Are Core Objectives of Web-based Collaborative Inquiry Learning Already Core Learning Prerequisites? The Case of Argumentation Competences and Computer Literacy

Abstract

We investigated whether argumentation competence and computer literacy, which are typically regarded as goals of web-based collaborative inquiry learning, also constitute important learning prerequisites for the acquisition of domain-specific knowledge. Results of two empirical studies showed that learners with higher argumentation competence and learners with lower computer literacy acquired more domain-specific knowledge. Core objectives of collaborative inquiry learning can be influential prerequisites as well, albeit not always in the way that may be expected.