Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Argumentative knowledge construction in CSCL
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Collaborative learning through computer-mediated argumentation
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Coercing shared knowledge in collaborative learning environments
Computers in Human Behavior
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A key guidance factor of computer supported collaborative learning (CSCL) is the specification of a discussion task. Aspects of the discussion task may affect the quality of group discussion for higher-order learning. This experiment investigated the effects of two aspects of discussion task on asynchronous text discussion of an online higher-education course. Groups completed discussion assignments that varied in degree of task context and outcome specification. Content analysis was used to assess conceptual conflict and level of information processing of online messages. Results indicate that conceptual conflict is associated with higher-order discussion, but differences in task context and product do not have large effects on the quantity or quality of online discussion.