Arguing on the computer

Authors:
Deanna Kuhn;Wendy Goh
Affiliations:
Columbia University, New York, NY;Columbia University, New York, NY
Venue:
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Year:
2005

Citing 3
Cited 2

Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments

Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Analyzing collaborative knowledge construction: multiple methods for integrated understanding

Computers & Education - Documenting collaborative interactions: Issues and approaches
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Computers & Education - Methodological issue in researching CSCL

A case study of elementary students' argumentation in science

ICLS '06 Proceedings of the 7th international conference on Learning sciences
Collaborative argumentation and cognitive processing: an empirical study in a computer-supported collaborative learning environment

CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning

Quantified Score

Hi-index	0.00

Visualization

Abstract

We describe a collaborative computer-based activity as a means of developing argumentive discourse skills in middle-school students. The rationale for use of this technology is that it heightens the opportunity, and indeed demand, for metacognitive reflection on the communication, relative to direct verbal exchange. This demand is further heightened procedurally in two ways: (a) each dialog takes place among four participants, two who collaborate in producing and transmitting one side of the dialog and two who collaborate in producing and transmitting the other; subsequently, the respective pairs engage in analysis of a written transcript of it, with the aim of identifying how it might be improved.