Abstract
Argumentative activity has been found beneficial for knowledge building and evaluation of information in some conditions. Many CSCL theorists have suggested that graphical representations may help in this endeavor. In the present study we examine effects of a graphical representation of synchronous discussions. 54 Grade 7 students from 2 classes participated. The study tested the effects of: (a) the use of shapes representing some argumentative functions in discussions and the use of arrows representing support/challenge between utterances; (b) the use of floor control to monitor turn taking during discussion. It appears that the combination of use of shapes and arrows and of the control over turn taking invites students to express more relevant claims and arguments, and less chat expressions.
| Original language | English |
|---|---|
| Title of host publication | Computer Supported Collaborative Learning 2005 |
| Subtitle of host publication | The Next 10 Years! |
| Publisher | Taylor and Francis |
| Pages | 170-179 |
| Number of pages | 10 |
| ISBN (Electronic) | 9781351226899 |
| ISBN (Print) | 9780805857825 |
| State | Published - 3 Oct 2017 |
Bibliographical note
Publisher Copyright:© 2005 International Society of the Learning Sciences. All rights reserved.
Keywords
- (a)synchronous e-discussions
- Argumentation
- Knowledge building