Scripting Discussions for Elaborative, Critical Interactions

Abstract

Abstract. Scripting collaborative argumentation can be effective in helping students understand multiple perspectives in complex, ill-defined domains. We have developed a web-based collaborative learning environment and a collaboration script to support students in discussing and analyzing controversial texts. We present a study in which we varied one element of the script to support critical, elaborative interactions, namely whether or not students take a proponent and/or critic role. Our results suggest that roles have a positive effect on the extent of knowledge elaboration in student discussions.

Collaborative Learning in Facebook: Adverse Effects of Individual Preparation

“…For example, if the goal is to help learners to get an overview on a topic, graphs are a possible choice to visualize argumentation, whereas matrices can outline the missing pieces between argumentative moves [22]. Argument diagramming can help learners "construct, reconstruct and reflect on arguments" [32] and therefore think deeply about arguments beyond own viewpoints.…”

“…Scripts can come in many forms. There can be sentence openers that prepare the way for high qualitative argumentation moves [32], guiding questions which point to important conflicts in argumentations or argument diagrams for structuring discussions [25]. By letting the learner choose from possible fitting openers, chances are that sound argumentation is built up that has a stringent and decisive structure.…”

“…So, especially scripts with a low degree of freedom need to be situated in the zone defined by complementing internal and external scripts and provide options that are sufficient for the task at hand, e.g. neither too many nor too few prompt options to choose from [32].…”

نمـــــــوذج لـتوظیف الســـیناریـوهات التشـــارکیة فی بنــــاء التفــــاعل الاجتمـــاعی الافــــتراضی وفاعلیته فی تنمیة التحصیل المعـرفی والدافعیة للإنجاز والکفاءة الاجتماعیة لدى طلاب شعبة معلم الحاسب الآلی

“…‫تال‬ et al, 2000;Schoonenboom, 2008;Popov et al, 2013;Kaunang, 2014;Scheuer et al, 2014;Tsovaltzi et Diziol et al, 2007;Kollar et al, 2007;Weinberger et al, 2005 Kollar et al, 2007;Weinberger et al, 2010;Scheuer et al, .…”