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|Title:||Evaluating the Quality of Dialogical Argumentation in CSCL: Moving Beyond an Analysis of Formal Structure|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Clark, D., Sampson, V., Weinberger, A., & Erkens, G. (2007). Evaluating the Quality of Dialogical Argumentation in CSCL: Moving Beyond an Analysis of Formal Structure. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 11-20). New Brunswick, NJ, USA: International Society of the Learning Sciences.|
|Abstract:||Over the last decade, researchers have developed sophisticated online learning environments to promote argumentative discourse between students. This symposium examines some of the diverse ways researchers have attempted to examine how students engage in argumentation and to assess the effectiveness of CSCL environments in fostering productive argumentation. The papers presented as part of this symposium will focus on four different categories of analytic frameworks: (1) nature and function of contributions within the dialog, (2) nature of reasoning, (3) conceptual quality, and (4) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures.|
|Appears in Collections:||CSCL 2007|
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