Collaborative learning through computer-mediated argumentation

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Abstract

This article reports on three studies that involved undergraduate students collaboratively working on authentic discussion tasks in synchronous and asynchronous Computer Mediated Communication systems (Netmeeting, Belvédère, Allaire Forums). The purposes of the assignments were respectively to develop insight and understanding in a theoretical framework, to co-construct meaningful didactics for a computer based training program and to develop insight and understanding in educational theories in relation to technology. To examine whether the use of the CMC systems could meet these ends, students' dialogues are characterised in terms of their constructive and argumentative contributions and by their focus on the meaning and application of concepts. In addition, we compare different forms of support, from peer coaching synchronous discussions, offering graphical support at the interface to reflective moderation in asynchronous discussions. Although we compare different systems and assignments, the interplay between focused argumentation and constructive contributions allows us to analyse and compare interaction and learning in different CMC systems, with and without forms of pedagogical support.

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