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Table of Contents
1 Learning 2.0; 1.1 A Current View: Emerging Needs of Learning 2.0; 1.1.1 Collaborative and Interactive Learning; 1.1.2 Initiative and Self-Directed Learning; 1.2 A Glance Back: Underlying Constructivism Theories; 1.2.1 Exogenous Constructivism; 1.2.2 Endogenous Constructivism; 1.2.3 Dialectical Constructivism; 1.2.4 Integrated Principles to Guide Learning 2.0; 1.3 A Look Forward: Computer-Supported Collaborative Learning; 2 Introduction to Collaboration Scripts; 2.1 Previous Works on Conceptualize Collaboration Scripts; 2.1.1 Internal Versus External Scripts
2.1.2 Macro Versus Micro Scripts2.2 Script Theory of Guidance; 2.2.1 Central Components; 2.2.2 Guiding Principles; 2.2.2.1 Internal Script Guidance and Configuration Principle; 2.2.2.2 Internal Script Induction, Re-configuration and Transactivity Principle; 2.2.2.3 External Script Guidance and Optimal External Scripting Level Principle; 2.2.2.4 Under Scripting; 2.2.2.5 Over Scripting; 2.2.2.6 Optimal Scripting; 3 How to Realize Flexible Scripting in CSCL; 3.1 Over-Scripting; 3.1.1 Quantitative Over-Scripting; 3.1.2 Qualitative Over-Scripting; 3.1.3 Motivational Over-Scripting
3.2 Script with Fading3.2.1 Forward & Backward Fading; 3.2.2 Horizontal & Vertical Fading; 3.2.3 Fading Effects; 3.3 Adaptive Scripting; 3.3.1 Adaptivity; 3.3.2 Intelligent Tutoring Systems; 3.3.3 Adaptive Collaboration Scripts; 3.4 Adaptable Scripting; 3.4.1 Adaptability; 3.4.2 Learner Control with Hypermedia; 3.4.3 Adaptable Scripting; 4 An Empirical Study on Adaptive Scripting; 4.1 Designing Adaptive Collaboration Scripts-An Example; 4.1.1 Play: Argumentative Dialogue; 4.1.2 Scene and Scriptlet: Argumentation and Counter-Argumentation; 4.1.2.1 Epistemic Activities
4.1.2.2 Argumentation Activities4.1.3 Role: Analyst, Critic and Replier; 4.1.4 Overview of the Designed External Collaboration Scripts; 4.2 Dependent Variable: What Can We Learn from Argumentation; 4.3 Independent Variable: Degrees of Scripting; 4.3.1 Low Degree of Scripting; 4.3.2 High Degree of Scripting; 4.3.3 Medium Degree of Scripting; 4.4 Research Questions; 4.4.1 RQ 1: To What Extent Does the Degree of Scripting Affect Students' Participation?; 4.4.2 RQ 2: How Does the Degree of Scripting Affect Learning Outcomes of Argumentative Knowledge Construction?; 4.5 Methods; 4.5.1 Participants
4.5.2 Study Design4.5.3 Learning Materials; 4.5.4 Learning Environment; 4.5.4.1 Low Degree of Scripting; 4.5.4.2 High Degree of Scripting; 4.5.4.3 Medium Degree of Scripting; 4.5.5 Procedure; 4.5.6 Variable Measurements; 4.5.6.1 Variables Measured by Questionnaires; 4.5.6.2 Computer Literacy; 4.5.6.3 Learning Strategy; 4.5.6.4 Academic Motivation (Pre Test); 4.5.6.5 Variables Measured by Content Analysis; 4.6 Statistics; 4.7 Results; 4.7.1 Preliminary Analyses; 4.7.2 RQ 1: To What Extent Does the Degree of Scripting Affect Students' Participation?
2.1.2 Macro Versus Micro Scripts2.2 Script Theory of Guidance; 2.2.1 Central Components; 2.2.2 Guiding Principles; 2.2.2.1 Internal Script Guidance and Configuration Principle; 2.2.2.2 Internal Script Induction, Re-configuration and Transactivity Principle; 2.2.2.3 External Script Guidance and Optimal External Scripting Level Principle; 2.2.2.4 Under Scripting; 2.2.2.5 Over Scripting; 2.2.2.6 Optimal Scripting; 3 How to Realize Flexible Scripting in CSCL; 3.1 Over-Scripting; 3.1.1 Quantitative Over-Scripting; 3.1.2 Qualitative Over-Scripting; 3.1.3 Motivational Over-Scripting
3.2 Script with Fading3.2.1 Forward & Backward Fading; 3.2.2 Horizontal & Vertical Fading; 3.2.3 Fading Effects; 3.3 Adaptive Scripting; 3.3.1 Adaptivity; 3.3.2 Intelligent Tutoring Systems; 3.3.3 Adaptive Collaboration Scripts; 3.4 Adaptable Scripting; 3.4.1 Adaptability; 3.4.2 Learner Control with Hypermedia; 3.4.3 Adaptable Scripting; 4 An Empirical Study on Adaptive Scripting; 4.1 Designing Adaptive Collaboration Scripts-An Example; 4.1.1 Play: Argumentative Dialogue; 4.1.2 Scene and Scriptlet: Argumentation and Counter-Argumentation; 4.1.2.1 Epistemic Activities
4.1.2.2 Argumentation Activities4.1.3 Role: Analyst, Critic and Replier; 4.1.4 Overview of the Designed External Collaboration Scripts; 4.2 Dependent Variable: What Can We Learn from Argumentation; 4.3 Independent Variable: Degrees of Scripting; 4.3.1 Low Degree of Scripting; 4.3.2 High Degree of Scripting; 4.3.3 Medium Degree of Scripting; 4.4 Research Questions; 4.4.1 RQ 1: To What Extent Does the Degree of Scripting Affect Students' Participation?; 4.4.2 RQ 2: How Does the Degree of Scripting Affect Learning Outcomes of Argumentative Knowledge Construction?; 4.5 Methods; 4.5.1 Participants
4.5.2 Study Design4.5.3 Learning Materials; 4.5.4 Learning Environment; 4.5.4.1 Low Degree of Scripting; 4.5.4.2 High Degree of Scripting; 4.5.4.3 Medium Degree of Scripting; 4.5.5 Procedure; 4.5.6 Variable Measurements; 4.5.6.1 Variables Measured by Questionnaires; 4.5.6.2 Computer Literacy; 4.5.6.3 Learning Strategy; 4.5.6.4 Academic Motivation (Pre Test); 4.5.6.5 Variables Measured by Content Analysis; 4.6 Statistics; 4.7 Results; 4.7.1 Preliminary Analyses; 4.7.2 RQ 1: To What Extent Does the Degree of Scripting Affect Students' Participation?