Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
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This paper focuses on the analysis of a virtual seminar in respect to learning processes and learning outcomes of its participants who collaborated over a four month period. To investigate the learning processes in this field study, we analyzed the learners' contributions according to four main learning processes: epistemic activities, construction of a conceptual space, dissemination of shared knowledge, and conflict-orientation. To investigate the learning outcome, we analyzed the joint task solutions with respect to knowledge acquisition and knowledge application. Learners were assigned to three groups who had to solve four tasks relating to the main topics on knowledge management. Results show that learning processes varied depending on the tasks and groups, but no general trend was found. Furthermore, the four task solutions also differed in their quality. The fact that learning processes were related to group products confirms the relevance of learning processes for acquiring and applying knowledge.