Using computer supported argument visualization to teach legal argumentation
Visualizing argumentation
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
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
An integrated approach to implementing collaborative inquiry in the classroom
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Supporting discourse in a synchronous learning environment: the learning protocol approach
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
ICLS '06 Proceedings of the 7th international conference on Learning sciences
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
An efficient and flexible technical approach to develop and deliver online peer assessment
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Towards the convergence of CSCL and inquiry learning: scripting collaborative inquiry learning
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Analyzing the role of students' self-organization in a case of scripted collaboration
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
CRIWG'07 Proceedings of the 13th international conference on Groupware: design implementation, and use
Dynamic and flexible learning in distributed and collaborative scenarios using grid technologies
CRIWG'07 Proceedings of the 13th international conference on Groupware: design implementation, and use
Four requirements for digital case study libraries
Education and Information Technologies
Noticing relevant feedback improves learning in an intelligent tutoring system for peer tutoring
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
| Hi-index | 0.00 |
Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners' internal scripts concerning collaborative argumentation. 98 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting argumentation were embedded within a web-based collaborative inquiry curriculum. Students' internal scripts were classified as either high or low structured, establishing a 2x2-factorial design. Results suggest that the high structured external script supported all learners, regardless of their internal scripts, concerning the acquisition of domain-general knowledge. Learners' internal scripts influenced the acquisition of domain-specific knowledge. Results from two case studies reveal differences in argumentation processes attributable to the learners' internal scripts. Results are discussed in terms of their theoretical relevance and practical implications for learning with collaboration scripts.