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Conference Paper: Effects of on-line collaborative argumentation processes on justifications

TitleEffects of on-line collaborative argumentation processes on justifications
Authors
Issue Date2010
PublisherInternational Society of the Learning Sciences.
Citation
The 9th International Conference of the Learning Sciences (ICLS 2010), University of Illinois, Chicago, IL., 29 June-2 July 2010. In Proceedings of the 9th ICLS, 2010, v. 1, p. 207-214 How to Cite?
AbstractJustifications (through evidence or explanations) are central to productive argumentation. This study examines how the participant structures and discourse moves of students engaged in collaborative learning affect their justifications. Forty students working on Knowledge Forum, an on-line collaborative learning environment, posted 136 messages, which were coded and analyzed with an ordered logit, vector autoregression, system of equations. When students disagreed or made claims, they were more likely to use evidence. After a student made an alternative claim, the next student posting a message was less likely to use evidence. When students made claims, disagreed, disagreed with other’s justifications, or read more notes, they were more likely to use explanations. Boys made more claims than girls did, but otherwise, they did not differ significantly in their likelihood of using justification. Together, these results suggest that participant structures and discourse moves are linked to justifications.
Persistent Identifierhttp://hdl.handle.net/10722/127064

 

DC FieldValueLanguage
dc.contributor.authorLu, Jen_HK
dc.contributor.authorChiu, SMMen_HK
dc.contributor.authorLaw, Nen_HK
dc.date.accessioned2010-10-31T13:04:19Z-
dc.date.available2010-10-31T13:04:19Z-
dc.date.issued2010en_HK
dc.identifier.citationThe 9th International Conference of the Learning Sciences (ICLS 2010), University of Illinois, Chicago, IL., 29 June-2 July 2010. In Proceedings of the 9th ICLS, 2010, v. 1, p. 207-214en_HK
dc.identifier.urihttp://hdl.handle.net/10722/127064-
dc.description.abstractJustifications (through evidence or explanations) are central to productive argumentation. This study examines how the participant structures and discourse moves of students engaged in collaborative learning affect their justifications. Forty students working on Knowledge Forum, an on-line collaborative learning environment, posted 136 messages, which were coded and analyzed with an ordered logit, vector autoregression, system of equations. When students disagreed or made claims, they were more likely to use evidence. After a student made an alternative claim, the next student posting a message was less likely to use evidence. When students made claims, disagreed, disagreed with other’s justifications, or read more notes, they were more likely to use explanations. Boys made more claims than girls did, but otherwise, they did not differ significantly in their likelihood of using justification. Together, these results suggest that participant structures and discourse moves are linked to justifications.-
dc.languageengen_HK
dc.publisherInternational Society of the Learning Sciences.-
dc.relation.ispartofProceedings of the 9th International Conference of the Learning Sciencesen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleEffects of on-line collaborative argumentation processes on justificationsen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailLu, J: jingyan@hkucc.hku.hken_HK
dc.identifier.emailChiu, SMM: mingmingchiu@gmail.comen_HK
dc.identifier.emailLaw, N: nlaw@hkusua.hku.hk-
dc.identifier.authorityLu, J=rp00930en_HK
dc.identifier.authorityLaw, N=rp00919en_HK
dc.description.naturepostprint-
dc.identifier.hkuros173354en_HK
dc.identifier.volume1en_HK
dc.identifier.spage207en_HK
dc.identifier.epage214en_HK
dc.description.otherThe 9th International Conference of the Learning Sciences (ICLS 2010), University of Illinois, Chicago, IL., 29 June-2 July 2010. In Proceedings of the 9th ICLS, 2010, v. 1, p. 207-214-

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