Task-level and process-level prompts in support software mediate and alter students' group argumentation discourse practice and potentially their individual argumentation style¶

Claim · All claims
Evidence · 1 study · review r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Experimentally manipulated task-level and process-level prompts mediate student argumentation, altering group discourse practice and potentially individual students' style of argument. → Gerry Stahl 2015

Evidence¶

Gerry Stahl 2015¶

Gerry Stahl. (2015). A decade of CSCL. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-015-9222-2

q1 · i? · review · r1

Editorial characterization of Harney, Hogan, Broome, Hall and Ryan's experimental manipulation of task-level and process-level prompts in an article in this issue. The editorial reports the manipulation alters group discourse practice, with the effect on individual argument style stated only as potential; no statistics are printed here.

"These experimentally manipulated features of the support software mediate the student argumentation. This alters the group discourse practice and, potentially, the individual students' style of argument (including their silent mental thinking)."

Discussion¶

Related Claims¶

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