Empirical findings on computer-supported cooperative learning show that unstructured collaboration among students is often less effective than individual learning. Significantly more positive effects can be achieved through computer-supported cooperation scripts that distribute compatible cooperation roles in small groups and encourage students through prompts to show genuinely interactive processes in their roles. A generic plug-in is therefore being developed and provided with subject-specific content, with the help of which lecturers have the possibility of forming groups online, assigning the individual students different but compatible roles that are effective with regard to the competences to be acquired, and prompting appropriate learning activities in each case. The resulting collaborative scripts are to be used to structure written or video conference-based online discussions of authentic, discipline-specific case studies presented in a classroom context or online (e.g. discussion of business decisions in economics, collaborative processing of mathematical proof problems, collaborative text analysis in history). In this way, a large number of subject-specific teaching-learning scenarios for the implementation of digitally supported co-operative learning are created. The Faculty of Philology and History, the Faculty of Mathematics and Natural Sciences and the Faculty of Economics are involved. In the third year of the project, the project will be transferred to the Faculty of Catholic Theology and the Faculty of Law. 

• Chair of Psychology with special emphasis on Educational Psychology
• Chair of Art History
• Chair of Algebra and Number Theory
• Chair of Business Informatics & Management Support
• DigiLLab - Center for Digital Teaching and Learning