Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 419219
Title Argumentation-based computer supported collaborative learning (ABCSCL). A synthesis of fifteen years of research
Author(s) Noroozi, O.; Weinberger, A.; Biemans, H.J.A.; Mulder, M.; Chizari, M.
Source Educational Research Review 7 (2012)2. - ISSN 1747-938X - p. 79 - 106.
DOI http://dx.doi.org/10.1016/j.edurev.2011.11.006
Department(s) Education and Competence Studies
WASS
Publication type Refereed Article in a scientific journal
Publication year 2012
Keyword(s) rhetorical structure-theory - face-to-face - knowledge construction - representational guidance - decision-making - critical discourse - goal instructions - counterargument integration - interactive argumentation - scientific argumentation
Abstract Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in the field of ABCSCL and to synthesize the findings. For this review, 108 publications (89 empirical studies and 19 conceptual papers) on ABCSCL research dating from 1995 through 2011 were studied to highlight the foci of the past 15 years. Building on Biggs’ (2003) model, the ABCSCL publications were systematically categorized with respect to student prerequisites, learning environment, processes, and outcomes. Based on the quantitative and qualitative findings, this paper concludes that ABCSCL environments should be designed in a systematic way that takes the variety of specific conditions for learning into account. It also offers suggestions for educational practice and future research.
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