Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structure

@inproceedings{Clark2007EvaluatingTQ,
  title={Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structure},
  author={Douglas B. Clark and V. Sampson and A. Weinberger and G. Erkens},
  booktitle={CSCL},
  year={2007}
}
Over the last decade, researchers have developed sophisticated online learning environments to promote argumentative discourse between students. This symposium examines some of the diverse ways researchers have attempted to examine how students engage in argumentation and to assess the effectiveness of CSCL environments in fostering productive argumentation. The papers presented as part of this symposium will focus on four different categories of analytic frameworks: (1) nature and function of… Expand
Dialogue as Data in Learning Analytics for Productive Educational Dialogue
TLDR
The paper provides a novel, conceptually driven, stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on and offline sites of learning. Expand
Knowledge generation in online forums: a case study in the German educational domain
TLDR
A first approximation of the usefulness of online forums with regard to information seeking and knowledge generation is got by examining the pragmatics and types of information needs of posted questions and by investigating knowledge related characteristics of discussion posts as well as the success of communication. Expand

References

SHOWING 1-10 OF 19 REFERENCES
Analyzing the quality of argumentation supported by personally-seeded discussions
TLDR
This study outlines a methodology for coding the individual comments in terms of epistemic operation, grounds, and content normativity and parsing and assessing overall argumentation structure of the oppositional episodes in online asynchronous forums. Expand
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning
TLDR
A multi-dimensional approach is proposed 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). Expand
Rainbow: A framework for analysing computer-mediated pedagogical debates
In this paper we present a framework for analysing when and how students engage in a specific form of interactive knowledge elaboration in CSCL environments: broadening and deepening understanding ofExpand
Computer-Mediated Epistemic Dialogue: Explanation and Argumentation as Vehicles for Understanding Scientific Notions
Epistemic dialogues, involving explanation and argumentation, have been recognized as potential vehicles for conceptual understanding. Although the role of dialogue in learning has received muchExpand
The Potential of Argument in Knowledge Building
It is a matter of quasi-consensus among argumentation researchers that engaging in argumentation sets the scene for changes in people’s views. However, the actual process by which such changes occurExpand
The development of argument skills.
TLDR
Experimental evidence is obtained to corroborate cross-sectional patterns of development in argument skills and to evaluate the effectiveness of an intervention designed to foster development of these skills in academically at-risk 13- to 14-year-olds. Expand
Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions
In this study we examined the discourse components, interaction patterns, and reasoning complexity of 4 groups of 12 Grade 8 students in 2 science classrooms as they constructed mental models of theExpand
Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments
TLDR
This chapter will outline the theoretical background of argumentative knowledge construction and will then describe script components that target different dimensions of arguments and the empirical findings of two studies regarding the effects of these script components. Expand
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
TLDR
The CSCL, Argumentation, And Deweyan Inquiry: Argumentation Is Learning is Learning T. Koschmann, T.B. Schwarz, A. Glassner. Expand
Discourse, Tools, and Reasoning: Essays on Situated Cognition
In 1990, we were asked by the Scientific Affairs Division of NATO1 to organize a conference on situated cognition and technologies of learning. In planning the conference, held in Lucca, Italy, inExpand
...
1
2
...