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The analysis of the process of collaboration is a central topic in current CSCL research. However, defining process characteristics relevant for collaboration quality and developing instruments capable of assessing these characteristics are no trivial tasks. In the assessment method presented in this paper, nine qualitatively defined dimensions of(More)
Scaffolding learners, i.e. helping learners to attain tasks they could not accomplish without support, entails the notion of fading, i.e. reducing the scaffolding for learners to become more and more self-regulated. Fading implies to tailor support for collaboration, such as collaboration scripts, to the particular needs of the specific collaborators. In(More)
The binuclear manganese active site of Mn catalase catalyzes redox disproportionation of hydrogen peroxide, forming dioxygen and water. We report here multifrequency EPR and microwave polarization studies of the catalytically active homovalent Mn2+ complex of Lactobacillus plantarum Mn catalase, resolving spectra from each of the thermally accessible(More)
The definition of appropriate interaction analysis methods is a major research topic in Computer Supported Collaborative Learning. Analysis methods can be totally or partially supported by computer-based tools that provide for better and more efficient analysis processes. The current research in this field shows that most interaction analysis tools have(More)
This study evaluated the relationship between florfenicol resistance and flo genotypes in 1,987 Escherichia coli isolates from cattle. The flo gene was detected in 164 isolates, all of which expressed resistance to florfenicol at MICs of >/=256 microg/ml. The florfenicol MICs for all isolates that lacked flo were </=16 microg/ml.
An experiment was designed to study the drawing of inferences from a set of shared and unshared information in dyads collaborating on a specially developed task. Three types of inferences (common, individual, and collaborative) were distinguished based on information sharedness and distribution. In addition, two kinds of instructional support were explored(More)
and offers publications, conferences, and educational programs to the community of researchers and practitioners who use cognitive, socio-cognitive, and socio-cultural approaches to studying learning in real-world situations and designing environments, software, materials, and other innovations that promote deep and lasting learning. Researchers in the(More)
Collaborative problem-solving tasks often require learners to co-construct new knowledge by drawing inferences from distributed information. We investigated the impact of information distribution and instructional support on university students' collaboration in such tasks. Two experiments using specifically designed tasks show a robust negative effect of(More)