A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Learning

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).
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Computers and Education, Elsevier, 2006, 46, pp.71-95. 〈10.1016/j.compedu.2005.04.003〉
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Armin Weinberger, Frank Fischer. A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Learning. Computers and Education, Elsevier, 2006, 46, pp.71-95. 〈10.1016/j.compedu.2005.04.003〉. 〈hal-00190643〉

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