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Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments 总被引：3，自引：2，他引：1
Douglas B. Clark Victor Sampson Armin Weinberger Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in
dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions
within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function
of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns.
Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature
of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments
throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future
development of online learning environments for argumentation.
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| Douglas B. ClarkEmail: |
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Jeroen Janssen Femke Kirschner Gijsbert Erkens Paul A. Kirschner Fred Paas 《Educational Psychology Review》2010,22(2):139-154
Traditional research on collaborative learning employs a “black box” approach that makes it difficult to gain a deeper understanding
of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process
of collaboration, in order to establish which interaction features are likely to make learning more effective and efficient
for group members. Although cognitive load theory has been developed in the context of individual learning situations, it
may provide a promising new way of looking inside the black box, assuming that students working in groups have more processing
capacity than students working individually. The aim of this article is to provide an overview of the process-oriented and
cognitive-load approaches to conducting collaborative learning research, to highlight their respective advantages and disadvantages,
and to suggest how they can be combined in order to address new research questions. 相似文献
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Avoiding split attention in computer‐based testing: Is neglecting additional information facilitative? 
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下载免费PDF全文 Halszka Jarodzka Noortje Janssen Paul A. Kirschner Gijsbert Erkens 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):803-817
This study investigated whether design guidelines for computer‐based learning can be applied to computer‐based testing (CBT). Twenty‐two students completed a CBT exam with half of the questions presented in a split‐screen format that was analogous to the original paper‐and‐pencil version and half in an integrated format. Results show that students attended to all information in the integrated format while ignoring information in the split format. Interestingly, and contrary to expectations, they worked more efficiently in the split format. A content analysis of the ignored information revealed that it was mostly not relevant to answering the questions, unnecessarily taxed students' cognitive capacity and inefficiently increased the mental effort they expended. Further comparisons of different mental effort measures indicate that mental effort had an explicit (ie, self‐reports, explicit utterances) and an implicit component (ie, silent pauses in thinking‐aloud, eye tracking parameters). Consequently, when designing CBT environments, not only the design of the tasks but also the content of the given information and their effect on the different aspects of mental effort must be considered. 相似文献
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Jeroen Janssen Gijsbert Erkens Paul A. Kirschner Gellof Kanselaar 《Metacognition and Learning》2012,7(1):25-43
This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance.
To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical
inquiry task was analyzed. Our analyses show that group members devote most of their efforts to regulation of task-related
activities. For example, by formulating plans or strategies or monitoring task progress. Group members also engaged in social
activities often (e.g., disclosing personal information, joking). Less attention was paid to exchange of task-related information
(e.g., asking task-related questions) and regulation of social activities (e.g., planning and monitoring the collaboration).
Exploratory factor analysis was used to identify the interrelationships between the different collaborative activities. This
analysis showed that collaborative activities can be grouped in four broad categories: discussion of information, regulation
of task-related activities, regulation of social activities, and social activities. These activities were then used to predict
group performance using multiple regression analysis. No effect of discussion of information and regulation of task-related
activities on group performance were found. Regulation of social activities positively affected group performance, whereas
social interaction negatively affected group performance. As in this study no inferences could be made about the causal relation
between collaboration and performance, future research should attempt to focus on this relationship, for example by investigating
more closely how different individual and group factors affect collaboration and group performance. 相似文献
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Jeroen Janssen Gijsbert Erkens Paul A. Kirschner Gellof Kanselaar 《Instructional Science》2010,38(1):59-88
This research investigates the role of representational guidance by comparing the effects of two different representational
tools. We used a design with two different groups defined by the type of argumentative diagram students co-constructed while
working in a computer-supported collaborative learning (CSCL) environment. The Graphical Debate-tool offered different representational
guidance than the Textual Debate-tool. The results show that groups that worked with the Graphical Debate-tool constructed
representations of higher quality and wrote essays that were better in terms of grounds quality. Furthermore, working with
the Graphical Debate-tool was found to have a positive effect on students’ learning as measured by a knowledge post-test.
In contrast to our expectations however, there was little difference between the two conditions regarding the online collaboration
process. It can be concluded that representational guidance has an impact on group and individual performance and should therefore
be taken into account during instructional design. 相似文献
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AbstractAlthough there is a common belief that more footballers are representing countries other than their native ones in recent World Cup editions, a historical overview on migrant footballers representing national teams is lacking. To fill this gap, a database consisting of 10,137 football players who participated in the World Cup (1930–2018) was created. To count the number of migrant footballers in national teams over time, we critically reflect on the term migrant and the commonly used foreign-born proxies in mainstream migration research. A foreign-born approach to migrants overlooks historical-geopolitical changes like the redrawing of international boundaries and colonial relationships, and tends to shy away from citizenship complexities, leading to an overestimation of the number of migrant footballers in a database. Therefore, we offer an alternative approach that through historical contextualization with an emphasis on citizenship, results in more accurate data on migrant footballers – contextual-nationality approach. By comparing outcomes, a foreign-born approach seems to indicate an increase in the volume of migrant footballers since the mid-1990s, while the contextual-nationality approach illustrates that the presence of migrant footballers is primarily a reflection of trends in international migration. 相似文献
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Jannet Van Drie Carla Van Boxtel Gijsbert Erkens Gellof Kanselaar 《Technology, Pedagogy and Education》2013,22(1):25-41
Abstract In this article the authors focus on how features of a computersupported collaborative learning (CSCL) environment can elicit and support domain-specific reasoning and more specifically historical reasoning. The CSCL environment enables students to collaborate on a historical inquiry task and in writing an argumentative essay. In order to support historical reasoning the authors compared two representational tools: a graphical representation (argumentative diagram) and a linear representation (argument list). As it is assumed that an argumentative diagram can support both cognitive and interaction processes, it was expected that using this tool would result in more qualitative historical reasoning, in the chat as well as in the essay. However, the results of this study did not show a significant difference in the amount of historical reasoning between the two conditions. A possible explanation can be found in the way the students make use of the representational tool while executing the task. The tool does not only function as a cognitive tool that can elicit elaborate activities, but also as a tool through which students communicate. 相似文献
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