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|Title:||The Role of Argumentation for Domain-Specific Knowledge Gains in Computer-Supported Collaborative Learning: A Meta-Analysis|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Wecker, C. & Fischer, F. (2011). The Role of Argumentation for Domain-Specific Knowledge Gains in Computer-Supported Collaborative Learning: A Meta-Analysis. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 304-311). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||The meta-analysis reported in this paper investigated the role of the quality of argumentation for domain-specific knowledge gains in computer-supported collaborative learning settings. Given the scarcity of primary studies that report correlations between these two variables, a meta-regression approach was used that uses interventions' effects on argumentation to predict their effects on domain-specific knowledge. Effect sizes for 17 comparisons extracted from 12 studies were included in the analysis using a random-effects model. On average, the interventions have a small to moderate effect on argumentation. With respect to the relation of their effects on argumentation to their effects on domain-specific knowledge, no unequivocal picture emerges. These findings call into question the broadly shared theoretical assumption that argumentation can be a mechanism that mediates the effects of interventions on domain-specific knowledge. A set of recommendations for strengthening future research on the topic is presented.|
|Appears in Collections:||CSCL 2011|
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