Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A synthesis of 15 years of research

Educational Research Review - Tập 7 - Trang 79-106 - 2012
Omid Noroozi1, Armin Weinberger2, Harm J.A. Biemans1, Martin Mulder1, Mohammad Chizari3
1Education and Competence Studies, Wageningen University, P.O. Box 8130, NL 6700 EW Wageningen, The Netherlands
2Educational Technology, Saarland University, Campus C5 4, 66123 Saarbrücken, Germany
3Agricultural Extension and Education, Tarbiat Modares University, P.O. Box 14115-336, Tehran, Iran

Tài liệu tham khảo

Aleixandre-Jimenez, 2007, Designing argumentation learning environments, 91 Andrew, 2000, Interpersonal scripts in the anger narratives told by clients in psychotherapy, Motivation and Emotion, 24, 271, 10.1023/A:1010792900030 Andriessen, 2003 Andriessen, 2006, Arguing to learn, 443 ∗∗Arnseth, 2006, Approaching institutional contexts: Systemic versus dialogic research in CSCL, International Journal of Computer-Supported Collaborative Learning, 1, 167, 10.1007/s11412-006-8874-3 Asterhan, 2007, The effects of monological and dialogical argumentation on concept learning in evolutionary theory, Journal of Educational Psychology, 99, 626, 10.1037/0022-0663.99.3.626 Asterhan, 2009, Transformation of robust misconceptions through peer argumentation, 159 Baker, M. (1999). Argumentation and constructive interaction. In G. Rijlaarsdam, & E. Esperet (series Eds.) & J. Andriessen, & P. Coirier (Eds.). Studies in writing: (Vol. 5). Foundations of argumentative text processing (pp. 179–202) Amsterdam: Amsterdam University Press. Baker, 2003, Computer-mediated argumentative interactions for the co-elaboration of scientific notions, 47 Baker, 2009, Intersubjective and intrasubjective rationalities in pedagogical debates: Realizing what one thinks, 145 ∗Baker, 2007, Rainbow: A framework for analyzing computer-mediated pedagogical debates, International Journal of Computer-Supported Collaborative Learning, 2, 315, 10.1007/s11412-007-9022-4 ∗Baker, 1997, Promoting reflective interactions in a CSCL environment, Journal of Computer Assisted Learning, 13, 175, 10.1046/j.1365-2729.1997.00019.x Barron, 2003, When smart groups fail, The Journal of the Learning Sciences, 12, 307, 10.1207/S15327809JLS1203_1 Barth, 1982 ∗∗Beach, 2009, Learning argument practices through online role-play: Toward rhetoric of significance and transformation, Journal of Adolescent & Adult Literacy, 52, 460, 10.1598/JAAL.52.6.1 ∗Beers, 2005, Computer support for knowledge construction in collaborative learning environments, Computers in Human Behavior, 21, 623, 10.1016/j.chb.2004.10.036 ∗Beers, 2007, ICT-support for grounding in the classroom, Instructional Science, 35, 535, 10.1007/s11251-007-9018-5 ∗∗Belland, 2008, A scaffolding framework to support the construction of evidence-based arguments among middle school students, Educational Technology Research and Development, 56, 401, 10.1007/s11423-007-9074-1 Biggs, 2003 ∗Brooks, 2006, Effect of pre-structuring discussion threads on group interaction and group performance in computer-supported collaborate argumentation, Distance Education, 27, 371, 10.1080/01587910600940448 ∗Buder, 2008, Supporting controversial CSCL discussions with augmented group awareness tools, International Journal of Computer-Supported Collaborative Learning, 3, 123, 10.1007/s11412-008-9037-5 Buckingham-Shum, 2003 Carmien, 2007, The interplay of internal and external scripts- a distributed cognition perspective, 303, 10.1007/978-0-387-36949-5_17 Chinn, 1998, The structure of discussions that promote reasoning, Teachers College Record, 100, 315, 10.1177/016146819810000205 ∗Cho, 2002, The effects of argumentation scaffolds on argumentation and problem solving, Educational Technology Research and Development, 50, 5, 10.1007/BF02505022 ∗Clark, 2009, Initial structuring of online discussions to improve learning and argumentation: Incorporating students’ own explanations as seed comments versus an augmented-preset approach to seeding discussions, Journal of Science Education and Technology, 18, 321, 10.1007/s10956-009-9159-1 ∗Clark, 2007, Personally-seeded discussions to scaffold online argumentation, International Journal of Science Education, 29, 253, 10.1080/09500690600560944 ∗Clark, 2008, Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality, Journal of Research in Science Teaching, 45, 293, 10.1002/tea.20216 Clark, 2010, Online learning environments, scientific argumentation, and 21st century skills, 1 ∗∗Clark, 2007, Analytic frameworks for assessing dialogic argumentation in online learning environments, Educational Psychology Review, 19, 343, 10.1007/s10648-007-9050-7 Clark, 2007, Technology-enhanced learning environments to support students’ argumentation, 217 ∗∗Coffin, 2009, Argument reconceived, Educational Review, 61, 301, 10.1080/00131910903045948 Conklin, 1988, GIBIS: A hypertext tool for exploratory policy discussion, ACM Transactions on Office Information Systems, 4, 303, 10.1145/58566.59297 Courtney, 2001, Decision making and knowledge management in inquiring organizations: Toward a new decision-making paradigm for DSS, Decision Support Systems, 31, 17, 10.1016/S0167-9236(00)00117-2 ∗Crossa, 2008, Argumentation: A strategy for improving achievement and revealing scientific identities, International Journal of Science Education, 30, 837, 10.1080/09500690701411567 ∗De Vries, 2002, Computer-mediated epistemic dialogue: Explanation and argumentation as vehicles for understanding scientific notions, Journal of the Learning Sciences, 11, 63, 10.1207/S15327809JLS1101_3 ∗De Wever, 2007, Applying multilevel modelling on content analysis data: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups, Learning and Instruction, 17, 436, 10.1016/j.learninstruc.2007.04.001 Dillenbourg, 2002, Over-scripting CSCL: The risks of blending collaborative learning with instructional design, 61 ∗∗Dillenbourg, 2008, The mechanics of CSCL macro scripts, International Journal of Computer-Supported Collaborative Learning, 3, 5, 10.1007/s11412-007-9033-1 Dillenbourg, 2006, Designing integrative scripts ∗∗Dillenbourg, 2007, Flexibility in macro-scripts for CSCL, Journal of Computer Assisted Learning, 23, 1, 10.1111/j.1365-2729.2007.00191.x ∗Ding, 2009, Visualizing the sequential process of knowledge elaboration in computer-supported collaborative problem solving, Computers and Education, 52, 509, 10.1016/j.compedu.2008.10.009 Driver, 2000, Establishing the norms of scientific argumentation in classrooms, Science Education, 84, 287, 10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A ∗Erkens, 2008, Automatic coding of dialogue acts in collaboration protocols, International Journal of Computer-Supported Collaborative Learning, 3, 447, 10.1007/s11412-008-9052-6 ∗Erkens, 2005, Coordination processes in computer supported collaborative writing, Computers in Human Behavior, 21, 463, 10.1016/j.chb.2004.10.038 ∗Ertl, 2006, Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments, Computers and Education, 47, 298, 10.1016/j.compedu.2004.11.001 ∗Ertl, 2006, Fostering collaborative knowledge construction in case-based learning scenarios in videoconferencing, Educational Computing Research, 35, 377, 10.2190/A0LP-482N-0063-J480 ∗Ertl, 2008, Supporting learning using external representations, Computers and Education, 51, 1599, 10.1016/j.compedu.2008.03.001 ∗Ertl, 2005, Fostering collaborative learning in videoconferencing: The influence of content schemes and collaboration scripts on collaboration outcomes and individual learning outcomes, Education Communication & Information, 5, 147, 10.1080/14636310500185927 Felton, 2001, The development of argumentative discourse skill, Discourse Processes, 32, 135, 10.1207/S15326950DP3202&3_03 ∗Fischer, 2002, Fostering collaborative knowledge construction with visualization tools, Learning and Instruction, 12, 213, 10.1016/S0959-4752(01)00005-6 ∗Fischer, 2005, Knowledge convergence in computer-supported collaborative learning: The role of external representation tools, The Journal of the Learning Sciences, 14, 405, 10.1207/s15327809jls1403_3 ∗∗Ge, 2004, A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions, Educational Technology Research and Development, 52, 5, 10.1007/BF02504836 Ge, 2000, Pre-class planning to scaffold students for online collaborative learning activities, Educational Technology and Society, 3, 1 ∗Gerber, 2005, Instructor Influence on Reasoned Argument in Discussion Boards, Educational Technology Research & Development, 53, 25, 10.1007/BF02504864 ∗Golanics, 2008, Enhancing online collaborative argumentation through question elaboration and goal instructions, Journal of Computer Assisted Learning, 24, 167, 10.1111/j.1365-2729.2007.00251.x Gress, 2010, Measurement and assessment in computer-supported collaborative learning, Computers in Human Behavior, 26, 806, 10.1016/j.chb.2007.05.012 ∗∗Hirsch, 2004, A structured dialogue tool for argumentative learning, Journal of Computer Assisted Learning, 20, 72, 10.1111/j.1365-2729.2004.00068.x ∗Ho, 2009, Designing and implementing virtual enactive role-play and structured argumentation: Promises and pitfalls, Computer Assisted Language Learning, 22, 381, 10.1080/09588220903184732 Infante, 1982, A conceptualization and measure of argumentativeness, Journal of Personality Assessment, 46, 72, 10.1207/s15327752jpa4601_13 Janssen, 2007, Visualization of participation: Does it contribute to successful computer-supported collaborative learning?, Computers and Education, 49, 1037, 10.1016/j.compedu.2006.01.004 ∗Janssen, 2010, Effects of representational guidance during computer-supported collaborative learning, Instructional Science, 38, 59, 10.1007/s11251-008-9078-1 ∗Jeong, 2005, The effects of linguistic qualifiers and intensifiers on group interaction and performance in computer-supported collaborative argumentation, International Review of Research in Open and Distance Learning, 6, 100 ∗Jeong, 2006, Gender interaction patterns and gender participation in computer-supported collaborative argumentation, American Journal of Distance Education, 20, 195, 10.1207/s15389286ajde2004_2 ∗Jeong, 2006, The effects of conversational language on group interaction and group performance in computer-supported collaborative argumentation, Instructional Science, 34, 367, 10.1007/s11251-006-0002-2 ∗Jeong, 2007, The effects of intellectual openness and gender on critical thinking processes in computer-supported collaborative argumentation, Distance Education, 22, 1 ∗Jeong, 2006, The effects of gender interaction patterns on student participation in computer-supported collaborative argumentation, Educational Technology Development and Research, 54, 543, 10.1007/s11423-006-0636-4 ∗Jeong, 2008, How day of posting affects level of critical discourse in asynchronous discussions and computer-supported collaborative argumentation, British Journal of Educational Technology, 39, 875, 10.1111/j.1467-8535.2007.00789.x ∗Jeong, 2007, Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels, Computers and Education, 48, 427, 10.1016/j.compedu.2005.02.002 ∗Jeong, 2008, The effects of active versus reflective learning style on the processes of critical discourse in computer-supported collaborative argumentation, British Journal of Educational Technology, 39, 651, 10.1111/j.1467-8535.2007.00762.x Jermann, 2003, Elaborating new arguments through a CSCL script, 205 ∗Joiner, 2003, The effects of communication medium on argumentation and the development of critical thinking, International Journal of Educational Research, 39, 861, 10.1016/j.ijer.2004.11.008 ∗∗Jonassen, 2010, Arguing to learn and learning to argue: Design justifications and guidelines, Educational Technology Research and Development, 58, 439, 10.1007/s11423-009-9143-8 Keefe, J. W. (1979). Learning style: An overview. In NASSP’s Student learning styles: Diagnosing and proscribing programs (pp. 1-17). Reston, VA. National Association of Secondary School Principles. Kester, 2005, Instructional interventions to enhance collaboration in powerful learning environments, Computers in Human Behaviour, 21, 689, 10.1016/j.chb.2004.11.008 ∗Kim, 2007, Discourse patterns during children’s collaborative online discussions, Journal of the Learning Sciences, 16, 333, 10.1080/10508400701413419 Kirschner, 2002, Cognitive load theory: Implications of cognitive load theory on the design of learning, Learning and Instruction, 12, 1, 10.1016/S0959-4752(01)00014-7 ∗Kirschner, 2008, Coercing shared knowledge in collaborative learning environments, Computers in Human Behavior, 24, 403, 10.1016/j.chb.2007.01.028 Kirschner, P. A., Buckingham Shum, S. J., & Carr, C.S. (Eds.). (2003). Visualizing argumentation: Software tools for collaborative and educational sense-making. london:springer. Kirschner, 2004, Designing electronic collaborative learning environments, Education Technology Research & Development, 52, 47, 10.1007/BF02504675 ∗∗Kobbe, 2007, Specifying computer-supported collaboration scripts, International Journal of Computer-Supported Collaborative Learning, 2, 211, 10.1007/s11412-007-9014-4 ∗Kollar, 2006, Collaboration scripts-a conceptual analysis, Educational Psychology Review, 18, 159, 10.1007/s10648-006-9007-2 ∗Kollar, 2007, Internal and external scripts in computer-supported collaborative inquiry learning, Learning and Instruction, 17, 708, 10.1016/j.learninstruc.2007.09.021 Koschmann, 2003, CSCL, argumentation, and deweyan inquiry: Argumentation is learning Kuhn, 1991 Kuhn, 1992, Thinking as argument, Harvard Educational Review, 62, 155, 10.17763/haer.62.2.9r424r0113t670l1 Kuhn, 1993, Science as argument: Implications for teaching and learning scientific thinking, Science Education, 77, 319, 10.1002/sce.3730770306 Kuhn, 2005 Kuhn, 2009, Do students need to be taught how to reason?, Educational Research Review, 4, 1, 10.1016/j.edurev.2008.11.001 Kuhn, 2005, Arguing on the computer, 125 Kuhn, 2008, Beyond control of variables: What needs to develop to achieve skilled scientific thinking?, Cognitive Development, 23, 435, 10.1016/j.cogdev.2008.09.006 Kuhn, 1997, Effects of dyadic interaction on argumentative reasoning, Cognition and Instruction, 15, 287, 10.1207/s1532690xci1503_1 Kuhn, 2003, The development of argument skills, Child Development, 74, 1245, 10.1111/1467-8624.00605 Kuhn, 2007, Coordinating own and other perspectives in argument, Thinking and Reasoning, 13, 90, 10.1080/13546780600625447 Leitão, 2000, The potential of argument in knowledge building, Human Development, 43, 332, 10.1159/000022695 Leitão, 2003, Evaluating and selecting counterarguments, Written Communication, 20, 269, 10.1177/0741088303257507 ∗Lemus, 2004, Argument and decision making in computer-mediated groups, Journal of Communication, 54, 302, 10.1111/j.1460-2466.2004.tb02630.x ∗Li, 2008, Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms, Computers and Education, 50, 1394, 10.1016/j.compedu.2006.12.013 ∗Lin, 2007, Innovations in teaching: An online debate series for first-year pharmacy students, American Journal of Pharmaceutical Education, 71, 1, 10.5688/aj710112 ∗Liu, 2008, An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity, Computers and Education, 50, 627, 10.1016/j.compedu.2006.07.002 ∗Lu, 2008, Supporting medical decision making with argumentation tools, Contemporary Educational Psychology, 33, 425, 10.1016/j.cedpsych.2008.05.005 ∗Lund, 2007, How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?, International Journal of Computer-Supported Collaborative Learning, 2, 273, 10.1007/s11412-007-9019-z ∗Marttunen, 1997, Electronic mail as a pedagogical delivery system: An analysis of the learning of argumentation, Research in Higher Education, 38, 345, 10.1023/A:1024950123766 ∗Marttunen, 1998, Electronic mail as a forum for argumentative interaction in higher education studies, Journal of Educational Computing Research, 18, 387, 10.2190/AAJK-01XK-WDMV-8M0P ∗Marttunen, 2001, Learning of argumentation skills in networked and face-to-face environments, Instructional Science, 29, 127, 10.1023/A:1003931514884 ∗Marttunen, 2007, Collaborative learning through chat discussions and argument diagrams in secondary school, Journal of Research on Technology in Education, 40, 109, 10.1080/15391523.2007.10782500 ∗Marttunen, 2009, Secondary school students’ collaboration during dyadic debates face-to-face and through computer chat, Computers in Human Behavior, 25, 961, 10.1016/j.chb.2009.04.005 ∗McAlister, 2004, Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC, Journal of Computer Assisted learning, 20, 194, 10.1111/j.1365-2729.2004.00086.x McCutchen, 1987, Children’s discourse skill: Form and modality requirements of schooled writing, Discourse Processes, 10, 267, 10.1080/01638538709544676 ∗Mirza, 2007, Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo, International Journal of Computer-Supported Collaborative Learning, 2, 247, 10.1007/s11412-007-9021-5 ∗Monteserin, 2010, Assisting students with argumentation plans when solving problems in CSCL, Computers and Education, 54, 416, 10.1016/j.compedu.2009.08.025 ∗∗Morgan, 2006, Argumentation, geography education and ICT, Geography, 91, 11, 10.1080/00167487.2006.12094158 Morris, 2010, Designing roles, scripts, and prompts to support CSCL in gstudy, Computers in Human Behavior, 26, 815, 10.1016/j.chb.2008.12.001 ∗Munneke, 2007, Supporting interactive argumentation: Influence of representational tools on discussing a wicked problem, Computers in Human Behavior, 23, 1072, 10.1016/j.chb.2006.10.003 ∗Munneke, 2003, The role of diagrams in collaborative argumentation-based learning, International Journal of Educational Research, 39, 113, 10.1016/S0883-0355(03)00076-4 ∗Muukkonen, 2005, Technology-mediation and tutoring: How do they shape progressive inquiry discourse?, Journal of the Learning Sciences, 14, 527, 10.1207/s15327809jls1404_3 Nastasi, 1992, Social-cognitive behaviours and higher-order thinking in educational computer environments, Learning and Instruction, 2, 215, 10.1016/0959-4752(92)90010-J ∗Noroozi, 2011, Differences in learning processes between successful and less successful students in computer-supported collaborative learning in the field of human nutrition and health, Computers in Human Behavior, 27, 309, 10.1016/j.chb.2010.08.009 Noroozi, O., Biemans, H. J. A., Busstra, M. C., Mulder, M., Popov, V., & Chizari, M. (in press). Effects of the Drewlite CSCL platform on students’ learning outcomes. In A. Juan, T. Daradoumis, M. Roca, S. E. Grasman, & J. Faulin (Eds.), Collaborative and distributed e-research: Innovations in technologies, strategies and applications (pp. 0–386). IGI Global. doi:10.4018/978-1-46660-125-3. Noroozi, O., Busstra, M. C., Mulder, M., Biemans, H. J. A., Geelen, M. M. E. E., van’t Veer, P., et al. (in press). Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment. Educational Technology Research & Development. doi:10.1007/s11423-011-9217-2. Nussbaum, 2002, How introverts versus extroverts approach small-group argumentative discussions?, The Elementary School Journal, 10, 183, 10.1086/499699 ∗Nussbaum, 2005, The effect of goal instructions and need for cognition on interactive argumentation, Contemporary Educational Psychology, 30, 286, 10.1016/j.cedpsych.2004.11.002 Nussbaum, 2008, Collaborative discourse, argumentation, and learning: Preface and literature review, Contemporary Educational Psychology, 33, 345, 10.1016/j.cedpsych.2008.06.001 ∗Nussbaum, 2008, Using argumentation vee diagrams (AVDs) for promoting argument/counterargument integration in reflective writing, Journal of Educational Psychology, 100, 549, 10.1037/0022-0663.100.3.549 Nussbaum, 2003, Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits, Contemporary Educational Psychology, 28, 573, 10.1016/S0361-476X(02)00062-0 ∗Nussbaum, 2011, Critical questions and argument stratagems: A framework for enhancing and analyzing students’ reasoning practices, Journal of the Learning Sciences, 20, 443, 10.1080/10508406.2011.564567 ∗Nussbaum, 2007, Promoting argument-counterargument integration in students’ writing, Journal of Experimental Education, 76, 59, 10.3200/JEXE.76.1.59-92 ∗Nussbaum, 2004, Personality interactions and scaffolding in on-line discussions, Journal of Educational Computing Research, 30, 113, 10.2190/H8P4-QJUF-JXME-6JD8 Nussbaum, 2005, The effects of goal instructions and text on the generation of counterarguments during writing, Journal of Educational Psychology, 97, 157, 10.1037/0022-0663.97.2.157 ∗Nussbaum, 2008, Role of epistemic beliefs and scientific argumentation in science learning, International Journal of Science Education, 30, 1977, 10.1080/09500690701545919 ∗Nussbaum, 2007, Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions, International Journal of Computer-Supported Collaborative Learning, 2, 479, 10.1007/s11412-007-9025-1 O’Donnell, 1992, Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance, 120 ∗Oh, 2006, Scaffolding online argumentation during problem solving, Journal of Computer Assisted Learning, 23, 95, 10.1111/j.1365-2729.2006.00206.x Osborne, 2010, Arguing to learn in science. The role of collaborative, critical discourse, Science, 328, 463, 10.1126/science.1183944 ∗Overdijk, 2008, Appropriation of a graphical shared workspace. Organizing principles and their application, International Journal of Computer-Supported Collaborative Learning, 3, 165, 10.1007/s11412-008-9038-4 Pea, 2004, The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity, The Journal of the Learning Sciences, 13, 423, 10.1207/s15327809jls1303_6 Pena-Shaff, 2001, An epistemological framework for analyzing student interactions in computer mediated communication environments, Journal of Interaction Learning Research, 12, 41 ∗Prinsen, 2006, The influence of learner characteristics on degree and type of participation in a CSCL environment, British Journal of Educational Technology, 38, 1037, 10.1111/j.1467-8535.2006.00692.x ∗Prinsen, 2009, Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit?, Computers and Education, 52, 113, 10.1016/j.compedu.2008.07.001 Reznitskya, 2001, Influence of oral discussion on written argumentation, Discourse Processes, 32, 155, 10.1080/0163853X.2001.9651596 ∗Rourke, 2007, Barriers to online critical discourse, International Journal of Computer-Supported Collaborative Learning, 2, 105, 10.1007/s11412-007-9007-3 Rummel, 2005, Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings, The Journal of the Learning Sciences, 14, 201, 10.1207/s15327809jls1402_2 Rummel, 2009, Learning to collaborate from being scripted or from observing a model, International Journal of Computer-Supported Collaborative Learning, 26, 69, 10.1007/s11412-008-9054-4 ∗Schellens, 2005, Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?, Computers in Human Behavior, 21, 957, 10.1016/j.chb.2004.02.025 ∗Schellens, 2006, Fostering knowledge construction in university students through asynchronous discussion groups, Computers and Education, 46, 349, 10.1016/j.compedu.2004.07.010 ∗Schellens, 2007, Scripting by assigning roles: Does it improve knowledge Construction in asynchronous discussion groups?, International Journal of Computer-Supported Collaborative Learning, 2, 225, 10.1007/s11412-007-9016-2 ∗∗Scheuer, 2010, Computer-supported argumentation: A review of the state of the art, International Journal of Computer-Supported Collaborative Learning, 5, 43, 10.1007/s11412-009-9080-x ∗Schwarz, 2007, Argumentation in a changing world, International Journal of Computer-Supported Collaborative Learning, 2, 297, 10.1007/s11412-007-9020-6 ∗Schwarz, 2007, The role of floor control and of ontology in argumentative activities with discussion-based tools, International Journal of Computer-Supported Collaborative Learning, 2, 449, 10.1007/s11412-007-9024-2 Schwarz, 2007, The role of task design and argumentation in cognitive development during peer interaction. The case of proportional reasoning, Learning and Instruction, 17, 510, 10.1016/j.learninstruc.2007.09.009 Schwarz, 2000, Two wrongs may make a right. If they argue together!, Cognition and Instruction, 18, 461, 10.1207/S1532690XCI1804_2 ∗Schwarz, 2000, Construction of collective and individual knowledge in argumentative activity: An empirical study, The Journal of the Learning Sciences, 12, 219, 10.1207/S15327809JLS1202_3 Slavin, 1986, Best-evidence synthesis: An alternative to meta-analysis and traditional reviews, Educational Researcher, 15, 5, 10.3102/0013189X015009005 ∗∗Spatariu, 2007, A review of research on factors that impact aspects of online discussions quality, TechTrends: Linking Research and Practice to Improve Learning, 51, 44, 10.1007/s11528-007-0041-9 Spelt, 2009, Teaching and learning in interdisciplinary higher education: A systematic review, Educational Psychology Review, 21, 365, 10.1007/s10648-009-9113-z Spiro, 1990, Cognitive flexibility and hypertext: Theory and technology for the nonlinear and muli-dimensional traversal of complex subject matter, 163 Stasser, 1985, Pooling of unshared information in group decision making: Biased information sampling during discussion, Journal of Personality and Social Psychology, 48, 1467, 10.1037/0022-3514.48.6.1467 Stegmann, K., Wecker, C., Weinberger, A., & Fischer, F. (in press). Collaborative argumentation and cognitive processing in computer-supported collaborative learning environment. Instructional Science. doi:10.1007/s11251-011-9174-5. ∗Stegmann, 2007, Facilitating argumentative knowledge construction with computer-supported collaboration scripts, International Journal of Computer-Supported Collaborative Learning, 2, 421, 10.1007/s11412-007-9028-y Stein, 1999, The early emergence of argumentative knowledge and skill, 97 Strijbos, 2004, Designing for interaction: Six steps to designing computer-supported group-based learning, Computers and Education, 42, 403, 10.1016/j.compedu.2003.10.004 ∗Strijbos, 2004, The effect of functional roles on group efficiency: Using multilevel modeling and content analysis to investigate computer-supported collaboration in small groups, Small Group Research, 35, 195, 10.1177/1046496403260843 ∗Strijbos, 2007, The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: A matter of triangulation, Computers in Human Behavior, 23, 353, 10.1016/j.chb.2004.10.016 ∗Suthers, 2001, Towards a systematic study of representational guidance for collaborative learning discourse, Journal of Universal Computer Science, 7, 254 ∗Suthers, 2003, An empirical study of the effects of representational guidance on collaborative learning, Journal of the Learning Sciences, 12, 183, 10.1207/S15327809JLS1202_2 ∗Taasoobshirazi, 2005, Promoting argumentative discourse: A design-based implementation and refinement of an astronomy multimedia curriculum, assessment model, and learning environment, Astronomy Education Review, 4, 53, 10.3847/AER2005003 Taboada, 2006, Applications of rhetorical structure theory, Discourse Studies, 8, 567, 10.1177/1461445606064836 Taboada, 2006, Rhetorical structure theory: Looking back and moving ahead, Discourse Studies, 8, 423, 10.1177/1461445606061881 ∗∗Tchounikine, 2008, Operationalizing macro-scripts in CSCL technological settings, International Journal Computer-Supported Collaborative Learning, 3, 193, 10.1007/s11412-008-9039-3 Teasley, 1997, Talking about reasoning: How important is the peer in peer collaboration?, 361 Toulmin, 1958 Van Amelsvoort, M. (2006). A space for debate. How diagrams support collaborative argumentation-based learning. PhD dissertation, Utrecht University, The Netherlands. ∗Van Amelsvoort, 2007, Representational tools in computer-supported collaborative argumentation-based learning: How dyads work with constructed and inspected argumentative diagrams, Journal of the Learning Sciences, 16, 485, 10.1080/10508400701524785 ∗Van Amelsvoort, 2008, How students structure and relate argumentative knowledge when learning together with diagrams, Computers in Human Behavior, 24, 1293, 10.1016/j.chb.2007.05.004 Van Bruggen, J. M. (2003). Explorations in graphical argumentation: The use of external representations in collaborative problem solving. PhD dissertation, Open University, The Netherlands. Van Bruggen, 2003, A cognitive framework for cooperative problem solving with argument visualization, 25 Van Bruggen, 2003, Designing external representations to support solving wicked problems, 177 ∗∗Van Bruggen, 2002, External representation of argumentation in CSCL and the management of cognitive load, Learning and Instruction, 12, 121, 10.1016/S0959-4752(01)00019-6 Van Dinther, 2011, Factors affecting students’ self-efficacy in higher education, Educational Research Review, 6, 95, 10.1016/j.edurev.2010.10.003 ∗Van Drie, 2005, Using representational tools to support historical reasoning in computer-supported collaborative learning. Technology, Pedagogy and Education, 14, 25, 10.1080/14759390500200191 ∗Van Drie, 2005, Effects of representational guidance on domain specific reasoning in CSCL, Computers in Human Behaviour, 21, 575, 10.1016/j.chb.2004.10.024 Van Eemeren, 1992 Van Eemeren, 1999, Strategic manoeuvring in argumentative discourse, Discourse Studies, 1, 479, 10.1177/1461445699001004005 Van Eemeren, 1996 Van Eemeren, 2008, Dialectical profiles and indicators of argumentative moves, Journal of Pragmatics, 40, 475, 10.1016/j.pragma.2007.12.002 Van Eemeren, 1987 Veerman, 2003, Constructive discussions through electronic dialogue, 117 ∗Veerman, 2000, Learning through synchronous electronic discussion, Computers and Education, 34, 269, 10.1016/S0360-1315(99)00050-0 ∗Veerman, 2002, Collaborative argumentation in academic education, Instructional Science, 30, 155, 10.1023/A:1015100631027 Voss, 1983, Individual differences in the solving of social science problems, 204 Voss, 2001, Argumentation in psychology: Background comments, Discourse Processes, 32, 89, 10.1080/0163853X.2001.9651593 Walton, 1992 Walton, 1996 Walton, 2000, The place of dialogue theory in logic, computer science and communication studies, Synthese, 123, 327, 10.1023/A:1005237527730 Walton, 2006, Examination dialogue: An argumentation framework for critically questioning an expert opinion, Journal of Pragmatics, 38, 745, 10.1016/j.pragma.2005.01.016 Wegner, 1987, Transactive memory: A contemporary analysis of the group mind, 185 Wegner, 1995, A computer network model of human transactive memory, Social Cognition, 13, 1, 10.1521/soco.1995.13.3.319 ∗Weinberger, 2005, Epistemic and social scripts in computer-supported collaborative learning, Instructional Science, 33, 1, 10.1007/s11251-004-2322-4 ∗∗Weinberger, 2006, A framework to analyze argumentative knowledge construction in computer-supported collaborative learning, Computers and Education, 46, 71, 10.1016/j.compedu.2005.04.003 Weinberger, 2005, Computer-supported collaborative learning in higher education: Scripts for argumentative knowledge construction in distributed groups, 717 ∗Weinberger, 2010, Learning to argue online. Scripted groups surpass individuals (unscripted groups do not), Computers in Human behavior, 28, 506, 10.1016/j.chb.2009.08.007 Weinberger, 2007, Scripting argumentative knowledge construction in computer-supported learning environments, 191 ∗Yiong-Hwee, 2007, Using sentence openers to support students’ argumentation in an online learning environment, Educational Media International, 44, 207, 10.1080/09523980701491658