This study investigates the affects of interactive processes of argumentation in collaborative learning on the level of grounds. More specifically, it focuses on how discourse moves and participant structures are related to the level of grounds. 136 notes from on-line collaborative learning discourse were collected, coded and analyzed with ordered logit regression via Eviews software. An explanatory model indicates that boys produced more, higher level ground notes, claims, disagreement notes have higher level grounds, extended claim notes in the previous notes lead to lower level ground notes. The study provides an innovative method for understanding group argumentation processes in online collaborative learning contexts. Copyright © 2009 Asia-Pacific Society for Computers in Education.
|Title of host publication||Proceedings of the 17th International Conference on Computers in Education: ICCE 2009|
|Editors||Siu Cheung KONG, Hiroaki OGATA, Hans Christian ARNSETH, Carol K. K. CHAN, Tsukasa HIRASHIMA, Fanny KLETT, Jimmy LEE, Chen Chung LIU, Chee Kit LOOI, Marcelo MILRAD, Antonija MITROVIC, Kiyoshi NAKABAYASHI, Su Luan WONG, Stephen YANG|
|Place of Publication||Hong Kong|
|Publisher||The Hong Kong Institute of Education|
|Publication status||Published - 2009|
CitationLu, J., Chiu, M., & Law, N. (2009). Effects of group argumentation processes on level of grounds. In S. C. Kong, et al. (Eds.), Proceedings of the 17th International Conference on Computers in Education: ICCE 2009 (pp. 321-325). Hong Kong: The Hong Kong Institute of Education.
- Discourse analysis
- Group processes
- On-line learning