CSCL is often based on learners' written argumentative discourse about problem perspectives with the goal of acquiring knowledge¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In CSCL environments, learners commonly discuss their perspectives on a problem through written argumentative discourse in order to acquire knowledge. → Armin Weinberger 2006

Evidence¶

Armin Weinberger 2006¶

Armin Weinberger, Frank Fischer. (2006). A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Learning. Computers and Education. https://doi.org/10.1016/j.compedu.2005.04.003

q1 · i? · theoretical · r1

The article's opening characterization of CSCL, stated in the abstract as the premise for its analytical framework. It asserts that CSCL "is often based on written argumentative discourse of learners" aimed at knowledge acquisition; no empirical data are reported for this statement.

"Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge."

Discussion¶

Related Claims¶

• CSCL relations matter in two ways: interventions informed by empirical studies can support collaboration, and CSCL environments can foster key competencies — related
• The editors identify sequentiality of CSCL discourse — how one action takes up a previous action in online interaction — as a central, under-theorized problem — related
• Students enact new CSCL technologies according to communication genres of the past, producing informal rather than scholarly discourse — related