Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3372
Title: Fostering Argumentation with Script and Content Scheme in Videoconferencing
Authors: Kopp, Birgitta
Mandl, and Heinz
Issue Date: Jul-2007
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.
URI: https://doi.dx.org/10.22318/cscl2007.382
https://repository.isls.org//handle/1/3372
Appears in Collections:CSCL 2007

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