Armin Weinberger focuses on Collaborative learning, Computer-supported collaborative learning, Knowledge management, Cooperative learning and Scripting language. His Collaborative learning research is multidisciplinary, incorporating elements of Active learning, Synchronous learning, World Wide Web, Experiential learning and Coding. His research on Computer-supported collaborative learning also deals with topics like
His Knowledge management research is multidisciplinary, incorporating perspectives in Computer-Assisted Instruction and Computational linguistics. In his research, Transactive memory is intimately related to Instructional design, which falls under the overarching field of Cooperative learning. The study incorporates disciplines such as Collaborative knowledge and Argumentative in addition to Scripting language.
His main research concerns Collaborative learning, Scripting language, Knowledge management, Computer-supported collaborative learning and Argumentation theory. His work carried out in the field of Collaborative learning brings together such families of science as Cooperative learning, Multimedia, Active learning and Transactive memory. His studies deal with areas such as Learning environment, Educational technology and Instructional design as well as Cooperative learning.
His Scripting language research incorporates themes from Educational psychology, Individual knowledge, Human–computer interaction, Computer supported collaboration and Videoconferencing. His research in Knowledge management intersects with topics in Domain and Construct. His study focuses on the intersection of Computer-supported collaborative learning and fields such as Cognitive science with connections in the field of Argument map.
His primary areas of study are Collaborative learning, Mathematics education, Knowledge management, Group and Social psychology. His Collaborative learning study integrates concerns from other disciplines, such as Cognitive psychology, Group learning and Coding. Transactive memory is the focus of his Knowledge management research.
He has researched Social psychology in several fields, including Argumentative and Scripting language. He has included themes like Social media and Argumentation theory in his Argumentative study. Armin Weinberger integrates Scripting language with Politics in his study.
His scientific interests lie mostly in Knowledge management, Collaborative learning, Argumentation theory, Service and Subject-matter expert. His study in Collaborative learning is interdisciplinary in nature, drawing from both Co-construction, Social network, Domain knowledge, Argumentative and Scripting language. Many of his studies involve connections with topics such as Social psychology and Argumentation theory.
His Service study incorporates themes from Knowledge building, Dialog system and Transactive memory.
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A framework to analyze argumentative knowledge construction in computer-supported collaborative learning
Armin Weinberger;Frank Fischer.
Computers in Education (2006)
Epistemic and Social Scripts in Computer-Supported Collaborative Learning.
Armin Weinberger;Bernhard Ertl;Frank Fischer;Heinz Mandl.
Instructional Science (2005)
Specifying Computer-Supported Collaboration Scripts
Lars Kobbe;Armin Weinberger;Pierre Dillenbourg;Andreas Harrer.
Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in computer-supported collaborative learning
Carolyn Penstein Rosé;Yi-Chia Wang;Yue Cui;Jaime Arguello.
Knowledge convergence in collaborative learning: Concepts and assessment
Armin Weinberger;Karsten Stegmann;Frank Fischer.
Learning and Instruction (2007)
Facilitating argumentative knowledge construction with computer-supported collaboration scripts
Karsten Stegmann;Armin Weinberger;Frank Fischer.
computer supported collaborative learning (2007)
Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A Synthesis of 15 Years of Research.
Omid Noroozi;Armin Weinberger;Harm J.A. Biemans;Martin Mulder.
Educational Research Review (2012)
Learning to argue online: Scripted groups surpass individuals (unscripted groups do not)
Armin Weinberger;Karsten Stegmann;Frank Fischer.
Computers in Human Behavior (2010)
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments.
Douglas B. Clark;Victor Sampson;Armin Weinberger;Gijsbert Erkens.
Educational Psychology Review (2007)
Scripts for Computer-Supported Collaborative Learning Effects of social and epistemic cooperation scripts on collaborative knowledge construction
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