Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Human support in CSCL: what, for whom, and by whom?
What we know about CSCL and implementing it in higher education
Computers & Education - Methodological issue in researching CSCL
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Intuitive moderation styles and beliefs of teachers in CSCL-based argumentation
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Why scaffolding should sometimes make tasks more difficult for learners
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
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Researchers and educators have considered synchronicity as a less desirable mode of communication than a-synchronicity in learning tasks involving discussions. This is because synchronicity does not easily allow students to take into consideration collaborative scripts in the heat of discussions. Also, moderation by teachers of synchronous discussions has been considered as extremely challenging so far. We describe here a study in which we trained students-teachers to moderate synchronous discussions and asked them to moderate discussions in two different ways of guidance, social and argumentation guidance. We show that moderation of synchronous discussions is feasible as effects of moderation on argumentative, social and interactive aspects of the discussion reflect the kind of guidance suggested. Also we show differences between girls and boys in the way they participate in synchronous discussions and respond to the moderator's suggestions.