Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments |
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| Authors: | Douglas B Clark Victor Sampson Armin Weinberger and Gijsbert Erkens |
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| Institution: | (1) College of Education, Arizona State University, Payne 203F, Tempe, AZ 85287-0911, USA;(2) Florida State University, Tallahassee, FL, USA;(3) University of Munich, Munich, Germany;(4) Utrecht University, Utrecht, The Netherlands |
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| Abstract: | 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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| Keywords: | Online learning environments Dialogic argumentation Analytic frameworks |
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