Skip to main content
SpringerLink
Log in

Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine

  • Published:
International Journal of Computer-Supported Collaborative Learning Aims and scope Submit manuscript

Abstract

In a recent paper, Pierre Tchounikine has suggested to advance the Script Theory of Guidance (SToG) by addressing the question how learners appropriate collaboration scripts presented to them in learning environments. Tchounikine’s main criticism addresses SToG’s “internal script configuration principle.” This principle states that in any collaboration situation, the learners’ set of goals and perceived situational characteristics influence how they dynamically configure internal collaboration scripts. Tchounikine's critique is that SToG is not very clear about how exactly “the learner’s set of goals” and particularly “perceived situational characteristics” influence the way learners understand and act in a CSCL situation. In response, we argue that SToG, at its core, is deeply concerned with appropriation of external scripts by focusing on how external scripts influence the (re-)configutration of internal scripts. Here, we lay out different aspects of appropriation in line with the basic assumptions of SToG, namely perception, interpretation, and implementation. The process of appropriation may be followed by an internalization of the result of appropriation (or appropriated external guidance).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56–66. doi:10.1080/00461520.2012.748005.

    Article  Google Scholar 

  • Kimmerle, J., Moskaliuk, J., Oeberst, A., & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50(2), 120–137.

    Article  Google Scholar 

  • Rummel, N., & Spada, H. (2007). Can people learn computer-mediated collaboration by following a script? In F. Fischer, I. Kollar, H. Mandl, & J. Haake (Eds.), Scripting computer-supported collaborative learning (pp. 39–55). US: Springer. doi:10.1007/978-0-387-36949-5_3.

    Chapter  Google Scholar 

  • Rummel, N., Spada, H., & Hauser, S. (2009). Learning to collaborate while being scripted or by observing a model. International Journal of Computer-Supported Collaborative Learning, 4(1), 69–92. doi:10.1007/s11412-008-9054-4.

    Article  Google Scholar 

  • Stahl, G. (2016). The group as paradigmatic unit of analysis: The contested relationship of CSCL to the learning sciences. In M. A. Evans, M. J. Packer & R. K. Sawyer (Eds.), Reflections on the learning sciences (ch. 5). New York,: Cambridge University Press.

  • Stasser, G., & Stewart, D. (1992). Discovery of hidden profiles by decision-making groups: solving a problem versus making a judgment. Journal of Personality and Social Psychology, 63(3), 426.

    Article  Google Scholar 

  • Tchounikine, P. (2016). Contribution to a theory of CSCL Scripts: Taking into account the appropriation of Scripts by learners. International Journal of Computer-Supported Collaborative Learning. doi:10.1007/s11412-016-9240-8.

  • Tsovaltzi, D., Judele, R., Puhl, T., & Weinberger, A. (2015). Scripts, individual preparation and group awareness support in the service of learning in Facebook: how does CSCL compare to social networking sites? Computers in Human Behavior, 53, 577–592. doi:10.1016/j.chb.2015.04.067.

    Article  Google Scholar 

  • Wecker, C., & Fischer, F. (2011). From guided to self-regulated performance of domain-general skills: the role of peer monitoring during the fading of instructional scripts. Learning and Instruction, 21(6), 746–756. doi:10.1016/j.learninstruc.2011.05.001.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Ludwig-Maximilians-Universität (LMU), Munich, Germany

    Karsten Stegmann & Frank Fischer

  2. Universität Augsburg, Augsburg, Germany

    Ingo Kollar

  3. Armin Weinberger, Saarland University, Saarbrücken, Germany

    Armin Weinberger

Authors
  1. Karsten Stegmann
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ingo Kollar
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Armin Weinberger
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Frank Fischer
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Karsten Stegmann.

Additional information

Page numbers for direct quotations were provided by the authors, but are missing due to production processes at Springer.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Stegmann, K., Kollar, I., Weinberger, A. et al. Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine. Intern. J. Comput.-Support. Collab. Learn 11, 371–379 (2016). https://doi.org/10.1007/s11412-016-9241-7

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11412-016-9241-7

Keywords

Search

Navigation