by Armin Weinberger (Author)
Most modern approaches to learning and instruction - and approach-es to computer-supported collaborative learning (CSCL) in particular - foresee collaboration on complex problems to facilitate individual con-struction of multi-perspective, application-related knowledge. Lear-ners are often overwhelmed by working on complex problems, how-ever, and rather aim towards satisficing minimal requirements of a learning task. Therefore, CSCL needs to be scaffolded for learners to actually interact and work on problems together in a way, which is effectively facilitating individual knowledge construction. CSCL scripts pose an approach to directly facilitate specific processes of collabo-rative knowledge construction. The question under investigation here is, what kind of processes should be supported by such CSCL scripts, social or epistemic processes or both?