Abstract
In our research, part of a European project named Scale1, we study the effects of graphical and textual preparation tools on the quality of interaction in computer-supported collaborative argumentation-based learning. Students in upper secondary education had to discuss a topic in pairs, and write a collaborative argumentative text in an electronic environment. This was preceded by an individual phase in which students read information, and represented their individual opinion on the topic either in a text or in a diagram. These individual products were available for inspection during the collaborative phase. We study the way students broaden and deepen the space of debate on this topic.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ainsworth, S.E., Bibby, P.A., & Wood, D.J. (1999). Analysing the costs and benefits of multirepresentational learning environments. In M.W. van Someren, P. Reimann, H.P.A. Boshuizen, & T. De Jong (Eds.), Learning with multiple representations (pp. 120–134). Oxford: Elsevier Science.
Andriessen, J., & Veerman, A. (2000). Samenwerkend telestuderen in het hoger onderwijs [Collaborative e-learning in higher education]. In J. van der Linden, & E. Roelofs (Eds.), Leren in Dialoog (pp. 161–178). Groningen: Wolters-Noordhoff.
Baker, M. (in press). Computer-mediated argumentative interactions for the co-elaboration of scientific notions. In J. Andriessen, M. Baker, D. Suthers, (Eds.), Arguing to Learn: Confronting cognitions in Computer-Supported Collaborative Learning Environments. Dordrecht: Kluwer.
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada, & P. Reiman (Eds.), Learning in humans and machine: towards an interdisciplinary learning science (pp. 189–211). Oxford: Elsevier.
Jaspers, J., Erkens, G., & Kanselaar, G. (2001). Cosar: Collaborative writing of argumentative texts. Paper presented at IEEE International Conference on Advanced Learning Technologies, 6–8 August 2001, Madison, Wisconson, USA.
Larkin, J.H., & Simon, H.A. (1987). Why a diagram is (sometimes) worth ten thousands words. Cognitive Science, 11(1), 65–99.
Lohner, S., & Van Joolingen, W. (2001). Representations for model construction in collaborative inquiry environments. In P. Dillenbourg, A. Eurlings, & K. Hakkarainen (Eds.), First European Conference on Computer-Supported Collaborative Learning. European perspectives on computer-supported collaborative learning (pp. 429–436). Maastricht, The Netherlands.
Munneke, E.L., & Van Amelsvoort, M. (in preparation). The role of graphs in collaborative argumentation-based learning.
The SCALE team (2002). Teaching materials and task design for collaborative argumentation-based learning with intelligent internet tools. Deliverable 1&2, SCALE Project, 1ST-1999-10664.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 Springer Science+Business Media New York
About this chapter
Cite this chapter
Van Amelsvoort, M., Andriessen, J. (2003). Comparing Graphical and Textual Preparation Tools for Collaborative Argumentation-Based Learning. In: Wasson, B., Ludvigsen, S., Hoppe, U. (eds) Designing for Change in Networked Learning Environments. Computer-Supported Collaborative Learning, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0195-2_3
Download citation
DOI: https://doi.org/10.1007/978-94-017-0195-2_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-6321-2
Online ISBN: 978-94-017-0195-2
eBook Packages: Springer Book Archive