Karsten Stegmann

University of Passau · Educational Science

During the COVID-19 pandemic, emergency online learning impeded the pursuit of in-person activities that usually foster successful socialization in higher education. To investigate the effects of online learning on socialization, we asked two exploratory research questions: (1) How and to what extent does the level of socialization change during th...

Models such as ICAP hypothesize that effects of technology-enhanced learning (TEL) are mediated by the learning activity that is facilitated by technology. In this systematic review of meta-analyses and second-order meta-analysis, we examined effects of instruction with versus without digital technology in higher education while considering student...

With the integration of information and communication technologies (ICT) into curricula, teachers are responsible for promoting ICT literacy among secondary school students, which requires in-depth technological knowledge (TK) and technological-pedagogical knowledge (TPK) on the part of teachers. This study uses a multilevel analysis to examine how...

The COVID-19 pandemic has made adolescents ́ technology use unavoidable for sustaining teaching and learning processes. In the present paper we conducted two studies using a person- centered latent profile analysis to examine adolescents’ technology use before (Study 1, N = 643) and during (Study 2, N = 644) the COVID-19 pandemic in the region of B...

Zahlreiche Studien zeigen, dass die wirkungsvolle Implementierung von Innovationen davon profitiert und sich positive Effekte auf die Schüler:innen nachweisen lassen, wenn Lehrpersonen kooperieren. In vielen Fällen einer solchen Zusammenarbeit handelt es sich um professionelle Lerngemeinschaften, typischerweise bestehend aus Lehrpersonen, Schulleit...

Previous research has focused on self-assessments rather than objective assessments for assessing teachers’ technological knowledge (TK). Notwithstanding, empirical studies have failed to show stable relationships between self-assessments and objective assessments. In this study, we investigate the extent to which scenario-based self-assessments of...

Collaborations are essential in research, especially in answering increasingly complex questions that require integrating knowledge from different disciplines and that engage multiple stakeholders. Fostering such collaboration between newcomers and established researchers helps keep scientific communities alive while opening the way to innovation....

Im Rahmen eines systematischen Reviews von Metaanalysen zum Effekt des Einsatzes digitaler Medien im Schulkontext wird der Frage nachgegangen, inwieweit mit Hilfe digitaler Medien die Unterrichtsqualität bezüglich des Potentials der kognitiven Aktivierung gefördert werden kann. Zu diesem Zweck wurden die Kontroll- und Experimentalbedingungen von 79...

Im Alltag der meisten Menschen sind digitale Medien wie Smartphone, Computer, Internet oder Fernseher allgegenwärtig. Manche davon sind ständige Begleiter in der Freizeit, aber auch unentbehrliche Werkzeuge bei der täglichen Arbeit. Dies gilt nicht nur für Erwachsene, sondern auch für Kinder und Jugendliche. Nichts deutet darauf hin, dass sich dara...

Digitale Medien sind ein Bestandteil vieler Lernumgebungen in Schule, Hochschule, Aus- und Weiterbildung. Die zentrale Frage der empirischen Bildungsforschung mit Bezug auf Lehren und Lernen mit digitalen Medien ist daher weniger, ob digitale Medien eingesetzt werden sollten, sondern (1) welche Einsatzformen digitaler Medien mit welchen Wirkungen a...

Collaboration scripts have repeatedly been implemented in Computer-Supported Collaborative Learning (CSCL) to facilitate collaboration processes and individual learning. However, finding the right degree of structure is a subtle design task: scripts that are too rigid may impair self-regulation and hinder learning; scripts that are too flexible may...

Digitale Medien sind ein Bestandteil vieler Lernumgebungen in Schule, Hochschule, Aus- und Weiterbildung. Die zentrale Frage der empirischen Bildungsforschung mit Bezug auf Lehren und Lernen mit digitalen Medien ist daher weniger, ob digitale Medien eingesetzt werden sollten, sondern (1) welche Einsatzformen digitaler Medien mit welchen Wirkungen a...

In a recent paper, Pierre Tchounikine has suggested to advance the Script Theory of Guidance (SToG) by addressing the question how learners appropriate collaboration scripts presented to them in learning environments. Tchounikine’s main criticism addresses SToG’s “internal script configuration principle.” This principle states that in any collabora...

European universities are facing a massification of education, which leads to classes with the size of more than 1000 students in massive online courses (or in short “MOCs”, including the open version of MOOCs as a subcategory). This Grand Challenge Problem deals with the application of adaptive and adaptable educational technologies that exploit u...

Currently, many Learning Analytics (LA) initiatives are carried out throughout Europe. Typically, LA have been developed and are provided for one specific stakeholder group such as students or teachers of a university. In some cases the exploitation of technology usage data lacks the consideration of ethical issues, for instance if students are not...

We argue that social network analysis is a useful methodology to study and to extend scholarly knowledge on learning through legitimate peripheral participation in communities of practice. We first review work on legitimate peripheral participation and show that research on this topic currently focusses on the adoption of practices. Then we describ...

Due to the nature of collaborative learning, realising perfectly controlled experiments often requires an unreasonable amount of resources and sometimes it is not possible at all. Against this background, I propose to augment as good as feasible experimental design with a nomological net of relations between instructional support (intervention), le...

Participating in communities of practice (CoPs) is an important way of learning. For newcomers in such communities, the learning process can be described as legitimate peripheral participation (LPP). Although a body of knowledge on LPP has been accumulated from qualitative case studies, mostly focusing on the use of practices, the concrete mechanis...

Universities are increasingly organizing international exchange programs to meet the requirements of growing globalisation in the field of health care. Analyses based on the programs' fundamental theoretical background are needed to confirm the learning value for participants. This study investigated the extent of sociocultural learning in an excha...

We argue that social network analysis is a useful methodology to study learning under the participation metaphor and to extend scholarly knowledge on the process of legitimate peripheral participation in communities of practice. We emphasize that it is necessary to extend current research about the epistemic aspects of participative learning and to...

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 script indu...

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaborat...

In this study, the integration of new members into a scientific community that comprised to a large extent members from the CSCL community was investigated. New members usually lack the necessary knowledge to interact successfully with more experienced members of a scientific community and to find collaboration partners. We investigated how the lev...

With respect to the Script Theory of Guidance (SToG), four open questions of importance are identified regarding the optimal scripting level principle. This principle concerns mainly the interaction between internal and external scripts as well as the effect of this interaction on knowledge acquisition. In an experimental study with N = 96 particip...

This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former...

Students often face process losses when learning together via text-based online environments. Computer-supported collaboration scripts can scaffold collaborative learning processes by distributing roles and activities and thus facilitate acquisition of domain-specific as well as domain-general knowledge, such as knowledge on argumentation. Possibly...

Unless they are adequately structured, online discussions in university teaching often reveal a suboptimal level of quality. The authors present empirical studies and recent research topics concerning the structuring of online discussions by means of collaboration scripts. The results of these studies show that collaboration scripts can be an effec...

This study explores the relation between argumentation in online discussions, cognitive elaboration, and individual knowledge acquisition. In a one-factorial experimental design with 48 participants we investigated the effect of an argumentative computer-supported collaboration script (with vs. without) on the formal quality of argumentation, cogni...

Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy implementation...

Medical Education 2012: 46: 1001–1008 Context Doctor–patient communication skills are often fostered by using simulations with standardised patients (SPs). The efficiency of such experiences is greater if student observers learn at least as much from the simulation as do students who actually interact with the patient. Objectives This study aimed t...

Research related to online discussions frequently faces the problem of analyzing huge corpora. Natural Language Processing (NLP) technologies may allow automating this analysis. However, the state-of-the-art in machine learning and text mining approaches yields models that do not transfer well between corpora related to different topics. Also, segm...

In the field of collaborative learning, instructional designs are often used to structure learning processes. In order to support educationalists during the design of such learning scripts, graphical learning design editors have been developed, e.g. MoCoLaDe. The learning designs can then be exported using a formal specification, such as the markup...

A rather small part of lifelong learning happens in settings that are intentionally designed for learning. Much more knowledge is acquired through participative learning, i.e. social interaction within specific groups or communities. So far participative learning has only been vaguely described as legitimate peripheral participation, but facilitati...

Several approaches in CSCL research conceptualize and empirically explore the relations between specific qualities of text-based knowledge ­building ­processes in CSCL and successful knowledge construction. In argumentative knowledge construction, for example, a positive relation is assumed to exist between argumentation and individual knowledge co...

This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former...

Undergraduate medical curricula are often deficient in teaching physical examinations in intimate zones, such as the rectal examination. Student inhibition is assumed to substantially hamper both the acquisition of knowledge and the performance of these examinations in practice. The two present studies examined the effects of low-fidelity (LFS) and...

Despite the fact that many researchers in CSCL use the term over-scripting to interpret negative effects of scripts, the term is not clearly defined. Our contribution is to reframe the term according to concepts of internal and external scripts. We further conceptualize potential interferences between internal and external scripts in terms of cogni...

Collaboration scripts have repeatedly been implemented in CSCL with the aim of improving individual acquisition of domain-specific knowledge and domain-general skills. However, it is a delicate compromise between taking the "freedom from" (i.e., constraining the learners' efforts to self-regulate their learning) and providing the "freedom to" learn...

Knowledge sharing is important in every team or organization. Various tools are frequently used in meetings to support knowledge sharing, ranging from pen-and-paper to whiteboards and other shared workspaces. This paper reports on a user study that investigated how private and shared displays affect knowledge sharing processes in co-located meeting...

A workshop held at the National Academies in the United States in 2007 highlighted five broad categories of skills that appear valuable across a range of jobs for people working in modern global economies. Engaging students in scientific argumentation can support the development of these 21st century skills. Unfortunately, opportunities are rare in...

Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy implementation...

This paper aims at answering the question how ambient displays can be used as group mirrors to support collaborative (learning) activities. Our research question is to what extent the type of feedback representation affects collaborative processes. Two different representations have been created and compared in a user study: a diagram and a metapho...

We present a single solution for the following two problems: (1) to provide just-in- time support for collaborative learning tasks on top of arbitrary web pages (e. g. in order to foster online search competence) and (2) to transfer collaboration scripts implemented on a particular platform to other platforms. S-COL solves both by using fixed brows...

External computer-supported collaboration scripts may support learners in collaboratively using new technologies. This contribution introduces a framework that offers an object-oriented package of classes and methods that supports eXtremely Simple Scripting (XSS), i.e., the rapid implementation of CSCL scripts for the use with new technologies. We...

We present a single solution for the following two problems: (1) to provide just-in-time support for collaborative learning tasks on top of arbitrary web pages (e. g. in order to foster online search competence) and (2) to transfer collaboration scripts implemented on a particular platform to other platforms. S-COL solves both by using fixed browse...

External computer-supported collaboration scripts may support learners in collaboratively using new technologies. This contribution introduces a framework that offers an object-oriented package of classes and methods that supports eXtremely Simple Scripting (XSS), i.e., the rapid implementation of CSCL scripts for the use with new technologies. We...

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 ti...

Research on learning and argumentation traditionally focuses on the (socio-)cognitive dimensions and benefits of argumentative dialogue. The papers which are part of this symposium, however, present recent research on intra-personal, non-cognitive variables and how they affect or are affected by electronic collective argumentation. The data are obt...

This symposium brings together a panel of researchers using contrasting case methodology to analyze computer-supported collaborative learning in a wide range of learning environments. Such analyses can help researchers better understand the differences in the collaborative processes by sharpening researchers' perception and facilitating the discove...

Collaborative learning, as both a pedagogical method and a cognitive mechanism plays a prominent role in the Learning Sciences. In this symposium we will use the term "cognitive convergence" to encompass various concepts that have been used to explain the important processes underlying successful collaboration, such as intersubjectivity, co- constr...

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),...

In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. This article conceptualizes knowledge convergence and further provides measures for its assessment prior to, during, and subsequent to collaborative learning. In an exemplary study in the...

It has been assumed that deep cognitive processing is associated with better understanding. Better understanding of the content is supposed to improve the quality of argumentation in the discussions. Although plausible, empirical tests of these assumptions are sparse. Therefore, the goals of this study are to examine these assumptions and to provid...

CSCL includes a wide range of scenarios that integrate individual and collaborative learning. Scripts have repeatedly proven useful for guiding learners to engage in specific roles and activities in CSCL environments. The effective mechanisms of scripts in stimulating cognitive and collaborative processes, however, are not yet well understood. More...

We present a publicly available tool called TagHelper that can be used to support the analysis of conversational data using automatic text classification technology. The contribution of this paper is to explore the limitations of the current simple approach to text processing employed by TagHelper tools with respect to identifying context-sensitive...

Technology-enhanced learning environments offer a range of features to facilitate active learning through evidence-based argumentation (e.g., Fabos & Young, 1999; Kollar et al., 2005; Marttunen & Laurinen, 2001; Pea, 1994; Roschelle & Pea, 1999; Schellens & Valcke, 2006). This chapter examines the affordances of these environments, the research beh...