A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Learning.

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Autor/Urheber	Weinberger, Armin; Fischer, Frank
Institution	HAL CCSD; Elsevier
Titel	A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Learning.
Quelle	In: hal-00190643; doi:10.1016/j.compedu.2005.04.003; ISSN: 0360-1315 ; Computers and Education ; https://telearn.archives-ouvertes.fr/hal-00190643 ; Computers and Education, Elsevier, 2006, 46, pp.71-95. ⟨10.1016/j.compedu.2005.04.003⟩(2006) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1016/j.compedu.2005.04.003
Schlagwörter	interaction analysis; collaboration scripts; asynchronous communication; discussion boards; argumentative knowledge construction; computer-supported collaboration scripts
Abstract	This is a pre-print version of the journal article, published in Computers and Education, 2006, 46, copyright of Elsevier Ltd. http://dx.doi.org/10.1016/j.compedu.2005.04.003 ; 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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