Using argument representations to make thinking visible for individuals and groups
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Intuitive moderation styles and beliefs of teachers in CSCL-based argumentation
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Analysing graphic-based electronic discussions: evaluation of students’ activity on digalo
EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing
Support for the teacher in technology-enhanced collaborative classroom
Education and Information Technologies
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Argumentative activity has been found beneficial for knowledge building and evaluation of information in some conditions. Many CSCL theorists have suggested that graphical representations may help in this endeavor. In the present study we examine effects of a graphical representation of synchronous discussions. 54 Grade 7 students from 2 classes participated. The study tested the effects of: (a) the use of shapes representing some argumentative functions in discussions and the use of arrows representing support/challenge between utterances; (b) the use of floor control to monitor turn taking during discussion. It appears that the combination of use of shapes and arrows and of the control over turn taking invites students to express more relevant claims and arguments, and less chat expressions.