Abstract

Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in the field of ABCSCL and to synthesize the findings. For this review, 108 publications (89 empirical studies and 19 conceptual papers) on ABCSCL research dating from 1995 through 2011 were studied to highlight the foci of the past 15 years. Building on Biggs’ (2003) model, the ABCSCL publications were systematically categorized with respect to student prerequisites, learning environment, processes, and outcomes. Based on the quantitative and qualitative findings, this paper concludes that ABCSCL environments should be designed in a systematic way that takes the variety of specific conditions for learning into account. It also offers suggestions for educational practice and future research.

Citation

Noroozi, O., Weinberger, A., Biemans, H.J.A., Mulder, M. & Chizari, M. (2012). Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A synthesis of 15 years of research. Educational Research Review, 7(2), 79-106. Elsevier Ltd. Retrieved September 24, 2021 from https://www.learntechlib.org/p/76397/.

Keywords

• argumentation
• Argumentation-Based Computer Supported Collaborative Learning
• Argumentative Knowledge Construction
• Collaborative argumentation
• Computer Assisted Instruction
• computer mediated communication
• computer-supported collaborative learning
• Cooperative learning
• Educational Practices
• Educational Research
• instructional design
• Literature Reviews
• Persuasive Discourse
• Qualitative Research
• Statistical Analysis
• Synthesis
• Web Based Instruction