Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Computers & Education - Methodological issue in researching CSCL
Internal and external collaboration scripts in web-based science learning at schools
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
New challenges in CSCL: towards adaptive script support
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Using contrasting cases to relate collaborative processes and outcomes in CSCL
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
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It has been assumed that deep cognitive processing is associated with better understanding. Better understanding of the content is supposed to improve the quality of argumentation in the discussions. Although plausible, empirical tests of these assumptions are sparse. Therefore, the goals of this study are to examine these assumptions and to provide analyses of cognitive processes during collaboration. A one-factorial design with forty-eight (48) participants was used to investigate the relation between the formal quality of single arguments (low vs. high) during online discussions of groups of three, cognitive processes, and knowledge acquisition. The formal quality of single arguments was fostered by means of a computer-supported collaboration script. Empirical evidence was found that the quality of argumentative knowledge construction during discussion is positively related to deep cognitive processing and that the scripted construction of single arguments had a positive effect on the individual acquisition of knowledge on argumentation.