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Will Structuring the Collaboration of Students Improve Their Argumentation?
Abstract
Learning to argue in a computer-mediated and structured fashion is investigated in this research. A study was conducted to compare dyads that were scripted in their computer-mediated collaboration with dyads that were not scripted. A process analysis of the chats of the dyads showed that the scripted experimental group used significantly more words, engaged in significantly more broadening and deepening of the discussion, and appeared to engage in more critical and objective argumentation than the non-scripted control groupAuthor's Profile
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2016-01-30
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Citations of this work
Using Argument Diagramming to Teach Critical Thinking in a First-Year Writing Course.Maralee Harrell & Danielle Wetzel - 2015 - In Ron Barnett & Bob Ennis Martin Davies (ed.), Palgrave Handbook of Critical Thinking in Higher Education. pp. 213-232.
Building Arguments Together or Alone? Using Learning Analytics to Study the Collaborative Construction of Argument Diagrams.Irene-Angelica Chounta, Bruce M. McClaren & Maralee Harrell - 2017 - In Brian K. Smith, Marcela Borge, Emma Mercier & Kyu Yon Lim (eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017. Philadelphia, PA, USA: pp. 589-592.
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