PhD theses

All Wageningen University PhD theses

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    Wageningen PhD theses


    This database contains bibliographic descriptions of all Wageningen University PhD theses from 1920 onwards. It is updated on a daily basis by WUR Library.

    Author abstracts and/or summaries are added to all descriptions. A link to the full text dissertation is added to the bibliographic description. In a few cases, no electronic version is available, mostly because of copyright issues.

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    mail icon WUR Library, 9 july 2012

     

Record number 2014823
Title Fostering argumentation-based computer-supported collaborative learning in higher education
show extra info.
Omid Noroozi
Author(s) Noroozi, O.
Publisher [S.l. : s.n.]
Publication year 2013
Description 282 p fig., graf., tab
Notes Proefschrift Wageningenshow all notes
Met lit. opg. - Met samenvatting in het Engels, Nederlands en Perzisch
ISBN 9789461734013
Tutors Mulder, Prof. dr. M. ; Biemans, Dr. H.J.A.
Graduation date 2013-01-11
Dissertation no. 5392
Author abstract show abstract

Arguing, critical thinking and logical reasoning are essential objectives in education. Students of all ages need to learn to clearly explain their informed opinions and give reasons for the way in which they carry out tasks and solve problems. Despite the fact that argumentation is shaped in social conversation and also in learners’ online exchanges in daily life, learners in academic settings need to be taught to reason and argue in a way that is beneficial for learning. Online support systems for collaboration in which learners argue in teams is called Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL). The most prominent instructional approach in ABCSCL that facilitates argumentative knowledge construction and learning is the use of computer-supported collaboration scripts. Scripts provide guidelines for learning groups to clarify what, when, and by whom certain activities need to be executed and how group members should collaborate to accomplish the task. The conceptualization and operationalization of computer-supported collaboration scripts and the way in which they manifest themselves in relation to argumentative knowledge construction and learning are addressed in this thesis.

 

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Keyword(s) computer assisted instruction / higher education / scientific cooperation / discussion / learning / teaching methods / students / groups
Categories Education (General) / Computer Assisted Instruction
Publication type PhD thesis
Language English
About (Dutch) Het is noodzakelijk dat studenten ruime mogelijkheden krijgen om samen te werken in multidisciplinaire groepen. Zo kunnen studenten zich ontwikkelen tot professionals die niet alleen in staat zijn om te analyseren, conceptualiseren en synthetiseren, maar ook kunnen omgaan met complexe en authentieke problemen. In leeromgevingen waarin samenwerkend leren centraal staat, dienen studenten van verschillende onderwijsniveaus te leren om hun onderbouwde standpunten helder over te brengen en redenen aan te geven voor de manier waarop zij taken uitvoeren en problemen oplossen. Het betrekken van studenten in de opbouw van argumentaties en het voeren van gezamenlijke discussies kan beschouwd worden als een onderwijskundige benadering gericht op de voorbereiding van het managen van complexe vraagstukken én op het actief deelnemen aan de kennismaatschappij. Ondanks het feit dat argumentaties worden gevormd in sociale conversaties, die in het dagelijks leven ook online worden gevoerd, dienen studenten in academische leeromgevingen onderwezen te worden in het redeneren en argumenteren op een manier die het delen van kennis, leren in domein-specifieke situaties en de gezamenlijke constructie van kennis bevordert. Online systemen ter ondersteuning van samenwerken, ofwel Computer-Supported Collaborative Learning (CSCL), waarin studenten debatteren in teams, stimuleren het uitwisselen en het construeren van argumenten en bevorderen zo te leren. Dit type leerarrangement wordt ook wel Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL) genoemd. Het wordt beschouwd als een veelbelovende leeromgeving waarin het onderling debatteren en zo het leren kan worden ondersteund.
About cum laude graduation (with distinction). In collaborative settings, students of all ages need to learn to clearly explain their informed opinions and give reasons for the way in which they carry out tasks and solve problems. Engaging students in collaborative discussion and argumentation is an educational approach for preparing them to manage today’s complex issues and actively participate in knowledge societies. Despite the fact that argumentation is shaped in social conversation and also in learners’ online exchanges in daily life, learners in academic settings need to be taught to reason and argue in a way that is beneficial for knowledge sharing, domain-specific learning, and knowledge construction. Online support systems for collaboration or Computer-Supported Collaborative Learning (CSCL) environments in which learners argue in teams have been found to support the sharing, constructing, and representing of arguments with the aim of learning. This type of learning arrangement is called Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL) and it is seen as a promising environment in which to facilitate collaborative argumentation and learning.
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