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Article Dans Une Revue Instructional Science Année : 2012

Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment

Résumé

This study explores the relation between argumentation in online discussions, cognitive elaboration, and individual knowledge acquisition. In a one-factorial experimental design with forty-eight (48) participants we investigated the effect of an argumentative computer-supported collaboration script (with vs. without) on the formal quality of argumentation, cognitive elaboration, and individual knowledge acquisition in online discussions. Furthermore, we examined the relation between the formal quality of argumentation, cognitive elaboration, and individual knowledge acquisition. Empirical evidence was found that a computer-supported collaboration script could foster formal quality of argumentation as well as corresponding cognitive elaboration. Construction of formally sound arguments is positively related to both deep cognitive elaboration and individual acquisition of knowledge on argumentation. (http://www.springerlink.com/content/r1534032532q5367/)
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Dates et versions

hal-00703951 , version 1 (04-06-2012)

Identifiants

  • HAL Id : hal-00703951 , version 1

Citer

Karsten Stegmann, Christof Wecker, Armin Weinberger, Frank Fischer. Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment. Instructional Science, 2012, 40(2), pp.297-323. ⟨hal-00703951⟩

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