Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment

被引：93

作者：

Stegmann, Karsten ^{[1
]}

Wecker, Christof ^{[1
]}

Weinberger, Armin ^{[2
]}

Fischer, Frank ^{[1
]}

机构：

[1] LMU Munchen, D-80802 Munich, Germany

[2] Univ Saarland, D-66123 Saarbrucken, Germany

来源：

INSTRUCTIONAL SCIENCE | 2012年 / 40卷 / 02期

关键词：

Argumentation; Cognitive elaboration; Computer-supported collaborative learning; Collaboration scripts; Online discussion; Think-aloud protocols; KNOWLEDGE CONSTRUCTION; DYADIC INTERACTION; SCRIPTS; TEXT;

D O I：

10.1007/s11251-011-9174-5

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explores the relation between argumentation in online discussions, cognitive elaboration, and individual knowledge acquisition. In a one-factorial experimental design with 48 participants we investigated the effect of an argumentative computer-supported collaboration script (with vs. without) on the formal quality of argumentation, cognitive elaboration, and individual knowledge acquisition in online discussions. Furthermore, we examined the relation between the formal quality of argumentation, cognitive elaboration, and individual knowledge acquisition. Empirical evidence was found that a computer-supported collaboration script can foster formal quality of argumentation as well as corresponding cognitive elaboration. Construction of formally sound arguments is positively related to both deep cognitive elaboration and individual acquisition of knowledge on argumentation.

引用

页码：297 / 323

页数：27

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