Armin Weinberger
Datos Biográficos
| ID | 9304488 |
|---|---|
| NOMBRE | Armin Weinberger |
| NOMBRES | Armin |
| APELLIDO | Weinberger |
| FIRMA | WEINBERGER A |
| AFILIACIONES | Saarland University |
| ORCID | 0000-0002-5837-0819 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
Improving hybrid brainstorming outcomes with computer-supported scaffolds
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in…
Towards a comprehensive framework of social presence for online, hybrid, and blended learning
Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as “real” and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence prima…
Artificial intelligence and human behavioral development
Despite the significant emphasis placed on incorporating 21st century skills into the educational framework, particularly at the primary level, recent scholarly works indicate considerable variation in the implementation of these skills across different countries and regions, suggesting a demand for further research specifically focusing on primary education. The indications of the Digicomp framework 1 and 21st-century skills in Europe have outli…
Being in-sync
Collaborative learners share an experience when focusing on a task together and coevally influence each other’s emotions and motivations. Continuous emotional synchronization relates to how learners co-regulate their cognitive resources, especially regarding their joint attention and transactive discourse. “Being in-sync” then refers to multiple emotional and cognitive group states and processes, raising the question: to what extent and when is b…
Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems
Digitalisierung und Bildung
Digitalisierung und Bildung
Argumentation-Based Computer Supported Collaborative Learning (ABCSCL)
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning
Sin obras prominentes en esta página.
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning
Argumentation-Based Computer Supported Collaborative Learning (ABCSCL)
Digitalisierung und Bildung
Digitalisierung und Bildung
Being in-sync
Collaborative learners share an experience when focusing on a task together and coevally influence each other’s emotions and motivations. Continuous emotional synchronization relates to how learners co-regulate their cognitive resources, especially regarding their joint attention and transactive discourse. “Being in-sync” then refers to multiple emotional and cognitive group states and processes, raising the question: to what extent and when is b…
Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems
Artificial intelligence and human behavioral development
Despite the significant emphasis placed on incorporating 21st century skills into the educational framework, particularly at the primary level, recent scholarly works indicate considerable variation in the implementation of these skills across different countries and regions, suggesting a demand for further research specifically focusing on primary education. The indications of the Digicomp framework 1 and 21st-century skills in Europe have outli…
Towards a comprehensive framework of social presence for online, hybrid, and blended learning
Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as “real” and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence prima…
Improving hybrid brainstorming outcomes with computer-supported scaffolds
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in…
Computer Science (7 obras) · Psychology (6 obras) · Artificial Intelligence (4 obras) · Innovative Teaching and Learning Methods (4 obras) · Knowledge management (4 obras) · Mathematics education (4 obras) · Collaborative learning (3 obras) · Human–computer interaction (3 obras) · Online and Blended Learning (3 obras) · Social Psychology (3 obras)