A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Abstract

Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts.In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach 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).

Knowledge convergence in collaborative learning: Concepts and assessment

“…Furthermore, learners can also build a consensus in various ways, e.g. through quick, integration-oriented or conflict-oriented consensus building (Weinberger & Fischer, 2006). Whereas quick consensus building signifies the simple acceptance of those ideas which learning partners contributed and primarily serves the continuation of discourse, integration-or conflict-oriented consensus building is seen to mediate learners building on each others' reasoning and sharing knowledge.…”

“…The following example of a discussion, which was supported by a specific computersupported cooperation script (see Weinberger, Ertl, Fischer, & Mandl, 2005) illustrates how knowledge is shared in asynchronous CSCL and coded by us (see Weinberger & Fischer, 2006 for coding rules; original discussion was in German). The discussion is about a specific problem case about a pupil who suffers from suboptimal attribution patterns of himself and his parents.…”

“…Second, segments are to be coded with respect to different social modes of co-construction. Weinberger and Fischer (2006) distinguish five social modes characterised by different degrees of transactivity, namely externalisation and elicitation as well as quick, integration-oriented, and conflict-oriented modes of consensus building. Externalisation refers to learners contributing new ideas in the group without any reference to prior contributions of their learning partners.…”

“…To analyse how learners build consensus in discourse, it has been suggested that discourse corpora first be sampled and segmented (see Weinberger & Fischer, 2006). Knowledge convergence must be assessed on the basis of coherent samples of discourse corpora in order to capture how learners relate to and operate on each others' knowledge contributions.…”

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

“…Our approach to argumentative knowledge construction in collaborative, problem-based scenarios differentiates between three process dimensions, namely an epistemic dimension that describes arguments as steps towards solving the learning task, an argument dimension in which formal criteria for the composition of arguments are represented, and a dimension of social modes of co-construction that represents how learners interact with one another. This interaction is described in terms of how the learners relate their own arguments to the arguments of their learning partners (see Weinberger & Fischer, 2006).…”