Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3426
Title: Collaborative Argumentation and Cognitive Processing - An Empirical Study in a Computer-Supported Collaborative Learning Environment
Authors: Stegmann, Karsten
Wecker, Christof
Weinberger, Armin
Fischer, and Frank
Issue Date: Jul-2007
Publisher: International Society of the Learning Sciences, Inc.
Citation: Stegmann, K., Wecker, C., Weinberger, A., & Fischer, a. (2007). Collaborative Argumentation and Cognitive Processing - An Empirical Study in a Computer-Supported Collaborative Learning Environment. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 2 (pp. 661-670). New Brunswick, NJ, USA: International Society of the Learning Sciences.
Abstract: It has been assumed that deep cognitive processing is associated with better understanding. Better understanding of the content is supposed to improve the quality of argumentation in the discussions. Although plausible, empirical tests of these assumptions are sparse. Therefore, the goals of this study are to examine these assumptions and to provide analyses of cognitive processes during collaboration. A one-factorial design with forty-eight (48) participants was used to investigate the relation between the formal quality of single arguments (low vs. high) during online discussions of groups of three, cognitive processes, and knowledge acquisition. The formal quality of single arguments was fostered by means of a computer- supported collaboration script. Empirical evidence was found that the quality of argumentative knowledge construction during discussion is positively related to deep cognitive processing and that the scripted construction of single arguments had a positive effect on the individual acquisition of knowledge on argumentation.
URI: https://doi.dx.org/10.22318/cscl2007.661
https://repository.isls.org//handle/1/3426
Appears in Collections:CSCL 2007

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