Please use this identifier to cite or link to this item:
|Title:||Human guidance of synchronous e-discussions: The effects of different moderation scripts on peer argumentation|
|Authors:||Schwarz, Baruch B.|
Asterhan, Christa S.C.
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Schwarz, B. B., Asterhan, C. S., & Gil, J. (2009). Human guidance of synchronous e-discussions: The effects of different moderation scripts on peer argumentation. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 497-506). Rhodes, Greece: International Society of the Learning Sciences.|
|Abstract:||Researchers and educators have considered synchronicity as a less desirable mode of communication than a-synchronicity in learning tasks involving discussions. This is because synchronicity does not easily allow students to take into consideration collaborative scripts in the heat of discussions. Also, moderation by teachers of synchronous discussions has been considered as extremely challenging so far. We describe here a study in which we trained students-teachers to moderate synchronous discussions and asked them to moderate discussions in two different ways of guidance, social and argumentation guidance. We show that moderation of synchronous discussions is feasible as effects of moderation on argumentative, social and interactive aspects of the discussion reflect the kind of guidance suggested. Also we show differences between girls and boys in the way they participate in synchronous discussions and respond to the moderator's suggestions.|
|Appears in Collections:||CSCL 2009|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.