Two Studies Examining Argumentation in Asynchronous Computer Mediated Communication

Autor/inn/en	Joiner, Richard; Jones, Sarah; Doherty, John
Titel	Two Studies Examining Argumentation in Asynchronous Computer Mediated Communication
Quelle	In: International Journal of Research & Method in Education, 31 (2008) 3, S.243-255 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
Schlagwörter	Computer Mediated Communication; Persuasive Discourse; Outcomes of Education; Educational Environment; Pretests Posttests; Undergraduate Students; Foreign Countries; Comparative Analysis; Asynchronous Communication; United Kingdom (England) + Suchen Sie Ihr Suchwort? Computerkonferenz; Persuasion; Persuasive Kommunikation; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland
Abstract	Asynchronous computer mediated communication (CMC) would seem to be an ideal medium for supporting development in student argumentation. This paper investigates this assumption through two studies. The first study compared asynchronous CMC with face-to-face discussions. The transactional and strategic level of the argumentation (i.e. measures of argumentation quality) observed in face-to-face discussions was higher than that observed in CMC discussions; however, this difference was not reflected in the students' subsequent level of argumentation. The second study compared a CMC discussion consisting of students from the same degree programme with those from different degree programmes. Students from the same degree programme participated more in the discussion than students from different degree programmes, but the structural quality of the argumentation was higher for students from different degree programmes. The implications of these findings for the methods used to assess the quality of argumentation are discussed. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10