A framework to analyze argumentative knowledge construction in computer-supported collaborative learning: Methodological Issues in Researching CSCL
| Type of publication: | Article |
| Citation: | 47 |
| Journal: | Computers & Education |
| Volume: | 46 |
| Number: | 1 |
| Year: | 2006 |
| Month: | 1 |
| Pages: | 71--95 |
| Note: | Weinberger, Fischer 2006/1 - A framework to analyze argumentative Methodological Issues in Researching CSCL RIS http://www.sciencedirect.com/science/article/B6VCJ-4G1R3M7-2/2/9a0c3cab6da9a3a6054bfdd6f34ec336 file:///Weinberger&Fischer_2006.pdf js, 27.05.2007 |
| URL: | http://www.sciencedirect.com/s... |
| Abstract: | Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode). |
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| Added by: | [ADM] |
| Total mark: | 0 |
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