Critical Thinker: Supporting Collaborative Argumentation with Structure and Awareness

被引：2

作者：

Sun, Na ^{[1
]}

Yuan, Chien Wen ^{[1
]}

Rosson, Mary Beth ^{[1
]}

Wu, Yu ^{[1
]}

Carroll, John M. ^{[1
]}

机构：

[1] Penn State Univ, Coll Informat Sci & Technol, State Coll, PA 16801 USA

来源：

2017 IEEE 17TH INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT) | 2017年

关键词：

Computer supported collaborative learning; synchrnous collaborative argumentation; critical thinking; DESIGN;

D O I：

10.1109/ICALT.2017.61

中图分类号：

TP [自动化技术、计算机技术];

学科分类号：

0812 ;

摘要：

Collaborative learning technology has been widely applied in various disciplines in support of dialectical discourse and argumentation. Technologies not only allow multiple users to concurrently analyze and edit documents in the same virtual space but also present richer cues for collaboration awareness. However, researchers still know very little about how the synching mechanisms work together to support small group collaborative argument creation. This study investigates the experiences of 14 dyads that worked together in Critical Thinker, a web application that enables learners to collaborate on an argumentative task with a juxtaposed argumentation structure and multiple synchronous collaboration affordances. Our qualitative data showed that the learners are able to leverage different synching mechanisms in a complementary manner and appropriate the dialectic structure for collaborative argumentation.

引用

页码：406 / 410

页数：5

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