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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Collaborative Drawing on a Shared Digital Canvas in Elementary Science Education: The Effects of Script and Task Awareness Support
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Gijlers, Hannie; Weinberger, Armin; van Dijk, Alieke Mattia; Bollen, Lars; van Joolingen, Wouter – International Journal of Computer-Supported Collaborative Learning, 2013
Creating shared representations can foster knowledge acquisition by elementary school students by promoting active integration and translation of new information. In this study, we investigate to what extent awareness support and scripting facilitate knowledge construction and discourse quality of elementary school students (n?=?94) in a…
Descriptors: Elementary School Students, Elementary School Science, Science Instruction, Cooperative Learning
Inducing Socio-Cognitive Conflict in Finnish and German Groups of Online Learners by CSCL Script
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Weinberger, Armin; Marttunen, Miika; Laurinen, Leena; Stegmann, Karsten – International Journal of Computer-Supported Collaborative Learning, 2013
Collaborative learners are often meant to be guided by collaboration scripts to identify, discuss, and resolve differences of opinion and knowledge. How learners engage in and resolve conflict, however, may be highly dependent on learners' cultural background. In this article, we examine the extent to which a peer-critique collaboration…
Descriptors: Foreign Countries, Cooperative Learning, Electronic Learning, Conflict
Facilitating Learning in Multidisciplinary Groups with Transactive CSCL Scripts
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Noroozi, Omid; Teasley, Stephanie D.; Biemans, Harm J. A.; Weinberger, Armin; Mulder, Martin – International Journal of Computer-Supported Collaborative Learning, 2013
Knowledge sharing and transfer are essential for learning in groups, especially when group members have different disciplinary expertise and collaborate online. Computer-Supported Collaborative Learning (CSCL) environments have been designed to facilitate transactive knowledge sharing and transfer in collaborative problem-solving settings. This…
Descriptors: Cooperative Learning, Computer Uses in Education, Interdisciplinary Approach, Memory
Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning
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Rose, Carolyn; Wang, Yi-Chia; Cui, Yue; Arguello, Jaime; Stegmann, Karsten; Weinberger, Armin; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2008
In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners' interactions is a…
Descriptors: Language Patterns, Computational Linguistics, Classification, Learning Processes
Specifying Computer-Supported Collaboration Scripts
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Kobbe, Lars; Weinberger, Armin; Dillenbourg, Pierre; Harrer, Andreas; Hamalainen, Raija; Hakkinen, Paivi; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2007
Collaboration scripts facilitate social and cognitive processes of collaborative learning by shaping the way learners interact with each other. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a specific learning platform. A standardization of collaboration scripts first requires a specification of…
Descriptors: Cognitive Processes, Educational Technology, Computer Assisted Instruction, Instructional Design
Facilitating Argumentative Knowledge Construction with Computer-Supported Collaboration Scripts
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Stegmann, Karsten; Weinberger, Armin; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2007
Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure),…
Descriptors: Computer Mediated Communication, Persuasive Discourse, Group Discussion, Learning Strategies