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Article Dans Une Revue Computers and Education. Année : 2006

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

Résumé

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). (http://www.sciencedirect.com/science/article/pii/S0360131505000564)
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Dates et versions

hal-00703945 , version 1 (04-06-2012)

Identifiants

  • HAL Id : hal-00703945 , version 1

Citer

Armin Weinberger, Frank Fischer. A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers and Education., 2006, 46(1), pp.71-95. ⟨hal-00703945⟩

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