Are core objectives of web-based collaborative inquiry learning already core learning prerequisites?

Abstract

We investigated whether argumentation competence and computer literacy, which are typically regarded as goals of web-based collaborative inquiry learning, also constitute important learning prerequisites for the acquisition of domain-specific knowledge. Results of two empirical studies showed that learners with higher argumentation competence and learners with lower computer literacy acquired more domain-specific knowledge. Core objectives of collaborative inquiry learning can be influential prerequisites as well, albeit not always in the way that may be expected.