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

In Druck / in press

  • Sailer, M., Hense, J., Mandl, H., & Klevers, M. (in press). Fostering Development of Work Competencies and Motivation via Gamification. In M. Mulder & J. Winterton (Eds.), Competence-based vocational and professional education – Bridging the world of work and education. Springer.

2023

  • Artmann, B., Scheibenzuber, C., Fendt, M., & Nistor, N. (2023). Lateral reading against misinformation: The cognitive processing level mediates the intervention effect on the news credibility assessment performance. In O. Viberg, I. Jivet, P. J. Muñoz-Merino, M. Perifanou, & T. Papathoma (Eds.), Responsive and sustainable educational futures 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, Aveiro, Portugal, September 4–8, 2023 (pp. 531–535), Proceedings. Springer. https://doi.org/10.1007/978-3-031-42682-7_37 
  • Esterl, N., Berger, S., & Nistor, N. (2023). Digitally supported learning processes in schools: Teachers’ implicit theories on learning activities with technology. In O. Viberg, I. Jivet, P. J. Muñoz-Merino, M. Perifanou, & T. Papathoma (Eds.), Responsive and sustainable educational futures 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, Aveiro, Portugal, September 4–8, 2023 (pp. 548–553), Proceedings. Springer. https://doi.org/10.1007/978-3-031-42682-7_37 

2022

  • Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Gurevych, I., Fischer, M.R., & Fischer, F. (2022). Learning to diagnose students’ behavioral, developmental and learning disorders in a simulation-based learning environment for pre-service teachers. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 97-107). Springer. https://doi.org/10.1007/978-3-030-89147-3_8
  • Chernikova, O., Heitzmann, N., Opitz, A., Seidel, T., & Fischer, F. (2022). A theoretical framework for fostering diagnostic competences with simulations in higher education. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 5-16). Springer. https://doi.org/10.1007/978-3-030-89147-3_2
  • Esterl, N., Berger, S., & Nistor, N. (2022). Digital media in schools during the Covid-19 lockdown: Teachers’ experiences with choosing teaching strategies. In I. Hilliger, P. J. Muñoz-Merino, T. De Laet, A. Ortega-Arranz, T. Farrell (Eds.), Educating for a new future: Making sense of technology-enhanced learning adoption. 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12–16, 2022, Proceedings. LNCS, vol. 13450 (pp. 507–513). Springer.
  • Fink, M.C., Reitmeier, V., Siebeck, M., Fischer, F., & Fischer, M.R. (2022). Live and video simulations of medical history-taking: Theoretical background, design, development, and validation of a learning environment. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 109-122). Springer. https://doi.org/10.1007/978-3-030-89147-3_9
  • Fischer, F., Chernikova, O., & Opitz, A. (2022). Learning to diagnose with simulations: Introduction. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 1-4). Springer. https://doi.org/10.1007/978-3-030-89147-3_1
  • Opitz, A., Fischer, M.R., Seidel, T., Fischer, F. (2022). Conclusions and outlook: toward more systematic research on the use of simulations in higher education. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 143-149). Springer. https://doi.org/10.1007/978-3-030-89147-3_11
  • Radkowitsch, A., Sailer, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022). Diagnosing collaboratively: A theoretical model and a simulation-based learning environment. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 123-141). Springer. https://doi.org/10.1007/978-3-030-89147-3_10
  • Schultz-Pernice, F. (2022). 'Widerstand' und 'Verdrängung': Beziehungsprobleme von Literaturdidaktik und Literaturwissenschaft, ihre Voraussetzungen und Ansätze zu ihrer produktiven Bearbeitung. In S. Bernhardt & T. Hardtke (Eds.), Literatur - Medien - Didaktik: Vol. 1. Interpretation - Literaturdidaktische Perspektiven (pp. 53–70). Frank & Timme.
  • Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2022). Learning to diagnose primary students’ mathematical competence levels and misconceptions in document-based Simulations. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 17-31). Springer. https://doi.org/10.1007/978-3-030-89147-3_3

2021

  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2021). Pre-service teachers’ argumentations in the context of assessment. In E. de Vries, Y. Hod, & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 669-672). International Society of the Learning Sciences. https://doi.org/10.22318/icls2021.669
  • Heitzmann, N., Stadler, M., Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2021). Learners’ adjustment strategies following impasses in medical simulations - effects of prior knowledge. In E. de Vries, Y. Hod, & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 987-988). International Society of the Learning Sciences. https://doi.org/10.22318/icls2021.987
  • Kaiser, M., Lerche, T., & Nistor, N. (2021). Designing online teaching for equitable distribution of student engagement in collaborative small groups: The effects of group Building and reciprocal feedback. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Reflecting the past and embracing the future. Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 217-220). International Society of the Learning Sciences.
  • Kimmerle J., Fischer F., & Cress U. (2021) Argumentation and Knowledge Construction. In U. Cress, C. Rosé, A. F. Wise & J. Oshima (Eds), International handbook of computer-supported collaborative learning. Computer-supported collaborative learning series (19th ed., pp. 183-198). Springer. https://doi.org/10.1007/978-3-030-65291-3_10
  • Scheibenzuber, C., Fendt, M., & Nistor, N. (2021). Harnessing student creativity to design fake news literacy training: An overview of twelve graduate student projects. In T. De Laet, R. Klemke, C. Alario-Hoyos, I. Hilliger, & A. Ortega-Arranz (Eds.), Technology-enhanced learning for a free, safe, and sustainable world. 16th European Conference on Technology Enhanced Learning, EC-TEL 2021, Bolzano, Italy, September 20-24, 2021. Proceedings (pp. 235-244). Springer.
  • Tolks, D., & Sailer, M. (2021). Gamification als didaktisches Mittel in der Hochschulbildung. In Hochschulforum Digitalisierung (Ed.), Digitalisierung in Studium und Lehre gemeinsam gestalten. Springer. https://doi.org/10.1007/978-3-658-32849-8_29 
  • Vogel, F., Weinberger, A., & Fischer, F. (2021). Collaboration scripts: Guiding, internalizing, and adapting. In U. Cress, C. Rosé, A.F. Wise, & J. Oshima (Eds), International handbook of computer-supported collaborative learning. Computer-supported collaborative learning series (19th ed., pp. 335-352). Springer. https://doi.org/10.1007/978-3-030-65291-3_18

2020

  • Nistor, N. (2020). Akzeptanz von Bildungstechnologien. In H. Niegemann & A. Weinberger (Hrsg.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (S. 535-546). Springer. https://doi.org/10.1007/978-3-662-54373-3_46-1
  • Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2020). Facilitating collaborative diagnosing in medicine with a simulation: Effects of adaptive and static information sharing scripts. In M. Gresalfi & I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 1, pp. 637-640). International Society of the Learning Sciences. https://doi.org/10.22318/icls2020.637
  • Schnaubert, L., Vogel, F., Bodemer, D., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Tsovaltzi, D., Puhl, T., & Azevedo, R. (2020). Combining scripts, group awareness tools and self-regulated learning – theoretical implications and practical implementation. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, (Volume 1, pp. 350-357). International Society of the Learning Sciences.
  • Vogel, F., & Fischer, F. (2020). Computerunterstütztes kollaboratives Lernen. In H. Niegemann & A. Weinberger (Hrsg.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (S. 57-80). Springer.

2019

  • Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Pfeiffer, J., Gurevych, I., ... & Fischer, F. (2019). Using ENA to analyze pre-service teachers’ diagnostic argumentations: A conceptual framework and initial applications. In B. Eagan, M. Misfeldt & A. Siebert-Evenstone (Eds.), Proceedings of the International Conference on Quantitative Ethnography (pp. 14-25). Springer Nature. https://doi.org/10.1007/978-3-030-33232-7
  • Hofer, S. I., Holzberger, D., Heine, J.-H., Reinhold, F., Schiepe-Tiska, A., Weis, M., & Reiss, K. (2019). Schulische Lerngelegenheiten zur Sprach- und Leseförderung im Kontext der Digitalisierung. In K. Reiss et al. (Eds.), PISA 2018 (pp. 111-128). Münster: Waxmann.
  • Kollar, I. & Fischer, F. (2019). Lehren und Unterrichten. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 333-351). Berlin: Springer.
  • Niedermeier, S., & Mandl H. (2019). Aktuelle digitale Lehr-Lernformen in der betrieblichen Weiterbildung. In S. Laske, A. Orthey & M. Schmid. (Hrsg.), Loseblattwerk PersonalEntwickeln. Aktualisierungslieferung, Februar 2019. Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland). https://shop.wolterskluwer.de/wirtschaft/33116000-personalentwickeln.html
  • Pedrotti, M. & Nistor, N. (2019). How students fail to self-regulate their online learning experience. In M. Scheffel, J. Broisin, V. Pommer-Schindler, A. Ioannou & J. Schneider (Eds.), Transforming learning with meaningful technologies. 14th European Conference on Technology-Enhanced Learning, EC-TEL 2019 Delft, The Netherlands, September 16-19, 2019, Proceedings (pp. 377-385). Cham, CH: Springer.
  • Scheibenzuber, C., & Nistor, N. (2019). Media literacy training against fake news in online media. In M. Scheffel, J. Broisin, V. Pommer-Schindler, A. Ioannou & J. Schneider (Eds.), Transforming learning with meaningful technologies. 14th European Conference on Technology-Enhanced Learning, EC-TEL 2019 Delft, The Netherlands, September 16-19, 2019, Proceedings (pp. 688-691). Cham, CH: Springer.
  • Stadler, M., Fischer, F., Papadopoulos, P. M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., et al. (2019): Ghost in the machine: A symposium on collaboration between human and computerized agents in educational contexts. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer-Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 783-790). Lyon, France: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2019.727
  • Vogel, F., Jeong, H., Yoon, S., Håklev, S., Gillain, L. V., Abassi, N. G., Wai Yan Wan, S., Wai-San Wan, S., Radkowitsch, A., Fischer, F., & Hmelo-Silver, C. (2019). Understanding CSCL through the lens of research synthesis. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer-Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 783-790). Lyon, France: International Society of the Learning Sciences. https://doi.dx.org/10.22318/cscl2019.783
  • Wecker, C. & Stegmann, K. (2019). Medien im Unterricht. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 371-391). Berlin: Springer. https://doi.org/10.1007/978-3-662-55754-9_19

2018

  • Engelmann, K., Chinn, C. A., Osborne, J., & Fischer, F. (2018). The roles of domain-specific and domain-general knowledge in scientific reasoning and argumentation: An introduction. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne, (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 1-7). New York, NY: Routledge.
  • Figas, P.; Sailer, M.; Hagel, G., & Sailer, M. (2018). The Effectiveness of Different Levels of Activation in Higher Education. 4th International Conference on Higher Education Advances (HEAd' 18)(pp. 1289-1295). Valencia.
  • Fischer. F. (2018). The argumentative turn in public policy inquiry: deliberative policy analysis for usable advice. In J. A. Hird (Ed.), Policy analysis in the United States (pp. 55-72). Bristol, UK: Policy Press.
  • Fischer, F. & Vogel, F. (2018). Computerunterstütztes kollaboratives Lernen. In M. Heilemann, H. Stöger & A. Ziegler (Hrsg.), Lernen im Internet (S. 113-132). Springer Berlin. https://link.springer.com/chapter/10.1007/978-3-662-54368-9_3
  • Fischer, F., Goldman, S. R., Hmelo-Silver, C. E. & Reimann, P. (2018). Evolution of research in the learning sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 1-8). New York: Routledge.
  • Hetmanek, A., Engelmann, K., Opitz, A., & Fischer, F. (2018). Beyond intelligence and domain knowledge: Scientific reasoning and argumentation as a set of cross-domain skills. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne, (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 203-226). New York, NY: Routledge.
  • Kollar, I. & Fischer, F. (2018). Mediengestütze Lernarrangements für die Weiterbildung von Erwachsenen: theoretische Ansätze und empirische Befunde. In R. Tippelt, A. von Hippel & J. Gebrande (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S. 1553-1568, Band 2). Berlin: Springer.
  • Kollar, I., Wecker, C., & Fischer, F. (2018). Scaffolding and scripting (computer-supported) collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), International handbook of the learning sciences (pp. 340-350). New York: Routledge.
  • Nistor N. (2018) Akzeptanz von Bildungstechnologien. In H. Niegemann & A. Weinberger (Hrsg.), Lernen mit Bildungstechnologien. Berlin: Springer. doi:10.1007/978-3-662-54373-3_46-1 [online]
  • Schulz, C., Sailer, M., Kiesewetter, J., Bauer, E., Fischer, F., Fischer, M. R., & Gurevych, I. (2018). Automatic recommendations for data coding: a use case from medical and teacher education. In Proceedings of the 2018 IEEE 14th International Conference on e-Science (e-Science) (pp. 364-365). IEEE.
  • Stegmann, K., Wecker, C., Mandl, H. & Fischer, F. (2018). Lehren und Lernen mit digitalen Medien. Ansätze und Befunde der empirischen Bildungsforschung. In R. Tippelt & B. Schmidt-Hertha (Hrsg.), Handbuch Bildungsforschung (S. 967-988). Wiesbaden: VS Verlag.

2017

  • Bereiter, C., Cress, U., Fischer, F., Hakkarainen, K., Scardamalia, M., & Vogel, F. (2017). Scripted and unscripted aspects of creative work with knowledge. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th international conference on computer supported collaborative learning (CSCL) 2017, Volume 1 (pp. 751-757). Philadelphia, PA: International Society of the Learning Sciences.
  • Csanadi, A., Eagan, B., Shaffer, D., Kollar, I., & Fischer, F. (2017). Collaborative and individual scientific reasoning of pre-service teachers: New insights through epistemic network analysis (ENA). In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 215-222). Philadelphia, PA: International Society of the Learning Sciences.
  • Eberle, J., Stegmann, K., Fischer, F., Barrat, A., & Lund, K. (2017). Finding collaboration partners in a scientific community: The role of cognitive group awareness, career level, and disciplinary background. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 519-526). Philadelphia, PA: International Society of the Learning Sciences.
  • Koerber, S., Sodian, B., Osterhaus, C., Mayer, D., Kropf, N., & Schwippert, K. (2017). Science-P.II. Modeling scientific reasoning in primary school. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.), Competence assessment in education: Research, models and instruments. Springer.
  • Kollar I., Fischer F. (2017). Digitale Medien für die Unterstützung von Lehr-/Lernprozessen in der Weiterbildung. In R. Tippelt R. & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung. Springer Reference Sozialwissenschaften (S. 1-17). Springer VS, Wiesbaden.
  • Nistor, N., Dascălu, M., Guțu, G., Trăușan-Matu, Ș., Choi, S., Haberman-Lawson, A., ... & Koletzko, B. (2017). Mass customization in continuing medical education: Automated extraction of e-learning topics. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data driven approaches in digital education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings (pp. 576-579). Cham: Springer.
  • 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.
  • Nistor, N. & Serafin, Y. (2017). Newcomer integration strategies in blogger online knowledge building communities: A dialog analysis. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2 (pp. 561-564). Philadelphia, PA: International Society of the Learning Sciences.
  • Paraschiv, I. C., Dascalu, M., Trausan-Matu, S., Nistor, N., De Oca, A. M. M., & McNamara, D. S. (2017). Semnatic similarity versus co-autorship networks: A detailed comparison. Proceedings - 2017 21st International Conference on Control Systems and Computer, CSCS 2017 (pp. 566-570). Bucharest: Faculty of Automatic Control and Computers, University "Politehnica".
  • Schultz-Pernice, F. (2017). Vom Stolpern und Stocken des Blicks: Aufbau von Visual Literacy durch Wahrnehmungserfahrungen an den Grenzen der populären Filmsprache. In H. Hoppe, C. Weißenburger & C. Vorst (Hrsg.), Bildliteralität im Übergang von Literatur und Film. Eine interdisziplinäre Aufgabe und Chance kompetenzorientierter Fachdidaktik (Studien zur Germanistik und Anglistik, Bd. 25, S. 67–84). Frankfurt a. M.: Peter Lang.
  • Schultz-Pernice, F. (2017). An den Rändern des Erzählens. Posthumanismus in Literatur, Film und Computerspiel. In Crossmediales Erzählen im Anthropozän. Literarische Spuren in einem neuen Zeitalter (S. 81–110). München: oekom.
  • Vogel, F., Fischer, F. Hod, Y., Lund, K., & Sommerhoff, D. (2017). Reflections and discussions about NAPLeS learning resources for the learning sciences. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 215-222). Philadelphia, PA: International Society of the Learning Sciences.

2016

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

2015

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

2014

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

2013

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

2012

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

2011

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

2010

  • Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 1-39). IGI Global: Hershey.
  • Goeze, A., Schrader, J., Hartz, S., Zottmann, J. & Fischer, F. (2010). Case-based learning with digital videos: Does it promote the professional development of teachers and trainers in adult education?. In R. Egetenmeyer & E. Nuissl (Eds.), Teachers and trainers in adult education and lifelong learning – Professional development in Asia and Europe. Bielefeld: Bertelsmann.
  • Goeze, A., Zottmann, J., Schrader, J., & Fischer, F. (2010). Instructional support for case-based learning with digital videos: Fostering pre-service teachers’ acquisition of the competency to diagnose pedagogical situations. In D. Gibson & B. Dodge (Eds.), Proceedings of the Society for Information Technology & Teacher Education (SITE) International Conference 2010 (S. 1098-1104). Chesapeake, VA: AACE.
  • Goeze, A., Zottmann, J., Schrader, J., Fischer, F., & Hartz, S. (2010). Förderung und Erfassung der Kompetenz zur Diagnose von Lehr-Lernsituationen mit Hilfe von computerunterstützten Lernumgebungen. In B. Schwarz, P. Nenniger & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung" / AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.
  • Kollar, I. (2010). Turning the classroom of the future into the classroom of the present. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), The Classroom of the future: Orchestrating collaborative learning spaces. Rotterdam: Sense.
  • Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (2010). The classroom of the future - An introduction. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 1-12). Rotterdam: Sense.
  • Nistor, N. (2010). Knowledge communities in the classroom of the future. In K. Mäkitalo-Siegl, F. Kaplan, J. Zottmann & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 163-180). Rotterdam: Sense.
  • Nistor, N., Wagner, M., Istvanffy, E. & Dragota, M. (2010). E-learning across cultural boundaries: A European perspective on technology acceptance. In M. D. Lytras, A. Naeve & R. Tennyson (Eds.), 1st international conference on technology enhanced learning, quality of teaching and reforming of education (S. 265–270). Berlin: Springer.
  • Schürer-Maly, C., Borucki, K., Adler, M., Illigen, D., Schwarz, P., Heitzmann, N., Spannagl, M., Reinauer, H., Fischer, M. (2010). Virtuelle Ringversuche in der Labormedizin – ein Pilotprojekt. In F. Duesberg (Hrsg.), e-Health 2011 (S. 68). Solingen: Medical future.
  • Schworm, S. & Heckner, M. (2010). E-collaborative help-seeking using social web features. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 109-123). Hershey: IGI-Global.
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