Maralee Harrell

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Learning to argue in a computer-mediated and structured fashion is investigated in this research. A study was conducted to compare dyads that were scripted in their computer-mediated collaboration with dyads that were not scripted. A process analysis of the chats of the dyads showed that the scripted experimental group used significantly more words, engaged(More)
After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we designed an experiment, performed twice over the course of two semesters, to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the Spring of(More)
Argument Diagramming Instruction 2 Abstract In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming (AD) on students' scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an(More)
Computer-mediated environments provide an arena for learning to argue. We investigate to what extent student dyads' online argumentation can be facilitated with collaboration scripts that (1) prompt learners to prepare individually, (2) create conflict, and (3) encourage productive collaboration and argumentation. A process analysis of the chats of the(More)