 2009.
  • Puustinen, M., & Mäkitalo-Siegl, K. (2009, August). Recent research on student help seeking. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Schwald, B., Roeding, S., Siebeck, M., Stegmann, K., & Fischer, F. (2009, August/September). Effects of students’ knowledge of feedback in simulations with standardized patients. Paper presented at the Conference of the Association for Medical Education in Europe (AMEE), Málaga, August 29 to September 2, 2009.
  • Schwald, B., Röding, S., Siebeck, M., Stegmann, K., & Fischer, F. (2009, October). Nicht nur gutes Feedback ist wichtig - Effekte des Vorwissens über Feedback auf Akzeptanz und soziale Kompetenzen von Medizinstudenten. Vortrag auf der Jahrestagung 2009 der GMA, Freiburg, 8.-10. Oktober 2009.
  • Schwald, B., Siebeck, M., Frey, C., Stegmann, K., & Fischer, F. (2009, August). Different types of simulation in the training of the digital rectal examination: Reducing inhibition and facilitating complex skills. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Siebeck, M., Schwald, B., Frey, C., Röding, S., Stegmann, K., & Fischer, F. (2009, May). Learning with simulations: teaching the rectal exam with standardised patients. Paper presented at the Research in Medical Education Chances and Challenges, Heidelberg, May 20 to 22, 2009.
  • Stegmann, K., Schwald, B., Elfinger, S., Vogel, S., Siebeck, M., & Fischer, F. (2009, August). The role of feedback in simulation-based training – A study in medical education. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Stegmann, K., Streng, S., Halbinger, M., Koch, J., Fischer, F., & Hußmann, H. (2009, June). eXtremely Simple Scripting (XSS): A framework to speed up the development of computer-supported collaboration scripts. Paper presented at the CSCL 2009 „CSCL Practices“, Rhodos, June 8 to 13, 2009.
  • Stegmann, K., Zottmann, J., Siebeck, M., & Fischer, F. (2009, August). Simulation-based learning: Analysing and fostering complex skills in the context of medical education. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Stegmann, K., Zottmann, J., Weinberger, A., & Fischer, F. (2009, August). How do learners affect each other in online discussion? - A multi-level analysis. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Streng, S., Stegmann, K., Hussmann, H., & Fischer, F. (2009, November). Metaphor or Diagram? Comparing Different Representations for Group Mirrors. Paper presented at the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group (CHISIG) of the Human Factors and Ergonomics Society of Australia (HFESA), Melbourne, November 23 to 27, 2009.
  • Streng, S., Stegmann, K., Hussmann, H., & Fischer, F. (2009, November/December). The ArgueTable: Supporting Argumentative Knowledge Construction with Tabletop Displays. Paper presented at the Workshop „Tabletops for education and training“ at the Alpine Rendez-Vouz 2009, Garmisch-Partenkirchen, November 30 to December 3, 2009.
  • Streng, S., Stegmann, K., Koch, J., Hussmann, H., & Fischer, F. (2009, April). Computer support for practicing text understanding in pairs. Paper presented at the m-ICTE2009. V International Conference on Multimedia and Information and Communication Technologies in Education, Lissabon, April 22 to 24, 2009.
  • Vogel, S., Siebeck, M., Schwald, B., Stegmann, K., & Fischer, F. (2009, October). Einfluss von standardisierten Patienten bei der digital rektalen Untersuchung (DRU) auf Wissenserwerb und Hemmung von Medizinstudenten. Vortrag auf der Jahrestagung 2009 der GMA, Freiburg, 8.-10. Oktober 2009.
  • Wecker, C., & Fischer, F. (2009, August). Criteria and Means for Maximizing Understanding and Utility in Research on the Interplay of Cognition, Instruction and Technology in the Classroom - a methodological suggestion. Paper presented at the 13th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) „Fostering Communities of Learners“, Amsterdam, August 25 to 29, 2009.
  • Wecker, C., & Fischer, F. (2009, August). Preventing relapses into novice strategies during the fading of instructional scripts: The role of distributed control. Paper presented at the 13th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (Earli) „Fostering Communities of Learners“, Amsterdam, August 25 to 29, 2009.
  • Wecker, C., & Kollar, I. (2009, August). Innovative Methodologies for Relevant Basic Research on Technology-Enhanced Learning in the Classroom. Symposium conducted at the 13th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) „Fostering Communities of Learners“, Amsterdam, August 25 to 29, 2009.
  • Wecker, C., Kollar, I., & Fischer, F. (2009, June). Fostering domain-specific knowledge through the fading of scripts. Paper presented at the Symposium „The Assistance Dilemma in CSCL“ at the International Conference on Computer Supported Collaborative Learning (CSCL) 2009 „CSCL Practices“, Rhodos, June 8 to 13, 2009.
  • Wecker, C., Kollar, I., Langer, S., & Fischer, F. (2009, September). Feldeinsatz und Fading computerbasierter Kooperationsskripts zur Förderung naturwissenschaftlicher Grundbildung: Effekte auf domänenspezifisches Wissen und domänenübergreifende Kompetenzen. Vortrag auf der 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Saarbrücken, 7.-9. September 2009.
  • Wecker, C., Kollar, I., Langer, S., & Fischer, F. (2009, June). Where Is the Script? Support for Computer-Based Small Group Collaboration and Plenary Activities by Means of Small-Group and Classroom Scripts. Paper presented at the Pre-Conference-Workshop „Scripted vs. Free CS Collaboration“ auf der CSCL 2009 „CSCL Practices“, Rhodos, June 8 to 13, 2009.
  • Wecker, C., Kollar, I., Langer, S., Fischer, F., & Prechtl, H. (2009, March). Förderung von naturwissenschaftlichem Fachwissen und Informationskompetenz durch computerunterstützte Kooperationsskripts: Effekte von Fading. Vortrag auf der Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung, Landau, 23.-25. März 2009.
  • Wecker, C., Stegmann, K., Bernstein, F., Huber, M., Kalus, G., Rathmayer, S., et al. (2009, June). Sustainable Script and Scaffold Development for Collaboration on Varying Web Content: The S-COL Technological Approach. Paper presented at the International Conference on Computer Supported Collaborative Learning (CSCL) 2009 „CSCL Practices“,  Rhodos, June 8 to 13, 2009.
  • Weinberger, A., Laurinen, L., Marttunen, M., & Stegmann, K. (2009, August). Collaborative learning in and across different cultures. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Weinberger, A., Laurinen, L., Stegmann, K., & Marttunen, M. (2009, August). Inducing socio-cognitive conflict into Finnish and German groups of online learners. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Zottmann, J., Dieckmann, P., Fischer, F., & Rall, M. (2009, August). Just watching is not enough: Fostering observational learning in a full-scale simulator training in medical education with a collaboration script. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Zottmann, J., Dieckmann, P., Rall, M., & Fischer, F. (2009, April). Learning with full-scale simulations in medicine: Effects of a collaboration script for observers on elaboration, collaboration, and learning outcomes. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) „Disciplined Inquiry: Education Research in the Circle of Knowledge”, San Diego, CA, April 13 to 17, 2009.
  • Zottmann, J., Fischer, F., Goeze, A., Schrader, J., & Hartz, S. (2009, April). Fostering analytical competency in case-based learning environments: Effects of multiple perspectives and prior knowledge in the context of second language teacher education. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) „Disciplined Inquiry: Education Research in the Circle of Knowledge”, San Diego, CA, April 13 to 17, 2009.
  • Zottmann, J., Goeze, A., Fischer, F., Schrader, J., & Hartz, S. (2009, March). Förderung diagnostischer Fähigkeiten mit Videofällen: Effekte multipler Perspektiven und Hyperlinks bei Lehrenden mit unterschiedlichem Vorwissen. Vortrag auf der 72. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Landau, 23.-25. März 2009.
  • Zottmann, J., Goeze, A., Fischer, F., Schrader, J., & Hartz, S. (2009, August). Fostering analytical competency with video cases in computer-supported learning environments: Effects of multiple perspectives and prior knowledge in the context of teacher education. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.
  • Zottmann, J., Vogel, F., Fischer, F., Goeze, A., Schrader, J., & Hartz, S. (2009, September). Instruktionale Unterstützung fallbasierten Lernens zur Förderung diagnostischer Kompetenz Lehrender in Aus- und Weiterbildung. Vortrag auf der Jahrestagung der Sektion Erwachsenenbildung, München, 24.-26. September 2009.
  • Zottmann, J., Zahn, C., Schrader, J., & Fischer, F. (2009, August). Computer-supported learning with digital videos in multiple educational settings. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, August 25 to 29, 2009.

Forschungs-Praxis-Transfer/ Dissemination

  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2009). Common ICT tools used in teachers' daily work: Current state description. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2009). Methods and practices utilized to support teachers' professional development: Current state description. Oulu: University of Oulu: Learning and Research Services.
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2008

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Hilbert, T. S., Renkl, A., Schworm, S., Kessler, S., & Reiss, K. (2008). Learning to teach with worked-out examples: A computer-based learning environment for teachers. Journal of Computer-Assisted Learning, 24, 316/332. [Online]
  • 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. [Open access LMU] [Online]
  • 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. [Open access LMU] [Online]

Monographien/ Books

  • Stegmann, K. (2008). Argumentative knowledge construction. Analysing and facilitating discursive processes, cognitive processes, and knowledge acquisition during collaborative argumentation in online discussions. Unpublished doctoral dissertation, Ludwig-Maximilians-University, Munich, Germany.
  • Wecker, C. (2008). Vom Sollen zum Können - oder: Wie man Instruktion wieder los wird: Fading instruktionaler Unterstützung beim Erwerb domänenübergreifender Kompetenzen am Beispiel computerbasierter Skripts zur Förderung von Argumentationskompetenz. Unveröff. Dissertation, Ludwig-Maximilians-Universität, München.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Blavier, A., Zottmann, J., Fischer, F., Aboulafia, A., Vadcard, L., Luengo, V., et al. (2008, June). Learning with simulations in medical education: Validity and design of learning settings in particular contexts. Paper presented at the ICLS 2008 „International Perspectives in the Learning Sciences. Cre8ing a learning world”, Utrecht, June 23 to 28, 2008.
  • Fischer, F., Stegmann, K., & Weinberger, A. (2008, June). Knowledge Convergence: A study on the effects of collaboration scripts. Paper presented at the ICLS 2008 „International Perspectives in the Learning Sciences. Cre8ing a learning world”, Utrecht, June 23 to 28, 2008.
  • Fischer, F., Weinberger, A., & Stegmann, K. (2008, March). Online-Diskussionen in der universitären Lehre. Wie können Kommunikationsmedien zur Förderung argumentativer Kompetenzen eingesetzt werden?. Vortrag auf dem 21. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft DGf(E) "Kulturen der Bildung", Dresden, 16.-19. März 2008.
  • Kollar, I., Fischer, F., & Slotta, J. D. (2008, June). Argumentation in web-based collaborative inquiry learning: Scripts for writing and scripts for talking aren't the same. Paper presented at the ICLS 2008 „International Perspectives in the Learning Sciences. Cre8ing a learning world“, Utrecht, June 23 to 28, 2008.
  • Wecker, C., & Fischer, F. (2008, June). Fading of collaboration scripts: Does it foster the acquisition of application-oriented knowledge?. Paper presented at the ICLS 2008 „International Perspectives in the Learning Sciences. Cre8ing a learning world“, Utrecht, June 23 to 28, 2008.
  • Zottmann, J., Dieckmann, P., Fischer, F., & Rall, M. (2008, June). Learning with full-scale simulations: Effects of a collaboration script for observers. Paper presented at the ICLS 2008 „International Perspectives in the Learning Sciences. Cre8ing a learning world“, Utrecht, June 23 to 28, 2008.
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2007

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Bauer, K., & Fischer, F. (2007). The educational research-practice interface revisted: A scripting perspective. Educational Research and Evaluation, 13(3), 221-236. [Open access LMU] [Online]
  • 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. [Open access LMU] [Online]
  • Dillenbourg, P., Häkkinen, P., Hämäläinen, R., Kobbe, L., Weinberger, A., Fischer, F., et al. (2007). Structurer l'apprentissage collaboratif au moyen d'environnements informatiques. Revue Education et Formation, 286, 45-50.
  • 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. [Open access LMU] [Online]
  • Kollar, I., Fischer, F., & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning & Instruction, 17(6), 708-721. [Open access LMU] [Online]
  • 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. [Open access LMU] [Online]
  • Strijbos, J.-W., & Fischer, F. (2007). Methodological challenges for collaborative learning research. Learning and Instruction, 17(4), 389-393. [Open access LMU] [Online]
  • 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. [Online]
  • Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416-426. [Open access LMU] [Online]

Herausgeberschaften/ Editorial activities

  • Fischer, F., Kollar, I., Mandl, H., & Haake, J. M. (Eds.). (2007). Scripting computer-supported collaborative learning – cognitive, computational and educational perspectives. New York: Springer.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007, July). Evaluating the quality of dialogical argumentation in CSCL: Moving beyond an analysis of formal structure. Paper presented at the CSCL 2007 „Mice, minds, and society”, New Brunswick, NJ, July 16 to 21, 2007.
  • Gurlitt, J., Renkl, A., Faulhaber, L., & Fischer, F. (2007, August). Interactions of expertise and prior-knowledge activation with low-coherent and high-coherent concept mapping tasks. Paper presented at the 29th Annual Conference of the Cognitive Science Society (CogSci), Nashville, TN, August 1 to 4, 2007.
  • Häkkinen, P., Weinberger, A., & Valcke, M. (2007, August/September). Scripting computer-supported collaborative learning: Theoretical and methodological challenges. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning”, Budapest, August 28 to September 1, 2007.
  • Kollar, I., Fischer, F., & Slotta, J. D. (2007, July). Web-based collaborative inquiry learning at German secondary schools - Effects of internal and external collaboration scripts on argumentation and knowledge acquisition. Paper presented at the CSCL 2007 „Mice, minds, and society“, New Brunswick, NJ, July 16 to 18, 2007.
  • Kollar, I., Wecker, C., Fischer, F., Kohnle, C., & Slotta, J. D. (2007, July). Are core objectives of web-based collaborative inquiry learning already core learning prerequisites? The case of argumentation competences and computer literacy. Paper presented at the CSCL 2007 „Mice, minds, and society“, New Brunswick, NJ, July 16 to 21, 2007.
  • Kollar, I., Wecker, C., Fischer, F., Kohnle, C., & Slotta, J. D. (2007, August/September). The role of argumentation competence and computer literacy as individual learning prerequisites in web-based collaborative inquiry learning. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning“, Budapest, August 28 to September 1, 2007.
  • Mäkitalo-Siegl, K. (2007, April). The Classroom of the Future: Orchestrating collaborative learning spaces. Paper presented at the UCLE07 -conference, Kopenhagen, April 19, 2007.
  • Mäkitalo-Siegl, K., & Fischer, F. (2007, August/September). Advances of Research in Help Seeking. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning”, Budapest, August 28 to September 1, 2007.
  • Mäkitalo-Siegl, K., & Fischer, F. (2007, August/September). Embedding collaborative inquiry learning environments in differently structured classroom scripts: Effects on help-seeking processes and learning outcomes. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning”, Budapest, August 28 to September 1, 2007.
  • Mäkitalo-Siegl, K., & Fischer, F. (2007, September). Help seeking in collaborative inquiry learning environments. Paper presented at the Contested Qualities of Educational Research: the European Conference on Educational Research (ECER) 2007, Ghent, September 19 to 22, 2007.
  • Mäkitalo-Siegl, K., Kaplan, F., Zottmann, J., Dillenbourg, P., & Fischer, F. (2007, January). The classroom of the future: Orchestrating collaborative learning spaces. Paper presented at the Kaleidoscope CSCL Alpine Rendez-Vous, Villars, Switzerland, January 21 to 26, 2007.
  • Nistor, N., Rubner, A., & Mahr, T. (2007, September). Effiziente Entwicklung von E-Content mit hohem Individualisierungsgrad: Ein Community-basiertes Modell. Vortrag auf der 12. Europäischen Jahrestagung der Gesellschaft für Medien in den Wissenschaften "Studieren neu erfinden – Hochschule neu denken", Hamburg, 12.-14. September 2007.
  • Rummel, N., & Weinberger, A. (2007, September). Analyse von Prozessen computergestützten kooperativen Lernens. Informationsquelle über die Wirkweise instruktionaler Maßnahmen und Ausgangspunkt für adaptive Unterstützung. Vortrag auf der 11. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Berlin, 17.-19. September 2007.
  • Stegmann, K., Kollar, I., Zottmann, J., Gijlers, H., de Jong, T., Dillenbourg, P., et al. (2007, July). Towards the convergence of CSCL and inquiry learning: Scripting collaborative inquiry learning. Paper presented at the CSCL 2007 „Mice, minds, and society“, New Brunswick, NJ, July 16 to 21, 2007.
  • Stegmann, K., Wecker, C., Weinberger, A., & Fischer, F. (2007, July). Collaborative argumentation and cognitive processing - An empirical study in a computer-supported collaborative learning environment. Paper presented at the CSCL 2007 „Mice, minds, and society“, New Brunswick, NJ, July 16 to 21, 2007.
  • Stegmann, K., Wecker, C., Weinberger, A., & Fischer, F. (2007, August/September). Do we learn through collaborative argumentation? A study on argumentation, cognitive processes and knowledge acquisition in computer-supported collaborative learning. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI) 2007 „Developing Potentials for Learning“, Budapest, August 28 to September 1, 2007.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2007, August/September). Online discussions in higher education: Effects of computer-supported collaboration scripts on argumentation, self-explanation and knowledge acquisition. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning”, Budapest, August 28 to September 1, 2007.
  • Stegmann, K., Weinberger, A., Rosé, C. P., & Fischer, F. (2007, September). Automatische Analyse kooperativer Lernprozesse auf der Basis natürlich-sprachlicher Daten aus Onlinediskussionen. Paper presented at the 11. Fachtagung Pädagogische Psychologie, Berlin, September 17 to 19, 2007.
  • Strijbos, J.-W., & Weinberger, A. (2007, August). Analysing computer supported collaborative learning. Paper presented at the JURE Pre-Conference, Budapest, August 27 to 28, 2007.
  • Strijbos, J.-W., & Weinberger, A. (2007, August/September). Facilitating and analysing roles in computer-supported collaborative learning. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning”, Budapest, August 28 to September 1, 2007.
  • Wang, Y. C., Joshi, M., Rosé, C. P., Fischer, F., Weinberger, A., & Stegmann, K. (2007, July). Context based classification for automatic collaborative learning process analysis. Paper presented at the 13th International Conference on Artificial Intelligence in Education (AIED), Los Angeles, CA, July 9 to 13, 2007.
  • Wecker, C., & Fischer, F. (2007, August/September). Acquisition of professional knowledge through computer-supported collaborative learning: Is it affected by the fading of scripts?. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning“, Budapest, August 28 to September 1, 2007.
  • Wecker, C., & Fischer, F. (2007, August/September). Fading process-related support: The role of distributed monitoring for the acquisition of cognitive skills. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning“, Budapest, August 28 to September 1, 2007.
  • Wecker, C., & Fischer, F. (2007, July). Fading scripts in computer-supported collaborative learning: The role of distributed monitoring. Paper presented at the CSCL 2007 „Mice, minds, and society“, New Brunswick, NJ, July 16 to 21, 2007.
  • Wecker, C., & Fischer, F. (2007, July/August). Measurement of different aspects of argumentation competence in an intervention study in computer-supported collaborative learning. Paper presented at the Summer Academy 2007 of Educational Measurement, Berlin, July 23 to August 1, 2007.
  • Wecker, C., Kollar, I., Kohnle, C., & Fischer, F. (2007, April). Inquiry learning: Sometimes desired outcomes are also indispensable prerequisites. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) „The World of Educational Quality“, Chicago, IL, April 9 to 13, 2007.
  • Weinberger, A. (2007, July). Analytic frameworks that focus on patterns and trajectories of participant interaction during argumentation in CSCL environments. Paper presented at the CSCL 2007 „Mice, minds, and society”, New Brunswick, NJ, July 16 to 21, 2007.
  • Weinberger, A., Clark, D. B., Dillenbourg, P., Diziol, D., Sampson, V., Stegmann, K., et al. (2007, July). Orchestrating learning activities on the social and the cognitive level to foster CSCL. Paper presented at the CSCL 2007 „Mice, minds, and society”, New Brunswick, NJ, July 16 to 21, 2007.
  • Weinberger, A., Ronen, M., Tchounikine, P., Harrer, A., Dillenbourg, P., Haake, J., et al. (2007, July). Languages and platforms for CSCL Scripts. Paper presented at the CSCL 2007 „Mice, minds, and society”, New Brunswick, NJ, July 16 to 21, 2007.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2007, September). Inwieweit beeinflussen sich Lernpartner gegenseitig beim computerunterstützten kooperativen Lernen im Hinblick auf ihre Motivation?. Vortrag auf der 11. Fachtagung Pädagogische Psychologie, Berlin, 17.-19. September 2007.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2007, July). Scripting argumentative knowledge construction: Effects on individual and collaborative learning. Paper presented at the CSCL 2007 „Mice, minds, and society”, New Brunswick, NJ, July 16 to 21, 2007.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2007, August/September). Role scripts for improving group learning beyond individual learning: Does it work?. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction „Developing Potentials for Learning”, Budapest, August 28 to September 1, 2007.
  • Zottmann, J., Vadcard, L., Aboulafia, A., Blavier, A., Luengo, V., & Fischer, F. (2007, October). Orchestrating technology-enhanced processes of learning and instruction in medical education. Paper presented at the Kaleidoscope Initiative for „Learning in the medical sector“ and the Virtual Doctoral School (VDS), Munich, October 8 to 9, 2007.

Forschungs-Praxis-Transfer/ Dissemination

  • Dillenbourg, P., Häkkinen, P., Hämäläinen, R., Kobbe, L., Weinberger, A., Fischer, F., et al. (2007). Structurer l'apprentissage collaboratif au moyen d'environnements informatiques. Revue Education et Formation, 286, 45-50.
  • Fischer, B., & Kopp, B. (2007). Evaluation of a Western training concept for further education in China. Interculture Culture, 4, 57-75.
  • Zottmann, J., Dillenbourg, P. & Fischer, F. (2007). Computerunterstütztes kooperatives Lernen: Eine Einführung in das Forschungsfeld. Dissemination Deliverable for the Kaleidoscope Special Interest Group on Computer Support for Collaborative Learning (CSCL SIG). [Online]
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2006

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers & Education, 47(3), 298-315. [Open access LMU] [Online]
  • 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. [Online]
  • Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts - a conceptual analysis. Educational Psychology Review, 18(2), 159-185. [Open access LMU] [Online]
  • Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: When instructional explanations reduce self-explanations. Computers and Education, 46(4), 426-445. [Online]
  • Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46(1), 71-95. [Open access LMU] [Online]
  • Zottmann, J., Dieckmann, P., Rall, M., Fischer, F., & Taraszow, T. (2006). Fostering simulation-based learning in medical education with collaboration scripts. Simulation in Healthcare, 1(3), 193.

Monographien/ Books

  • Kollar, I. (2006). Webbasiertes Forschendes Lernen in der Biologie: Effekte internaler und externaler Kooperationsskripts auf Prozesse und Ergebnisse des gemeinsamen Argumentierens. Berlin: Logos.
  • Mäkitalo, K. (2006). Interaction in online learning environments: How to support collaborative activities in higher education settings. Jyväskylä: Institute for Educational Research.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Fischer, F., Weinberger, A., & Stegmann, K. (2006, April). Computer-supported scripts for argumentative knowledge construction in online discussions. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) „Education Research in the Public Interest“, San Francisco, CA, April 7 to 11, 2006.
  • Kollar, I., Fischer, F., & Slotta, J. D. (2006, April). Web-based inquiry learning: How internal and external scripts influence collaborative argumentation and individual learning outcomes. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) „Education Research in the Public Interest“, San Francisco, CA, April 7 to 11, 2006.
  • Kollar, I., Wecker, C., & Fischer, F. (2006, September). Argumentationskompetenz und Medienkompetenz als Lernvoraussetzungen beim webbasierten forschenden Lernen. Vortrag auf dem 45. Kongress der Deutschen Gesellschaft für Psychologie 2006, Nürnberg, 17.-21. September 2006.
  • Kollar, I., Wecker, C., & Fischer, F. (2006, September). Forschendes Lernen paradox: Argumentations- und Medienkompetenz als Lernziele, aber auch als Lernvoraussetzungen. Vortrag auf der 68. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF) „Übergänge im Bildungswesen“, München, 10.-13. September 2006.
  • Mäkitalo-Siegl, K. (2006, November). Challenges of creating an open research archive - the researcher's view. Paper presented at the Meeting the Challenges of Creating an Open Archive in the Field of Technology Enhanced Learning -workshop. Information Society Technologies (IST 2006) conference, Helsinki, November 21 to 23, 2006.
  • Mäkitalo-Siegl, K. (2006, September). The model of areas of the grounding process: A study on interaction in computer-supported collaborative learning environments. Paper presented at the European Conference on Educational Research (ECER) 2006, Geneva, Switzerland, September 13 to 15, 2006.
  • Nistor, N. (2006, September). Massenindividualisierung (mass-customization) von Erwachsenenlernen: Gestaltungsprinzipien, Umsetzung, Evaluationsergebnisse. Vortrag auf der 11. Europäischen Jahrestagung der Gesellschaft für Medien in den Wissenschaften "E- Learning – Alltagstaugliche Innovation?", Zürich, 19.-22. September 2006.
  • Nistor, N. (2006, July). Mass customization an an educational paradigm: Design and pilot evaluation of a mass-customized, problem-based learning environment. Paper presented at the 6th IEEE International Conference on Advanced Learning Technologies, Kerkrade, The Netherlands, July 5 to 7, 2006.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2006, September). Förderung der argumentativen Wissenskonstruktion mit computerbasierten Kooperationsskripts. Vortrag auf dem 45. Kongresses der Deutschen Gesellschaft für Psychologie, Nürnberg, 17.-21. September 2006.
  • Stegmann, K., Weinberger, A., Fischer, F., & Rosé, C. P. (2006, September). Automatische Analyse natürlich-sprachlicher Daten aus Onlinediskussionen. Vortrag auf der 68. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF) „Übergänge im Bildungswesen“, München, 10.-13. September 2006.
  • Wecker, C. (2006, October). Effects of the fading of computer-based scripts and distributed monitoring on the acquisition of domain-general cognitive skills. Paper presented at the Herbstschule des Virtuellen Graduiertenkollegs VGK „Improving Computer-mediated Learning and Collaborative Work: Which are the Promising Concepts?“, Münster, October 2 to 5, 2006.
  • Wecker, C., & Fischer, F. (2006, September). Effekte des Fadings von prozessbezogener Unterstützung in computerbasierten kooperativen Lernumgebungen (Effects of the fading of process-related support in computer-based collaborative learning environments). Vortrag auf dem 45. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) „Humane Zukunft gestalten“, Nürnberg, 17.-21. September 2006.
  • Wecker, C., & Fischer, F. (2006, September). Übergänge zur Selbststeuerung: Effekte von Fading und metakognitivem Monitoring durch den Lernpartner beim computerunterstützten kooperativen Lernen. Vortrag auf der 68. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) „Übergänge im Bildungswesen“, München, 11.-13. September 2006.
  • Wecker, C., Kollar, I., Kohnle, C., & Fischer, F. (2006, May). Web-based collaborative inquiry learning: Examples of knowledge construction from biology and physics education. Paper presented at the Workshop of the Kaleidoscope Special Interest Group „Computer Supported Inquiry Learning“, Enschede, The Netherlands, May 29 to 31, 2006.
  • Weinberger, A., Clark, D., Erkens, G., Sampson, V., Stegmann, K., Janssen, J., et al. (2006, June/July). Argumentative knowledge construction in CSCL. Paper presented at the ICLS 2006 „Making a difference…”, Bloomington, IN, June 27 to July 1, 2006.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2006, June/July). Scripting online discussions: Effects on argumentative discourse, cognitive processes, and knowledge acquisition. Paper presented at the ICLS 2006 „Making a difference…”, Bloomington, IN, June 27 to July 1, 2006.
  • Zottmann, J. (2006, September). Die meiste Zeit wird zugeschaut - Kooperationsskripts für die effektive Nutzung von Beobachtungsphasen in Simulatorkursen. Vortrag auf dem 4. Interdisziplinären Symposium Simulation in der Medizin (InSiM), Tübingen, 22.-23. September 2006.
  • Zottmann, J., Dieckmann, P., Rall, M., Fischer, F., & Taraszow, T. (2006, June/July). Fostering simulation-based learning in medical education with collaboration scripts. Paper presented at the 12th Annual Meeting of the Society in Europe for Simulation Applied to Medicine (SESAM), Proto, June 29 to July 1, 2006.
  • Zottmann, J., Dieckmann, P., Rall, M., Fischer, F., & Taraszow, T. (2006, September). Kooperationsskripts zur Förderung Simulations-basierten Lernens in der Medizin: Ergebnisse einer Pilotstudie im Tübinger Patienten-Sicherheits- und Simulations-Zentrum. Vortrag auf der 68. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF) „Übergänge im Bildungswesen“, München, 10.-13. September 2006.

Forschungs-Praxis-Transfer/ Dissemination

  • Kobbe, L., Weinberger, A., Dillenbourg, P., Häkkinen, P., Hämäläinen, R., Fischer, F., et al. (2006). Dissemination article: Kaleidoscope European Network of Excellence.
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2005

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • 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. [Open access LMU] [Online]
  • 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., & Fischer, F. (2005). Online collaborative learning: Will collaboration scripts reduce uncertainty?. Educational Technology, 45(5), 25-29.
  • 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. [Open access LMU] [Online]
  • Schworm, S., Hilbert, T. S., & Renkl, A. (2005). Die Erstellung beispielbasierter Lehrmaterialien: Ein Experiment zu einer computer-basierten Lernumgebung für Lehrende. Unterrichtswissenschaft, 33, 160-183.
  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33(1), 1-30. [Open access LMU] [Online]

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Demetriadis, S., Dettori, G., & Fischer, F. (2005, June). Scripts and narratives in case-based learning environments for supporting students' context awareness. Paper presented at the 3rd International Conference on Multimedia and Information & Communication Technologies (m-ICTE), Cáceres, Spain, June 7 to 10, 2005.
  • Dirckinck-Holmfeld, L., & Fischer, F. (2005, July). Future workshop on computer-supported collaborative learning. Paper presented at the First International Kaleidoscope Symposium on Technology Enhanced Learning, Oberhausen, July 6 to 8, 2005.
  • Dönmez, P., Rosé, C. P., Stegmann, K., Weinberger, A., & Fischer, F. (2005, May/June). Supporting CSCL with automatic corpus analysis technology. Paper presented at the CSCL 2005: „The next 10 years!“, Taipei, Taiwan, May 30 to June 4, 2005.
  • Fischer, F. (2005, August). Using technology to monitor and regulate self-regulated learners - A delicate challenge. Discussant's contribution to the Symposium „Analyzing (Self-) Monitoring in Computer Assisted Learning“. Paper presented at the 11th Biennial Conference of the European Association for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments“, Nicosia, Cyprus, August 23 to 27, 2005.
  • Fischer, F. (2005, September). Visualisierungen als Lern- und Denkwerkzeuge. Diskussion im Symposium „Visualisierungen als Lern- und Denkwerkzeuge“ auf der 67. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF) „Qualität durch Standards?“, Salzburg, 18.-21. September 2005.
  • Fischer, F., & Gerjets, P. (2005, September). Nutzungs- und Interaktionsprozesse beim Wissenserwerb mit Präsentations- und Kommunikationsmedien. Vortrag auf der 67. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF) „Qualität durch Standards?“, Salzburg, 18.-21. September 2005.
  • Fischer, F., & Hesse, F. (2005, July). The virtual Ph.D. program „knowledge acquisition and knowledge exchange with new media“. Paper presented at the First International Kaleidoscope Symposium on Technology Enhanced Learning, Oberhausen, July 6 to 8, 2005.
  • Fischer, F., & Kollar, I. (2005, August). Web-based inquiry learning at secondary schools: Effects of internal and external collaboration scripts on argumentation. Paper presented at the 11th Biennial Conference for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments“, Nicosia, Cyprus, August 23 to 27, 2005.
  • Fischer, F., Wecker, C., Schrader, J., Gerjets, P. H., & Hesse, F. W. (2005, August). Use-inspired basic research on the orchestration of cognition, instruction and technology in the classroom. Paper presented at the SIG Invited Symposium „Instructional design and empirical research: experiments and/or design experiments“, 11th Biennial Conference for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments“, Nicosia, Cyprus, August 23 to 27, 2005.
  • Fischer, F., Weinberger, A., & Stegmann, K. (2005, April). Collaboration scripts for productive online discussions. Paper presented at the Center of Lifelong Learning and Design, University of Colorado at Boulder, CO.
  • Fischer, F., Weinberger, A., & Stegmann, K. (2005, May). Collaborative knowledge construction in online discussions: Effects of computer-supported collaboration scripts. Paper presented at the Pittsburgh Science of Learning Center, Carnegie Mellon University, Pittsburgh, PA.
  • Fischer, F., Weinberger, A., & Stegmann, K. (2005, July). Discourse and cognition in online peer discussions. Paper presented at the First International Kaleidoscope Symposium on Technology Enhanced Learning, Oberhausen, July 6 to 8, 2005.
  • Fischer, F., Weinberger, A., & Stegmann, K. (2005, May). Learning in online discussions. Scripting collaborative processes to facilitate individual knowledge acquisition.. Paper presented at the Workshop „Talk and Dialog. A festschrift for Lauren Resnick“, Learning Research and Development Center (LRDC), University of Pittsburgh, PA.
  • Häkkinen, P., Järvelä, S., Arvaja, M., Bluemink, J., Hämäläinen, R., Järvenoja, H., et al. (2005, August). ECOL: Ecology for collaboration with pedagogical structuring and self-regulated learning: Individual and group level perspectives. Paper presented at the 11th Biennial Conference for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments”, Nicosia, Cyprus, August 23 to 27, 2005.
  • Kobbe, L. (2005, November). Framework for the specification of collaboration scripts. Paper presented at the Workshop „Scripting approaches in CSCL“, Tübingen, November 23 to 25, 2005.
  • Kobbe, L., Weinberger, A., & Fischer, F. (2005, May/June). Approaches to the specification of computer-supported scripts. Paper presented at the CSCL 2005 „The next 10 years!“, Taipei, Taiwan, May 30 to June 4, 2005.
  • Kobbe, L., Weinberger, A., & Fischer, F. (2005, February). Towards a specification of computer-supported script components. Paper presented at the Kick-off meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments), Zurich, February 22 to 24, 2005.
  • Kobbe, L., Weinberger, A., & Fischer, F. (2005, February). Website and shared workspace of the ERT. Paper presented at the Kick-off meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments), Zurich, February 22 to 24, 2005.
  • Kollar, I. (2005, November). Collaboration scripts - a conceptual analysis. Paper presented at the Workshop „Scripting Approaches in CSCL“, Tübingen, November 23 to 25, 2005.
  • Kollar, I. (2005, September). Net-based collaborative inquiry learning - Theoretical underpinnings and scaffolding collaboration. Paper presented at the Meeting of the Scientific Network Collaborative Inquiry Learning (NetCOIL), Duisburg, September 6 to 9, 2005.
  • Kollar, I., & Fischer, F. (2005, September). Argumentieren lernen in web-basierten Lernumgebungen: Interagieren internale und externale Kooperationsskripts?. Vortrag auf der 67. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF) „Qualität durch Standards?“, Salzburg, 18.-21. September 2005.
  • Kollar, I., & Fischer, F. (2005, September). Kooperatives computerunterstütztes Inquiry Learning - Effekte internaler und externaler Skripts in Abhängigkeit von Interaktionsprozessen. Vortrag auf der 67. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF) „Qualität durch Standards?“, Salzburg, 18.-21. September 2005.
  • Kollar, I., Fischer, F., & Slotta, J. D. (2005, May/June). Internal and external collaboration scripts in web-based science learning at schools. Paper presented at the CSCL 2005 „The next 10 years!“, Taipei, Taiwan, May 30 to June 4, 2005.
  • Mäkitalo, K., Pöysä, J., & Häkkinen, P. (2005, August). Uncertainty in distributed collaborative learning groups. Paper presented at the 11th Biennial Conference for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments”, Nicosia, Cyprus, August 23 to 27, 2005.
  • Mäkitalo, K., Weinberger, A., Fischer, F., & Häkkinen, P. (2005, December). Epistemic collaboration scripts in online learning environments: Fostering learning by reducing uncertainty in discourse?. Paper presented at the Interlearn 2005 - Multidisciplinary Approaches to Learning, Helsinki, December 1 to 2, 2005.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2005, September). Effekte eines Argumentaufbauskripts auf Qualität der Argumente, individuelle Kognitionen und Wissenserwerb in Onlinediskussionen. Vortrag auf der 10. Fachtagung Pädagogische Psychologie (PAEPS), Halle (Saale), 26.-28. September 2005.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2005, May/June). Interaction on task and social interaction in online discussions: Effects of computer-supported collaboration scripts on self-explanation and effort towards shared understanding.. Paper presented at the Pre-Conference workshop „Dual interaction spaces“ at the CSCL 2005 „The next 10 years!“, Taipei, Taiwan, May 30 to June 4, 2005.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2005, August). Online discussions in higher education: Effects of computer-supported collaboration scripts on argumentation, self-explanation and knowledge acquisition. Paper presented at the 11th Biennial Conference for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments“, Nicosia, Cyprus, August 23 to 27, 2005.
  • Strijbos, J.-W. & Fischer, F. (2005, August). Measurement challenges in collaborative learning research. Paper presented at the 11th Biennial Conference for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments”, Nicosia, Cyprus, August 23 to 27, 2005.
  • Strijbos, J.-W., & Fischer, F. (2005, August). Methodological challenges of collaborative learning research. Paper presented at the 11th Biennial Conference for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments”, Nicosia, Cyprus, August 23 to 27, 2005.
  • Wecker, C., Kohnle, C., & Fischer, F. (2005, May). A second-level digital divide? The relation of digital literacy and the acquisition of knowledge in computer-supported inquiry learning environments. Paper presented at the Kaleidoscope Special Interest Group „Computer Supported Inquiry Learning“, Genua, Italy, May 18 to 20, 2005.
  • Weinberger, A. (2005, May/June). Formalizing computer-supported scripting of interaction in collaborative learning environments. An educational science perspective. Paper presented at the CSCL 2005 „The next 10 years!“, Taipei, Taiwan, May 30 to June 4, 2005.
  • Weinberger, A. (2005, March). Introducing the European research team CoSSICLE - Computer-supported scripting of interaction in collaborative learning environments. Paper presented at the First Kaleidoscope Review, Montpellier, France.
  • Weinberger, A. (2005, July). Introducing the European Research Team CoSSICLE - Computer-supported scripting of interaction in collaborative learning environments. Paper presented at the First International Kaleidoscope Symposium on Technology Enhanced Learning, Oberhausen, July 6 to 8, 2005.
  • Weinberger, A., Fischer, F., Dillenbourg, P., Häkkinen, P., & Harrer, A. (2005, May/June). CSCL 2005 Workshop „Computer-supported scripting of interaction in collaborative learning environments“. Paper presented at the International Conference on Computer Supported Collaborative Learning (CSCL) 2005, Mai 30 to June 4, 2005.
  • Weinberger, A., Kobbe, L., & Fischer, F. (2005, May). Computer-supported scripting of interaction in collaborative learning environments. Paper presented at the 2nd milestone meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments), Taipei, Taiwan, May 29, 2005.
  • Weinberger, A., Kobbe, L., & Fischer, F. (2005, July). Computer-supported scripting of interaction in collaborative learning environments. Paper presented at the 3rd milestone meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments), Oberhausen, July 6 to 8, 2005.
  • Weinberger, A., Kobbe, L., & Fischer, F. (2005, February). Kick-off meeting of the European research team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments). Paper presented at the Kick-off meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments), Zurich, February 22 to 24, 2005.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2005, May/June). Computer-supported collaborative learning in higher education: Scripts for argumentative knowledge construction in distributed groups. Paper presented at the CSCL 2005 „The next 10 years!”, Taipei, Taiwan, May 30 to June 4, 2005.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2005, September). Förderung des Lernens in Online-Diskussionen an der Hochschule durch epistemische und soziale Kooperationsskripts. Vortrag auf der 67. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF) „Qualität durch Standards?“, Salzburg, 18.-21. September 2005.
  • Weinberger, A., Stegmann, K., & Fischer, F. (2005, August). Measuring knowledge convergence: Achievement similarity and shared knowledge in computer-supported collaborative learning. Paper presented at the 11th Biennial Conference for Research on Learning and Instruction „Integrating multiple perspectives on effective learning environments”, Nicosia, Cyprus, August 23 to 27, 2005.

Forschungs-Praxis-Transfer/ Dissemination

  • Mäkitalo, K., Weinberger, A., Häkkinen, P., & Fischer, F. (2005). Online collaborative learning: Will collaboration scripts reduce uncertainty?. Educational Technology, 45(5), 25-29.
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2004

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Fischer, F., & Mandl, H. (2004). Co-construction of knowledge in web-based collaborative learning: facilitating knowledge convergence with scripts and scaffolds. 21-27.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Ertl, B., Fischer, F., & Mandl, H. (2004, September). Einfluss gemeinsamer externaler Repräsentationen auf das kooperative Lernen in Videokonferenzen. Vortrag auf dem 44. Kongress der Deutschen Gesellschaft für Psychologie 2004, Göttingen, 26.-30. September 2004.
  • Fischer, F., Weinberger, A., & Mandl, H. (2004, June). It is more than just a nut to crack. A multidimensional approach to analyzing collaborative knowledge construction in computer-supported learning environments. Paper presented at the ICLS 2004 „Embracing Diversity in the Learning Sciences”, Los Angeles, CA, June 22 to 26, 2004.
  • Fischer, F., Weinberger, A., Stegmann, K., & Mandl, H. (2004, September). Effekte computerunterstützter Kooperationsskripts auf die Wissenskonvergenz beim Lernen in Kleingruppen. Poster für den 44. Kongress der Deutschen Gesellschaft für Psychologie 2004, Göttingen, 26.-30. September 2004.
  • Kollar, I., & Fischer, F. (2004, September). Effekte internaler und externaler Skripts auf die argumentative Wissenskonstruktion beim computerunterstützten kooperativen Lernen. Vortrag auf dem 44. Kongress der Deutschen Gesellschaft für Psychologie 2004, Göttingen, 26.-30. September 2004.
  • Kollar, I., & Fischer, F. (2004, October). How internal and external scripts guide argumentative knowledge construction in a web-based collaborative inquiry learning environment. Paper presented at the First Symposium of the CSCL SIG of the Kaleidoscope European Network of Excellence, Lausanne, Switzerland, October 7 to 9, 2004.
  • Kollar, I., Fischer, F., & Hesse, F. (2004, April). Cooperation scripts for computer-supported collaborative learning - a conceptual analysis. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) „Enhancing the Visibility and Credibility of Educational Research“, San Diego, CA, April 12 to 16, 2004.
  • Kollar, I., Fischer, F., Slotta, J. D., Koschwitz, H. F., & Kobbe, L. (2004, April). Analysis and facilitation of argumentative knowledge construction - The interaction of internal and external cooperation scripts in web-based inquiry learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Vancouver, Canada, April 1 to 3, 2004.
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., & Fischer, F. (2004, July). Uncertainty-reducing cooperation scripts in online learning environments. Paper presented at the First joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“, Tübingen, July 7 to 9, 2004.
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., Järvelä, S., & Fischer, F. (2004, October). Epistemic cooperation scripts in online learning environments: Fostering learning by reducing uncertainty?. Paper presented at the First Symposium of the CSCL SIG, Lausanne, Switzerland, October 7 to 9, 2004.
  • Martiny, S., Kollar, I., & Fischer, F. (2004, September). Wissenserwerb und Lernmotivation bei computergestützten kooperativen Lernen: Effekte von Geschlecht und Kooperationsskripts. Poster für den 44. Kongress der Deutschen Gesellschaft für Psychologie 2004, Göttingen, 26.-30. September 2004.
  • Rummel, N., Spada, H., Ching, C. C., Wang, C., Suthers, D., Bromme, R., et al. (2004, June). Cracking the nut - but which nutcracker to use? Diversity in approaches to analyzing 23 collaborative processes in technology-supported settings. Paper presented at the ICLS 2004 „Embracing Diversity in the Learning Sciences”, Los Angeles, CA, June 22 to 26, 2004.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2004, April). Can computer-supported collaboration scripts facilitate argumentative knowledge construction?. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) „Enhancing the Visibility and Credibility of Educational Research”, San Diego, CA, April 12 to 16, 2004.
  • Stegmann, K., Weinberger, A., & Fischer, F. (2004, August). Scripting argumentative knowledge construction in computer-supported learning environments. Paper presented at the Finnish Institute for Educational Research, Jyväskylä, Finland, August 10, 2004.
  • Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, September). Einfluss von Argumentationsskripts auf den individuellen Wissenserwerb und die Wissenskonvergenz beim kooperativen Lernen in Computernetzen. Poster für den 44. Kongress der Deutschen Gesellschaft für Psychologie 2004, Göttingen, 26.-30. September 2004.
  • Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, September). Förderung der argumentativen Wissenskonstruktion durch computerbasierte Kooperationsskripts. Vortrag auf der 65. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Nürnberg, 20.-22. April 2004.
  • Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, July). Scripting argumentative knowledge construction in computer-supported learning environments. Paper presented at the First joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“, Tübingen, July 7 to 9, 2004.
  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2004, July). Cooperation scripts for learning via web-based discussion boards and videoconferencing. Paper presented at the First joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“, Tübingen, July 7 to 9, 2004.
  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2004, July). Instructional design for effective and enjoyable computer- supported learning. Paper presented at the First joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“, Tübingen, July 7 to 9, 2004.
  • Weinberger, A., Fischer, F., & Mandl, H. (2004, April). Knowledge convergence in computer-mediated learning environments: Effects of collaboration scripts. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) „Enhancing the Visibility and Credibility of Educational Research”, San Diego, CA, April 12 to 16, 2004.
  • Weinberger, A., Stegmann, K., Fischer, F., & Mandl, H. (2004, September). Können computerunterstützte Kooperationsskripts argumentative Wissenskonstruktion fördern?. Vortrag auf dem 44. Kongress der Deutschen Gesellschaft für Psychologie 2004, Göttingen, 26.-30. September 2004.

Forschungs-Praxis-Transfer/ Dissemination

  • Meister, D. M., Fischer, F., Slotta, J. D., & Kollar, I. (2004). Lehrer-Communities. Erfahrungen aus der web-basierten WISE-Lernumgebung. Computer + Unterricht, 14, 50-53.
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2003

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • 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. [Online]
  • 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. [Open access LMU] [Online]
  • Janetzko, D., & Fischer, F. (2003). Analyzing sequential data in computer-supported collaborative learning. Journal of Educational Computing Research, 28(4), 341-354. [Online]
  • Weinberger, A., Fischer, F., & Mandl, H. (2003). Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation: Wirkungen von Kooperationsskripts auf den Erwerb anwendungsorientierten Wissens. Zeitschrift für Psychologie, 211(2), 86-97.
  • Weinberger, A., & Mandl, H. (2003). Computer-mediated knowledge communication. Studies in Communication Science, 81-105.

Monographien/ Books

  • Weinberger, A. (2003). Scripts for computer-supported collaborative learning: Effects of social and epistemic cooperation scripts on collaborative knowledge construction. Unpublished doctoral dissertation, Ludwig-Maximilians-University, Munich, Germany.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003, June). A conceptual and methodological anatomy of Pasteur's Quadrant. Paper presented at the CSCL 2003 „Designing for Change in Networked Learning Environments”, Bergen, Norway, June 14 to 18, 2003.
  • Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003, April). Bridging theory and practice in learning environment research. Paper presented at the 83rd Annual Meeting of the American Educational Research Association (AERA), Chicago, IL, April 21 to 25, 2003.
  • Fischer, F., & Kollar, I. (2003, November). Scripting collaborative knowledge construction in inquiry-based learning environments. Paper presented at the DFG-NSF Workshop on Technology-Supported Education, Tübingen, November 12 to 14, 2003.
  • Fischer, F., Weinberger, A., & Mandl, H. (2003, August). Collaborative knowledge construction: Effects of scripted cooperation in the domain of education. Paper presented at the 10th Biennial Conference for Research on Learning and Instruction „Improving Learning, Fostering the Will to Learn”, Padua, Italy, August 26 to 30, 2003.
  • Fischer, F., Weinberger, A., & Mandl, H. (2003, September). Kooperationsskripts für die gemeinsame Wissenskonstruktion in Web-basierten Lernumgebungen: Epistemische Aktivität, Transaktivität und individueller Wissenserwerb. Vortrag auf der 9. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Bielefeld, 21.-24. September 2003.
  • Häkkinen, P., Järvelä, S., & Mäkitalo, K. (2003, June). Sharing perspectives in virtual interaction: Review of methods of analysis. Paper presented at the CSCL 2003 „Designing for Change in Networked Learning Environments”, Bergen, Norway, June 14 to 18, 2003.
  • Kollar, I., Fischer, F., & Hesse, F. W. (2003, August). Cooperation scripts - a conceptual analysis of research on traditional and computer-supported collaborative learning. Paper presented at the 10th Biennial Conference for Research on Learning and Instruction „Improving Learning, Fostering the Will to Learn“, Padua, Italy, August 26 to 30, 2003.
  • Kollar, I., Fischer, F., & Hesse, F. W. (2003, June). Cooperation scripts for computer-supported collaborative learning. Paper presented at the CSCL 2003 „Designing for Change in Networked Learning Environments“, Bergen, Norway, June 14 to 18, 2003.
  • Kollar, I., Fischer, F., & Hesse, F. W. (2003, September). Kooperationsskripts face-to-face und computergestützt - eine konzeptuelle Analyse. Vortrag auf der 9. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Bielefeld, 21.-24. September 2003.
  • Mäkitalo, K., Byman, A., Järvelä, S., & Häkkinen, P. (2003, December). Grounding processes and reciprocal understanding in virtual interaction. Paper presented at the Interlearn - Multidisciplinary Approaches to Learning -conference, Helsinki, December 4, 2003.
  • Mäkitalo, K., Häkkinen, J., & Järvelä, S. (2003, August). Process of grounding in online conferences: A case study in teacher education. Paper presented at the 10th Biennial Conference for Research on Learning and Instruction „Improving Learning, Fostering the Will to Learn”, Padua, Italy, August 26 to 30, 2003.
  • Mäkitalo, K., Pöysä, J., & Häkkinen, P. (2003, June). Socio-emotional level of grounding in a web-based conference of small group context. Paper presented at the CSCL 2003 „Designing for Change in Networked Learning, Bergen, Norway, June 14 to 18, 2003.
  • Slotta, J. D., Jorde, D., Fischer, F., Linn, M., Mork, S., Kollar, I., et al. (2003, June). International collaborations in a web-based inquiry science environment–promoting cross cultural research and collaborative curriculum. Paper presented at the CSCL 2003 „Designing for Change in Networked Learning Environments“, Bergen, Norway, June 14 to 18, 2003.
  • Spitulnik, M., Bouillion, L., Rummel, N., Clark, D., & Fischer, F. (2003, April). Situated online environments for lifelong learning. Paper presented at the 83rd Annual Meeting of the American Educational Research Association (AERA), Chicago, IL, April 21 to 25, 2003.
  • Weinberger, A., Fischer, F., & Mandl, H. (2003, August). Effects of content-related and interaction-related cooperation scripts in computer-supported collaborative learning environments. Paper presented at the 10th Biennial Conference for Research on Learning and Instruction „Improving Learning, Fostering the Will to Learn”, Padua, Italy, August 26 to 30, 2003.
  • Weinberger, A., Fischer, F., & Mandl, H. (2003, April). Facilitating computer-supported collaborative learning: Structuring the content or the interaction. Paper presented at the 83rd Annual Meeting of the American Educational Research Assiociation (AERA), Chicago, IL, April 21 to 25, 2003.

Forschungs-Praxis-Transfer/ Dissemination

  • Stock, K., Wecker, C., & Grunder, H. U. (2003). Ansteckende Neugier auf unbekannte Welten: Forschungsprojekt zur Qualität des Tübinger Exportartikels Kinder-Uni. attempto!, 15, 42.
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2002

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Fischer, F. (2002). Gemeinsame Wissenskonstruktion – Theoretische und methodologische Aspekte. Psychologische Rundschau, 53(3), 119-134. [Online]
  • Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213-232. [Open access LMU] [Online]
  • 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. [Open access LMU] [Online]
  • Schworm, S., & Renkl, A. (2002). Lernen effektive Lösungsbeispiele zu erstellen: Ein Experiment zu einer computer-basierten Lernumgebung für Lehrende. Unterrichtswissenschaft, 30, 7-26.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2002, May). Help seeking in interactive learning environments. Paper presented at the 2nd NSF-DFG Workshop on Learning Technologies, Tampa, FL, USA.
  • Fischer, F. (2002, September). Knowledge convergence in computer-supported collaborative learning. Paper presented at the FILE Symposium, Oulu, Finland.
  • Fischer, F. (2002, February). Wenn virtuelle Lerngruppen nicht so funktionieren, wie sie eigentlich sollten. Paper presented at the Symposium Referenzmodelle Netzbasierten Lernens, Tübingen.
  • Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2002, May). Art or science – Exploring the relationship between theory and practice in learning environment research. Paper presented at the 2nd NSF-DFG Workshop on Learning Technologies, Tampa, FL, USA.
  • Fischer, F., & Mandl, H. (2002, January). Facilitating knowledge convergence in videoconferencing environments: The role of external representation tools. Paper presented at the International Conference on Computer Supported Collaborative Learning (CSCL) 2002, Boulder, CO, January 7 to 11, 2002.
  • Fischer, F., Troendle, P., & Mandl, H. (2002, January). Using the internet to improve university education – problem-oriented web-based learning and the MUNICS environment. Paper presented at the International Conference on Computer Supported Collaborative Learning (CSCL) 2002, Boulder, CO, January 7 to 11, 2002.
  • Fischer, F., Weinberger, A., & Mandl, H. (2002, April). Effects of scripted cooperation and scaffolding in text-based online learning environments. Paper presented at the 83rd Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA, April 1 to 5, 2002.
  • Häkkinen, P., Mäkitalo, K., Taalas, P., Järvelä, S., Saarenkunnas, M., Salo, P., et al. (2002, April). SHAPE –tutkimus: Verkostotyöskentelystä jaettuun tietoon?. Paper presented at the ITK'02 –conference, Hämeenlinna, Finland, April 19, 2002.
  • Janetzko, D., & Fischer, F. (2002, January). Analyzing sequential data in computer supported collaborative learning. Paper presented at the CSCL 2002 „Computer Support for Collaborative Learning“, Boulder, CO, January 7 to 11, 2002.
  • Mäkitalo, K. (2002, August). Mechanisms of common ground in virtual interaction. Paper presented at the FILE –symposium for Future Technological Development for Interactive and Inspirational Learning Environments, Oulu, Finland, August 22, 2002.
  • Mäkitalo, K., Häkkinen, P., Leinonen, P., & Järvelä, S. (2002, August). Case-based discussions in teaching and learning: Building and maintaining common ground in web-based interaction. Paper presented at the EUROCALL 2002 –conference, Jyväskylä, Finland, August 14 to 17, 2002.
  • Weinberger, A., Fischer, F., & Mandl, H. (2002, June). Collaboration scripts to facilitate knowledge co-construction and knowledge convergence in computer-mediated learning environments. Paper presented at the International Workshop of Barriers and biases in computer-mediated knowledge communication–and how they may be overcome, Münster.
  • Weinberger, A., Fischer, F., & Mandl, H. (2002, September). Förderung des netzbasierten kooperativen Wissenserwerbs und der Wissenskonvergenz mit Kooperationsskripts. Vortrag auf dem 43. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Berlin, 22.-26. September 2002.
  • Weinberger, A., Fischer, F., & Mandl, H. (2002, January). Fostering computer supported collaborative learning with cooperation scripts and scaffolds. Paper presented at the International Conference on Computer Supported Collaborative Learning (CSCL) 2002, Boulder, CO, January 7 to 11, 2002.
  • Weinberger, A., Fischer, F., & Mandl, H. (2002, January). Scripts and scaffolds in text-based online learning environments. Paper presented at the International Conference on Computer Supported Collaborative Learning (CSCL) 2002, Boulder, CO, January 7 to 11, 2002.

Forschungs-Praxis-Transfer/ Dissemination

  • Fischer, F., & Slotta, J. D. (2002). Online-Kontroversen in WISE: Wie das Internet genutzt werden kann, um naturwissenschaftliches Denken zugänglich zu machen. Computer und Unterricht, 11, 27-29.
  • Wecker, C. (2002). Rezension von Rosemann, Bernhard u. Sven Bielski. Einführung in die Pädagogische Psychologie. Weinheim, Basel: Beltz Verlag, 2001. Pädagogisches Handeln, 6, 335-337.
  • Weinberger, A., Fischer, F., & Mandl, H. (2002). Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation: Welche Kooperationsskripts fördern Partizipation und anwendungsorientiertes Wissen?. (Forschungsbericht Nr. 153). München: Ludwig-Maximilians-Universität, Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
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2001

Veröffentlichungen in Fachzeitschriften

  • 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.

Monographien/ Books

  • Fischer, F. (2001). Gemeinsame Wissenskonstruktion – Analyse und Förderung in computerunterstützten Kooperationsszenarien. Unveröff. Habilitationsschrift, Ludwig-Maximilians-Universität, München.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Fischer, F. (2001, November). Gemeinsame Wissenskonstruktion beim kooperativen Lernen – Kognitive Konvergenz oder Konsensillusion?. Paper presented at the Fachbereichskolloquium Psychologie, Universität Münster.
  • Fischer, F. (2001, September). Wissenserwerb und Wissenskonvergenz beim kooperativen Lernen: Zur Interaktion von Kooperationsskript und Ambiguitätstoleranz. Paper presented at the 8. Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Landau, September 17-19, 2001.
  • Fischer, F., & Mandl, H. (2001, August). Fostering shared knowledge with active graphical representation in different collaboration scenarios. Paper presented at the 9th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) 2001, Fribourg, Switzerland, August 28 to September 1, 2001.
  • Mäkitalo, K. (2001, December). Mechanisms for reaching and maintaining common ground. Paper presented at the Symposium on Collaboration and Authenticity in Virtual Learning Contexts: CATO, Jyväskylä, Finland, December 14, 2001.
  • Mäkitalo, K. (2001, March). Verkkovuorovaikutus ja oppiminen. Paper presented at the Verkkopedagogiikka! -seminar, Saarijärvi, Finland, March 28, 2001.
  • Mäkitalo, K., & Häkkinen, P. (2001, September). The mechanisms of common ground: the qualitative analysis of web-based interaction. Paper presented at the Research on Information and Information Society/The 3rd Conference of the Information Research programme, Tampere, Finland, September 13, 2001.
  • Mäkitalo, K., Häkkinen, P., Salo, P., & Järvelä, S. (2001, March). Analysing the mechanisms of common ground in collaborative web-based interaction. Paper presented at the EuroCSCL 2001, Maastricht, The Netherlands, March 22 to 24, 2001.
  • Mäkitalo, K., Kankaanranta, M., Kupila, P., Lerkkanen, M.-K., Oikarinen, M., Poikonen, P.-L., et al. (2001, August). Professional discussions in web-based conferences between teachers and teacher students. Paper presented at the 9th Biennial Conference for Research on Learning and Instruction, Fribourg, Switzerland, August 28 to September 1, 2001.
  • Mäkitalo, K., Kankaanranta, M., Kupila, P., Lerkkanen, M.-K., Oikarinen, M., Poikonen, P.-L., et al. (2001, June). The computer-mediated professional discussions in teacher settings. Paper presented at the ED-MEDIA 2001, Tampere, Finland, June 25 to 30, 2001.
  • Mäkitalo, K., Salo, P., Häkkinen, P., & Järvelä, S. (2001, August). Analysing the mechanisms of a common ground in web-based interaction. Paper presented at the JURE pre-conference at 9th Biennial Conference for Research on Learning and Instruction, Fribourg, Switzerland, August 27, 2001.
  • Mäkitalo, K., Salo, P., Häkkinen, P., & Järvelä, S. (2001, June). Grounding in collaborative web-based interaction and learning. Paper presented at the ED-MEDIA 2001, Tampere, Finland, June 25 to 30, 2001.
  • Mandl, H., & Fischer, F. (2001, April). Strategies for sharing knowledge in discourse. Paper presented at the 82nd Annual Meeting of the American Educational Research Assiociation (AERA), Seattle, WA, April 10 to 14, 2001.
  • Weinberger, A., Fischer, F., & Mandl, H. (2001, August). Facilitating problem-oriented co-operation in text-based tele-learning environments. Paper presented at the 9th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) 2001, Fribourg, Switzerland, August 28 to September 1, 2001.
  • Weinberger, A., Fischer, F., & Mandl, H. (2001, September). Scaffolding und Kooperationsskripts beim kooperativen Lernen in Computernetzen: Die Förderung von Partizipation und Wissenstransfer. Paper presented at the 8. Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Landau, September 17-19, 2001.

Forschungs-Praxis-Transfer/ Dissemination

  • Fischer, F. (2001). E-Learning lohnt sich. Interview in PC Business-Online. PC Business-Online
  • Fischer, F., Tröndle, P., & Mandl, H. (2001). Using the internet to improve university education: Problemoriented web-based learning and the MUNICS environment. (Research report nr. 138). München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Weinberger, A., Fischer, F., & Mandl, H. (2001). Scripts and scaffolds in problem-based computer supported collaborative learning environments: Fostering participation and transfer. (Research report nr. 144). München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
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2000

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • 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.
  • Gräsel, C., Fischer, F., & Mandl, H. (2000). The use of additional information in problem-oriented learning environments. Learning Environments Research, 3, 287-325. [Online]

Herausgeberschaften/ Editorial activities

  • Mandl, H. & Fischer, F. (Hrsg.). (2000). Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken. Göttingen: Hogrefe.

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

  • 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.

Konferenzbeiträge/ Conference papers

  • Fischer, F. (2000, März). Lernen in Computernetzen. Eingeladener Vortrag vor dem Arbeitskreis Informationstechnologien im VDI/VDE, München.
  • Fischer, F., Gräsel, C., & Mandl, H. (2000, April). Fostering problem-oriented learning with auxiliary hypertext and graphical information. Paper presented at the 81st Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA, April 24 to 28, 2000.
  • Fischer, F., & Mandl, H. (2000, September). Geteiltes Wissen beim kooperativen Lernen face-to-face und im Netz. Vortrag auf dem 42. Kongress der Deutschen Gesellschaft für Psychologie, Jena, 24.-28. September 2000.
  • Fischer, F., & Mandl, H. (2000, April). The construction of shared knowledge in face-to-face and computer-mediated scenarios. Paper presented at the 81st Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA, April 24 to 28, 2000.
  • Mäkitalo, K. (2000, June). Oppimisyhteisön rakentuminen ja ylläpitäminen verkkoympäristössä. Paper presented at the Tiedon tutkimusohjelman II researcher seminar, Tampere, Finland, June 8, 2000.
  • Mäkitalo, K. (2000, April). The joint flow in computer-mediated web-based learning environments in teacher education. Paper presented at the ITK' 2000-conference, Hämeenlinna, Finland, April 6, 2000.
  • Mäkitalo, K., Kupila, P., Kankaanranta, M., Lerkkanen, M.-K., & Poikonen, P.-L. (2000, August/September). Engaging the students to the web-based communication in teacher education (Pro Child-project). Paper presented at the Innovations in Higher Education 2000-conference, Helsinki, August 30 to September 2, 2000.
  • Mäkitalo, K., Salo, P., Järvelä, S., & Häkkinen, P. (2000, August/September). Grounding in collaborative web-based learning. Paper presented at the Innovations in Higher Education 2000-conference, Helsinki, August 30 to September 2, 2000.

Forschungs-Praxis-Transfer/ Dissemination

  • Fischer, F., & Mandl, H. (2000). Being there or being where? Videoconferencing and cooperative learning. (Research report nr. 122). München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Fischer, F., & Mandl, H. (2000). Lehren und Lernen mit neuen Medien. (Forschungsbericht Nr. 125). München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mäkitalo, K. (2000). Yhteisön rakentuminen ja sen ylläpitäminen verkkoympäristössä. (No. 4): Suomen Akatemian Tiedon tutkimusohjelman raportteja 4.