The Influence of the Discussion Leader Procedure on the Quality of Arguments in Online Discussions

Spatariu, Alexandru; Hartley, Kendall; Schraw, Gregory; Bendixen, Lisa D.; Quinn, Linda F.

doi:10.2190/b580-2r37-p220-65v4

Cited by 11 publications

(12 citation statements)

References 10 publications

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“…Argumentation refers to making convincing claims backed up by sound evidence and broad understanding of various aspects of an issue (e.g. Coirier, Andriessen, & Lucille, 1999;Jeong, 2004;Kuhn, 1991;Nussbaum, 2005;Spatariu, Hartley, Schraw, Bendixen, & Quin, 2007). Argumentative learning activities can serve as an effective mechanism of diffusion of knowledge through a network of exchanges in small groups (Roth, & Bowen, 1995).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Using a Collaborative Database to Enhance Students’ Knowledge Construction

Rosen¹,

Rimor²

2009

IJELL

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This study focuses on academic online course in collaborative database learning environment and examines the conditions for effectiveness of collective and individual knowledge construction in this environment. The purpose of this study was to examine whether learners with a collaborative learning orientation differ from learners with an individual learning orientation, as was measured through their contribution to the process of knowledge construction in a collaborative online database environment. The results of the study showed differential achievements among learners with different learning orientations. The learners with collaborative learning orientation succeeded more in the collective criteria of knowledge construction compared to the less collaborative ones. On the other hand, the less collaborative participants within the forum gained higher scores in the personal criteria of knowledge construction compared to the collaborative ones. While the 'collaborative learners' contributed more collective knowledge, the 'individual learners' focused on constructing their own personal knowledge. These findings have important implications on planning, coordinating and evaluating collaborative learning environment.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Using a Collaborative Database to Enhance Students’ Knowledge Construction

Rosen¹,

Rimor²

2009

IJELL

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“…This option is relatively widespread in the field of CSCL. Some examples are the approaches of De Wever et al (2007), Jeong and Joung (2007), Puntambekar (2006), Sparatiu et al (2007), and Schellens and Valcke (2006). 4) Group level → Individual level.…”

Section: Units Of Analysis That Indicate Theoretical Consideration Ofmentioning

confidence: 99%

“…Moreover, dimensions that reflect the same "theoretical elements" often receive different names. For example, the theoretical element "negotiation of meanings" (see the definition below) is operationalized through different approaches by dimensions called "social construction of knowledge" (Gunawardena et al 1997), or "interactivity" (Sparatiu et al 2007), or "social modes of co-construction" (Weinberger and Fischer 2006). Another example is the approach of Schellens and Valcke (2006), in which the element "negotiation of meanings" is operationalized through the dimension "task-oriented communication" (p. 355).…”

Section: Decisions Regarding the Theoretical Elements In The Dimensiomentioning

confidence: 99%

“…The consideration of this element is widespread in the field of CSCL. Examples can be found in the approach of Sparatiu et al (2007), via the dimension termed "interactivity" (p. 92), and in the approach of Lai and Law (2006), via the dimension termed "engagement in knowledge building" (p. 135), based on the categories of Gunawardena et al (1997). 4) Perspective taking, which refers to the perspective toward the others from which the negotiation of meanings takes place.…”

Section: Theoretical Elements Regarding the Interaction Between Partimentioning

confidence: 99%

“…14) Pedagogical and technological design, which refers to the aspects of the instructional design. It is considered by most of the approaches to CSCL, sometimes as an independent variable (e.g., De Wever et al 2007;Jeong and Joung 2007;Sparatiu et al 2007;Zumbach et al 2006). This element is, in general, not included in the content analysis scheme, but is considered in the analytical infrastructure by the vast majority of approaches to CSCL that use content analysis.…”

Section: Theoretical Elements Regarding the Interaction Between Partimentioning

confidence: 99%

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Toward a dialectic relation between the results in CSCL: Three critical methodological aspects of content analysis schemes

Clarà

Mauri

2009

Computer Supported Learning

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The research field of Computer-Supported Collaborative Learning (CSCL) includes a large variety of approaches which present significant theoretical and methodological differences. This diversity complicates the articulation of the knowledge that is produced within this investigative framework. The paper addresses this problem from a dialectic view. We propose that the main reason for this problem is not the theoretical and methodological diversity itself, but rather the difficulty of situating one specific result within this diversity in a way that makes dialectic relations between results visible and mutual transformation of the approaches possible. In the present paper, we propose a set of indicators, applicable to content analysis approaches, aimed to facilitate this reciprocal positioning of the results in the field. These indicators come from what we term "critical methodological aspects": those aspects of the methodological infrastructure that are directly related to theoretical positions. We consider three critical methodological aspects in content analysis schemes: the units of analysis, the relations to be established, and the dimensions of analysis. Indicators regarding these aspects are proposed and defined, and their use for facilitating dialectical relations between results is exemplified by means of the examination of five specific approaches.

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Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors

2008

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The Influence of the Discussion Leader Procedure on the Quality of Arguments in Online Discussions

Cited by 11 publications

References 10 publications

Using a Collaborative Database to Enhance Students’ Knowledge Construction

Using a Collaborative Database to Enhance Students’ Knowledge Construction

Toward a dialectic relation between the results in CSCL: Three critical methodological aspects of content analysis schemes

Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors

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