Please use this identifier to cite or link to this item:
|Title:||Fostering Argumentation with Script and Content Scheme in Videoconferencing|
Mandl, and Heinz
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Kopp, B. & Mandl, a. (2007). Fostering Argumentation with Script and Content Scheme in Videoconferencing. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 382-391). New Brunswick, NJ, USA: International Society of the Learning Sciences.|
|Abstract:||This study examines the support of argumentation in collaborative task solving in videoconferencing. In particular, it investigates the effects of a script (which supported the collaboration) and a content scheme (which fostered the focusing on the content) on transactivity in argumentation and on justifications of single arguments in the learning discourse and task solutions. Learners were asked to learn a theory individually before working on a task cooperatively. Altogether, 52 triads were randomly assigned to one of four conditions in a 2 (with/without script) x 2 (with/without content scheme)-factorial design. To measure the effects of the intervention, the argumentation in the learning discourse and in the task solutions was analyzed. Results show no effects of the script on transactive reactions, but small effects of the content scheme. The content scheme also influenced the construction of arguments with justifications positively. Justifications in task solutions were supported by script and content scheme.|
|Appears in Collections:||CSCL 2007|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.