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Anzahl der Publikationen: 27
Zeitschriftenartikel
Bauer, Elisabeth 
ORCID: https://orcid.org/0000-0003-4078-0999; Greisel, Martin ORCID: https://orcid.org/0000-0002-9586-5714; Kuznetsov, Ilia ORCID: https://orcid.org/0000-0002-6359-2774; Berndt, Markus ORCID: https://orcid.org/0000-0002-4467-5355; Kollar, Ingo ORCID: https://orcid.org/0000-0001-9257-5028; Dresel, Markus ORCID: https://orcid.org/0000-0002-2131-3749; Fischer, Martin R. ORCID: https://orcid.org/0000-0002-5299-5025 und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2023):
Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda.
In: British Journal of Educational Technology, Bd. 54, Nr. 5: S. 1222-1245
[PDF, 3MB]
ORCID: https://orcid.org/0000-0003-4078-0999; Greisel, Martin ORCID: https://orcid.org/0000-0002-9586-5714; Kuznetsov, Ilia ORCID: https://orcid.org/0000-0002-6359-2774; Berndt, Markus ORCID: https://orcid.org/0000-0002-4467-5355; Kollar, Ingo ORCID: https://orcid.org/0000-0001-9257-5028; Dresel, Markus ORCID: https://orcid.org/0000-0002-2131-3749; Fischer, Martin R. ORCID: https://orcid.org/0000-0002-5299-5025 und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2023):
Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda.
In: British Journal of Educational Technology, Bd. 54, Nr. 5: S. 1222-1245
[PDF, 3MB]
Vogel, Freydis; Kollar, Ingo; Fischer, Frank; Reiss, Kristina und Ufer, Stefan
(2022):
Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 17, Nr. 1: S. 39-64
Spensberger, Florian; Kollar, Ingo und Pankofer, Sabine
(2022):
Effects of Worked Examples and External Scripts on Fallacy Recognition Skills: A Randomized Controlled Trial.
In: Journal of Social Work Education, Bd. 58, Nr. 4: S. 622-639
Sommerhoff, Daniel; Kollar, Ingo und Ufer, Stefan
(21. Januar 2021):
Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-Based Cognitive Skills.
In: Frontiers in Psychology, Bd. 11, 572165
[PDF, 3MB]
Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
März, Esther; Wessels, Insa; Kollar, Ingo und Fischer, Martin R.
(2021):
I just stand around and look friendly - Comparing medical students' and physicians' ward round scripts.
In: Medical Teacher, Bd. 43, Nr. 5: S. 560-566
Vogel, Freydis ORCID: https://orcid.org/0000-0001-8782-5053; Kollar, Ingo ORCID: https://orcid.org/0000-0001-9257-5028; Ufer, Stefan ORCID: https://orcid.org/0000-0002-3187-3459; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
ORCID: https://orcid.org/0000-0001-8782-5053; Kollar, Ingo ORCID: https://orcid.org/0000-0001-9257-5028; Ufer, Stefan ORCID: https://orcid.org/0000-0002-3187-3459; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
Csanadi, Andras; Kollar, Ingo und Fischer, Frank
(18. März 2020):
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
In: European Journal of Psychology of Education, Bd. 36: S. 147-168
Spensberger, Florian; Kollar, Ingo; Gambrill, Eileen; Ghanem, Christian und Pankofer, Sabine
(2020):
How to Teach Evidence-Based Practice in Social Work: A Systematic Review.
In: Research on Social Work Practice, Bd. 30, Nr. 1: S. 19-39
Ghanem, Christian; Kollar, Ingo; Pankofer, Sabine; Eckl, Markus und Fischer, Frank
(2019):
Does Probation Officers' Reasoning Change in the Light of Scientific Evidence? Analyzing the Quality of Evidence Utilisation in Social Work.
In: Journal of Evidence-Based Social Work, Bd. 16, Nr. 4: S. 423-441
Ghanem, Christian; Kollar, Ingo; Fischer, Frank; Lawson, Thomas R. und Pankhofer, Sabine
(2018):
How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and the use of evidence.
In: European Journal of Social Work, Bd. 21, Nr. 1: S. 3-19
Csanadi, Andras; Eagan, Brendan; Kollar, Ingo; Shaffer, David Williamson und Fischer, Frank
(2018):
When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 13, Nr. 4: S. 419-438
Ghanem, Christian; Lawson, Thomas R.; Pankofer, Sabine; Maragkos, Markos und Kollar, Ingo
(2017):
The Diffusion of Evidence-Based Practice: Reviewing the Evidence-Based Practice Networks in the United States and German-Speaking Countries.
In: Journal of Evidence-informed Social Work, Bd. 14, Nr. 2: S. 86-118
Schwaighofer, Matthias; Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Strohmaier, Anselm; Terwedow, Ilka; Ottinger, Sarah; Reiss, Kristina und Fischer, Frank
(2017):
How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation - when working memory matters.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 12, Nr. 3: S. 281-305
Vogel, Freydis; Wecker, Christof; Kollar, Ingo und Fischer, Frank
(2017):
Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis.
In: Educational Psychology Review, Bd. 29, Nr. 3: S. 477-511
Wang, Xinghua ORCID: https://orcid.org/0000-0002-2521-9944; Kollar, Ingo und Stegmann, Karsten
(2017):
Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 12, Nr. 2: S. 153-172
ORCID: https://orcid.org/0000-0002-2521-9944; Kollar, Ingo und Stegmann, Karsten
(2017):
Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 12, Nr. 2: S. 153-172
Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Reichersdorfer, Elisabeth; Reiss, Kristina und Fischer, Frank
(2016):
Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity.
In: Instructional Science, Bd. 44, Nr. 5: S. 477-500
Stegmann, Karsten; Kollar, Ingo; Weinberger, Armin und Fischer, Frank
(2016):
Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 11, Nr. 3: S. 371-379
Kiesewetter, Jan ORCID: https://orcid.org/0000-0001-8165-402X; Kollar, Ingo; Fernandez, Nicolas; Lubarsky, Stuart; Kiessling, Claudia; Fischer, Martin R. und Charlin, Bernard
(2016):
Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts.
In: Journal of interprofessional Care, Bd. 30, Nr. 5: S. 689-692
ORCID: https://orcid.org/0000-0001-8165-402X; Kollar, Ingo; Fernandez, Nicolas; Lubarsky, Stuart; Kiessling, Claudia; Fischer, Martin R. und Charlin, Bernard
(2016):
Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts.
In: Journal of interprofessional Care, Bd. 30, Nr. 5: S. 689-692
Fischer, Frank; Kollar, Ingo; Stegmann, Karsten und Wecker, Christof
(17. Januar 2013):
Toward a script theory of guidance in computer-supported collaborative learning.
In: Educational Psychologist, Bd. 48, Nr. 1: S. 56-66
[PDF, 1MB]
Kollar, Ingo und Fischer, Frank
(2010):
Peer assessment as collaborative learning. A cognitive perspective.
In: Learning and Instruction, Bd. 20, Nr. 4: S. 344-348
[PDF, 161kB]
Wecker, Cristof; Stegmann, Karsten; Bernstein, Florian; Huber, Michael J.; Kalus, Georg; Rathmeyer, Sabine; Kollar, Ingo und Fischer, Frank
(2010):
S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 5, Nr. 3: S. 321-343
[PDF, 283kB]
Kollar, Ingo; Fischer, Frank und Slotta, J. D.
(2007):
Internal and external scripts in computer-supported collaborative inquiry learning.
In: Learning and Instruction, Bd. 17, Nr. 6: S. 708-721
[PDF, 786kB]
Kollar, Ingo; Fischer, Frank und Hesse, Friedrich W.
(2006):
Collaboration scripts - a conceptual analysis.
In: Educational Psychology Review, Bd. 18, Nr. 2: S. 159-185
[PDF, 352kB]
Buchbeitrag
Kollar, Ingo; Wecker, Christof und Fischer, Frank
(2018):
Scaffolding and Scripting (Computer-Supported) Collaborative Learning.
In: Fischer, Frank; Hmelo-Silver, Cindy E.; Goldman, Susan R. und Reimann, Peter (Hrsg.):
International Handbook of the Learning Sciences. New York ; London: Routledge, Taylor & Francis Group.
Kollar, Ingo und Fischer, Frank
(2017):
Digitale Medien für die Unterstützung von Lehr-/Lernprozessen in der Weiterbildung. Theoretische Ansätze und empirische Befunde.
In: Tippelt, Rudolf und Hippel, Aiga von (Hrsg.):
Handbuch Erwachsenenbildung/Weiterbildung. Springer Reference Sozialwissenschaften, Wiesbaden: Springer VS. S. 1-17
Ghanem, Christian; Schwegele, Albert; Kollar, Ingo; Fischer, Frank und Pankofer, Sabine
(2016):
Bewährungshilfe und Wissenschaft: Eine Annäherung (?). Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bewährungshelfer innen.
In: Borrmann, Stefan und Thiessen, Barbara (Hrsg.):
Wirkungen Sozialer Arbeit : Potentiale und Grenzen der Evidenzbasierung für Profession und Disziplin. Theorie, Forschung und Praxis der Sozialen Arbeit, Bd. 12. Opladen ; Berlin ; Toronto: Verlag Barbara Budrich. S. 373-394