A framework to analyze argumentative knowledge construction in computer-supported collaborative learning
ARTICLE
Armin Weinberger, Frank Fischer
Computers & Education Volume 46, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode).
Citation
Weinberger, A. & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46(1), 71-95. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/66914/.
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Keywords
- Argumentative Knowledge Construction
- asynchronous communication
- Cognitive Processes
- Computer Assisted Instruction
- Computer-supported collaboration scripts
- computer-supported collaborative learning
- Cooperative learning
- discussion boards
- Educational Research
- Epistemology
- Interaction Analysis
- Knowledge Level
- participation
- Persuasive Discourse
- Social Influences
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