ARGUMENTATION-BASED COMPUTER SUPPORTED COLLABORATIVE LEARNING (ABCSCL): THE ROLE OF INSTRUCTIONAL SUPPORTS

Omid Noroozi

doi:10.46827/ejoe.v5i2.3279

Abstract

This paper investigates the role of instructional supports for argumentation-based computer supported collaborative learning (ABCSCL), a teaching approach that improves the quality of learning processes and outcomes. Relevant literature has been reviewed to identify the instructional supports in ABCSCL environments. A range of instructional supports in ABCSCL is proposed including scaffolding, scripting, and representational tools. Each of these instructional supports are discussed in detail. Furthermore, the extent to which and the way in which such instructional supports can be applied in ABCSCL environments are discussed. Finally, suggestions for future work and implications for the design of ABCSCL environments are provided. Article visualizations:<img src="/-counters-/edu_01/0610/a.php" alt="Hit counter" />

Highlights

This paper aims to address and conceptualize various types of instructional supports in argumentation-based computer supported collaborative learning (ABCSCL) environments
Despite the fact that implementing Collaborative argumentation-based learning (CABLE) in a variety of educational studies has resulted positive learning effects; it is argued that employing CABLE without instructional supports might limit its positive effects since argument or the nature of argument is not linear and the broadening and deepening the space of debate during sequential linear discussion does not happen
Clear and explicit, increasing quality of argumentation, considering all aspects and perspectives of the topic, illustrating the structure of argumentation and giving general overview, broadening and deepening topics in different ways, discovering and clarifying new relationships and finding patterns, as well as formulating statements in the space of debate are some benefits of using representational tools in ABCSCL environments

Summary

Introduction

Argumentation has been one of the most important trends in collaborative learning, whereby learners gain a comprehensive understanding of a problem through the process of trying to convince each other. They learn to express their ideas, questions and arguments using examples, evidence, logic words and reasons. The root of argumentation dates back to theorists such as Plato and Socrates, who encouraged their learners to discuss and criticize complex topics and issues. In this regard, Schwarz & Glassner From his point of view, an argument consists of six interconnected parts: claim, data, warrant, backing, rebuttal, and qualifier

Objectives

Results

Conclusion