Martin Greisel
Biographic Data
| ID | 5791485 |
|---|---|
| NAME | Martin Greisel |
| GIVEN NAMES | Martin |
| FAMILY NAME | Greisel |
| SIGNATURE | GREISEL M |
| AFFILIATIONS | University of Augsburg |
| ORCID | 0000-0002-9586-5714 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Toward a Taxonomy
Computer-Supported Collaborative Learning (CSCL) has grown into a multidisciplinary field, yet persistent conceptual fragmentation limits cumulative knowledge building and newcomer entry. We frame paradigm formation in CSCL as a wicked problem that requires collective action. We report outcomes from the half-day CSCL Paradigm-Building Workshop at the ISLS conference 2025, preceded by anonymous online pre-workshop exchanges. Twenty participants an…
Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups
Background Despite its potential, collaborative learning is not always successful. Learners often have difficulties to overcome regulation problems such as diverging goals within their group. If group members have different (i.e. heterogeneous) perceptions of the group’s current regulation problems, and fail to homogenize them, this may endanger successful collaboration.Methods N = 311 pre-service teachers collaborated online to analyze a fiction…
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions
The effectiveness of peer feedback is likely to depend on beliefs and orientations toward peer feedback. Therefore, we investigate to what extent they predict (a) the quality of the feedback that students provide to their peers and (b) the perceived adequacy of the feedback they receive from their peers. N = 254 pre-service teachers reported their beliefs and orientations, provided feedback, and processed the feedback they received. Regression an…
Promoting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback
Peer-feedback can be an effective way to improve pre-service teachers’ evidence-informed reasoning skills (= EIR skills). However, because learners often struggle to provide high-quality feedback or to make sense of the feedback they receive, they need scaffolding. In this study, N = 254 pre-service teachers analyzed an authentic classroom case from the perspective of two educational theories and related evidence, provided feedback to two peers, …
Promoting future teachers’ evidence-informed reasoning scripts
Pre-service teachers face difficulties when dealing with problem situations in the classroom if their evidence-informed reasoning script (EIRS) is not adequately developed. An EIRS might be promoted by demonstrating how to implement evidence-informed reasoning after a problem-solving activity on an authentic case. However, it is unclear what form of instruction is appropriate to promote pre-service teachers in the development of an EIRS. The pres…
Using natural language processing to support peer‐feedback in the age of artificial intelligence
Advancements in artificial intelligence are rapidly increasing. The new‐generation large language models, such as ChatGPT and GPT‐4, bear the potential to transform educational approaches, such as peer‐feedback. To investigate peer‐feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross‐disciplinary framework that aims to facilitate the development of NLP‐based adaptive measures for …
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Promoting future teachers’ evidence-informed reasoning scripts
Pre-service teachers face difficulties when dealing with problem situations in the classroom if their evidence-informed reasoning script (EIRS) is not adequately developed. An EIRS might be promoted by demonstrating how to implement evidence-informed reasoning after a problem-solving activity on an authentic case. However, it is unclear what form of instruction is appropriate to promote pre-service teachers in the development of an EIRS. The pres…
Using natural language processing to support peer‐feedback in the age of artificial intelligence
Advancements in artificial intelligence are rapidly increasing. The new‐generation large language models, such as ChatGPT and GPT‐4, bear the potential to transform educational approaches, such as peer‐feedback. To investigate peer‐feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross‐disciplinary framework that aims to facilitate the development of NLP‐based adaptive measures for …
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions
The effectiveness of peer feedback is likely to depend on beliefs and orientations toward peer feedback. Therefore, we investigate to what extent they predict (a) the quality of the feedback that students provide to their peers and (b) the perceived adequacy of the feedback they receive from their peers. N = 254 pre-service teachers reported their beliefs and orientations, provided feedback, and processed the feedback they received. Regression an…
Promoting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback
Peer-feedback can be an effective way to improve pre-service teachers’ evidence-informed reasoning skills (= EIR skills). However, because learners often struggle to provide high-quality feedback or to make sense of the feedback they receive, they need scaffolding. In this study, N = 254 pre-service teachers analyzed an authentic classroom case from the perspective of two educational theories and related evidence, provided feedback to two peers, …
Toward a Taxonomy
Computer-Supported Collaborative Learning (CSCL) has grown into a multidisciplinary field, yet persistent conceptual fragmentation limits cumulative knowledge building and newcomer entry. We frame paradigm formation in CSCL as a wicked problem that requires collective action. We report outcomes from the half-day CSCL Paradigm-Building Workshop at the ISLS conference 2025, preceded by anonymous online pre-workshop exchanges. Twenty participants an…
Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups
Background Despite its potential, collaborative learning is not always successful. Learners often have difficulties to overcome regulation problems such as diverging goals within their group. If group members have different (i.e. heterogeneous) perceptions of the group’s current regulation problems, and fail to homogenize them, this may endanger successful collaboration.Methods N = 311 pre-service teachers collaborated online to analyze a fiction…
Psychology (4 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Peer feedback (3 works) · Student Assessment and Feedback (3 works) · Collaborative learning (2 works) · Education and Critical Thinking Development (2 works) · Perception (2 works) · Social Psychology (2 works)