Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Autor/inn/en	Clark, Douglas B; Sampson, Victor; Weinberger, Armin; Erkens, Gijsbert
Titel	Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments
Quelle	In: Educational Psychology Review, 19 (2007) 3, S.343-374 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-007-9050-7
Schlagwörter	Persuasive Discourse; Online Courses; Interaction; Educational Environment; Computer Uses in Education + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Online course; Online-Kurs; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computernutzung
Abstract	Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns. Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10