You are here:

Facilitating argumentative knowledge construction through a transactive discussion script in CSCL
ARTICLE

, , , ,

Computers & Education Volume 61, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Learning to argue is prerequisite to solving complex problems in groups, especially when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) can be designed to facilitate argumentative knowledge construction. This study investigates how argumentative knowledge construction in multidisciplinary CSCL groups can be facilitated with a transactive discussion script. The script prompts learners to paraphrase, criticize, ask meaningful questions, construct counterarguments, and propose argument syntheses. As part of a laboratory experiment, 60 university students were randomly assigned to multidisciplinary dyads based on their disciplinary backgrounds (i.e. water management or international development studies). These dyads were randomly assigned to a scripted (experimental) or non-scripted (control) condition. They were asked to analyse, discuss, and solve an authentic problem case related to both of their domains, i.e. applying the concept of community-based social marketing in fostering sustainable agricultural water management. The results showed that the transactive discussion script facilitates argumentative knowledge construction during discourse. Furthermore, learners assigned to the scripted condition acquired significantly more domain-specific and domain-general knowledge on argumentation than learners assigned to the unscripted condition. We discuss how these results advance research on CSCL scripts and argumentative knowledge construction.

Citation

Noroozi, O., Weinberger, A., Biemans, H.J.A., Mulder, M. & Chizari, M. (2013). Facilitating argumentative knowledge construction through a transactive discussion script in CSCL. Computers & Education, 61(1), 59-76. Elsevier Ltd. Retrieved April 21, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.08.013

Keywords

View References & Citations Map

Cited By

  1. Fostering oral presentation competence through a virtual reality-based task for delivering feedback

    Stan van Ginkel, VR Lab of the Archimedes Institute; Judith Gulikers, Harm Biemans & Omid Noroozi, Department of Education and Learning Sciences; Mila Roozen, Groningen Institute for Evolutionary Life Sciences; Tom Bos, NCOI Education Management; Richard van Tilborg & Melanie van Halteren, CoVince; Martin Mulder, Department of Education and Learning Sciences

    Computers & Education Vol. 134, No. 1 (June 2019) pp. 78–97

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.