Epistemology of scientific inquiry and computer-supported collaborative learning
Epistemology of scientific inquiry and computer-supported collaborative learning
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Computers & Education - Methodological issue in researching CSCL
Computers & Education - Methodological issue in researching CSCL
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
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As justifications (such as evidence or explanations) are central to productive argumentation, this study examines how the discourse moves of students engaged in collaborative learning are related to their justifications during computer mediated communication (CMC). Twenty-four students posted 131 messages on Knowledge Forum, an online collaborative learning environment. These messages were coded and analyzed with a multiple outcome, multilevel logit, vector autoregression. When students disagreed or made claims, they were more likely to use evidence. After a student made an alternative claim, the next student posting a message was less likely to use evidence. When students made claims, disagreed, disagreed with other's justifications, or read more messages, they were more likely to use explanations. Boys were more likely than girls to make new claims. Together, these results suggest that discourse moves and sequences are linked to justifications on online forums.