Christa S. C. Asterhan

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In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio-cognitive aspects of the peer dialog and relate these with learning gains on the dyadic as well as the individual level. The scientific topic that was used for this study concerns natural(More)
Whereas the cognitive processes and effects of collaborative learning have been intensively studied within the Learning Sciences, little attention has been paid to the way motivational and emotional factors may affect them. In this symposium, we present recent findings from three independent lines of research that focus on the way motivation and affect(More)
CSCL learning environments provide new contexts for discussions and are thought to provide new opportunities for learning. At the same time, such environments often do not provide guidance on how to act during the discussion. The purpose of this paper is to initiate research on moderation in synchronous discussions in a CSCL environment. The first study(More)
Even though the advantages of online discussions over face-to-face discussion formats has been extensively reported and investigated, the blending of online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students’ experiences and preferences concerning two different(More)
Students’ actions within a CSCL-environment can be recorded and stored as interaction data. This data can be accessed and analyzed automatically. Teachers, students and researchers may benefit from these analyses. It gives teachers and students immediate feedback about performance indicators and it can help researchers to identify meaningful patterns in the(More)
The role of the human instructor in online learning has received increasingly more attention in the elearning literature. In the present paper we focus on the particular case of human moderation of peerto-peer debates in educational settings. A multi-dimensional methodology is proposed to identify and characterize different moderation styles in such(More)
BACKGROUND Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received little attention,(More)