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Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC.

Empirical studies and theory suggest that educational dialogue can be used to support learners in the development of reasoning, critical thinking and argumentation. This paper presents an educational design for synchronous online peer discussion that guides student dialogue in ways that lead to impr...

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Published in:Journal of Computer Assisted Learning Vol. 20; no. 3; pp. 194 - 205
Main Authors: McAlister S, Ravenscroft A, Scanlon E
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Jun2004
Online Access:View this record in EBSCOhost
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        02664909
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Jun2004
      vid: 20
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        106608089
        106608089
        2005066004
        10.1111/j.1365-2729.2004.00086.x
        106608089
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        atl: Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC.
      aug:
        au:
          McAlister S
          Ravenscroft A
          Scanlon E
        affil: Institute of Educational Technology, Open University, Walton Hall, Milton Keynes MK7 6AA, UK; S.R.McAlister@open.ac.uk
      sug:
        subj:
          Learning Methods
          Communication Methods
          Computers and Computerization
          Computer-Assisted Instruction
          Human
      ab: Empirical studies and theory suggest that educational dialogue can be used to support learners in the development of reasoning, critical thinking and argumentation. This paper presents an educational design for synchronous online peer discussion that guides student dialogue in ways that lead to improved argumentation and collaborative knowledge development. This design includes a mediating interface or tool, linked to a broader set of online educational activities a designed local context, where the latter aims to provide conditions that support argumentation. The approach is based on collaborative working and dialogue game approaches to discussion. Preliminary findings with UK Open University students showed the argumentation process was more coherent, varied, deeper and extended when using our interaction design compared with the use of a simple unstructured interface.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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