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Collaboration Scripts: Guiding, Internalizing, and Adapting

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International Handbook of Computer-Supported Collaborative Learning

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 19))

Abstract

Research and practical experience show that for successful collaborative learning, learners need to be willing and able to engage in particular activities. Learners hardly reach this state when left to collaborate on their own. Thus, collaborative learning may rather be set up with particular instructions to learning together effectively. In this chapter, we introduce the Script Theory of Guidance (SToG) to explain how individual learners obtain, adapt, and use cognitive schemas (i.e., internal scripts) about collaborative learning scenarios. The theory further explains how external collaboration scripts can scaffold collaborative learning processes when learners do not spontaneously activate functional internal scripts for collaborative learning. We report on evidence that shows how scripts may help learners engage in transactive group processes that are conducive to joint knowledge construction. Moving beyond currently used scripts, future scripting may focus on the facilitation of interdisciplinary collaboration and scaffolding of learners’ mutual regulation throughout collaborative learning processes.

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Notes

  1. 1.

    To get a basic overview of the theoretical foundation and empirical findings, we would like to direct to the recording of the NAPLeS webinar about Collaboration Scripts for CSCL, held by Frank Fischer, Christof Wecker, and Ingo Kollar: https://www.isls.org/research-topics/collaboration-scripts-scaffolding-collaborative-learning

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  • The following two exemplary empirical studies take up the new approaches to design CSCL scripts. The first is targeted at the regulation of learning during collaboration (Splichal, Oshima, & Oshima, 2018). The second study combines CSCL scripts and awareness tools as an additional scaffolding and implements both into the currently famous social network site Facebook (Tsovaltzi, Judele, Puhl, & Weinberger, 2015)Splichal, J. M., Oshima, J., & Oshima, R. (2018). Regulation of collaboration in project-based learning mediated by CSCL scripting reflection. Computers and Education, 125, 132–145. https://doi.org/10.1016/j.compedu.2018.06.003

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Further Readings

  • A more thorough introduction to the Script Theory of Guidance can be found in the following article: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. https://doi.org/10.1080/00461520.2012.748005

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Authors and Affiliations

  1. Learning Sciences Research Institute, University of Nottingham, Nottingham, UK

    Freydis Vogel

  2. Department of Educational Technology, Saarland University, Saarbrücken, Germany

    Armin Weinberger

  3. Department of Psychology and Munich Center of the Learning Sciences, Ludwig-Maximilians-Universität München, Munich, Germany

    Frank Fischer

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  1. Freydis Vogel
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  2. Armin Weinberger
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  3. Frank Fischer
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Correspondence to Freydis Vogel .

Editor information

Editors and Affiliations

  1. Leibniz-Institut für Wissensmedien, Tübingen, Germany

    Ulrike Cress

  2. Language Technologies Institute and Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA, USA

    Carolyn Rosé

  3. Department of Administration Leadership, and Technology, New York University, New York, NY, USA

    Alyssa Friend Wise

  4. Faculty of Informatics, Shizuoka University, Hamamatsu-shi, Shizuoka, Japan

    Jun Oshima

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Vogel, F., Weinberger, A., Fischer, F. (2021). Collaboration Scripts: Guiding, Internalizing, and Adapting. In: Cress, U., Rosé, C., Wise, A.F., Oshima, J. (eds) International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-65291-3_18

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  • DOI: https://doi.org/10.1007/978-3-030-65291-3_18

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