A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Weinberger, Armin und Fischer, Frank (2006): A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. In: Computers & Education, Bd. 46, Nr. 1: S. 71-95

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).

• Dokumententyp: Zeitschriftenartikel
• Keywords: Computer-supported collaborative learning, CSCL, interaction analysis, asynchronous communication, discussion boards, argumentative knowledge construction, computer-supported collaboration scripts
• Fakultät: Psychologie und Pädagogik > Department Psychologie > Empirische Pädagogik und Pädagogische Psychologie
• Themengebiete: 100 Philosophie und Psychologie > 150 Psychologie ; 300 Sozialwissenschaften > 370 Bildung und Erziehung
• Sprache: Englisch