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

Weinberger, Armin; Fischer, Frank (2006): A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. In: Computers & Education, Vol. 46, No. 1: pp. 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).

• Item Type: Journal article
• Keywords: Computer-supported collaborative learning, CSCL, interaction analysis, asynchronous communication, discussion boards, argumentative knowledge construction, computer-supported collaboration scripts
• Faculties: Psychology and Education Science > Department Psychology > Education and Educational Psychology
• Subjects: 100 Philosophy and Psychology > 150 Psychology; 300 Social sciences > 370 Education
• Language: English