Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions
Abstract Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a “conflict schema.” Prior studies suggest that a specific confli...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Clark, Douglas B. [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2009 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Science+Business Media, LLC 2009 |
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| Übergeordnetes Werk: |
Enthalten in: Journal of science education and technology - Springer Netherlands, 1992, 18(2009), 4 vom: 26. März, Seite 321-333 |
|---|---|
| Übergeordnetes Werk: |
volume:18 ; year:2009 ; number:4 ; day:26 ; month:03 ; pages:321-333 |
| Links: |
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| DOI / URN: |
10.1007/s10956-009-9159-1 |
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OLC2069226468 |
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| 520 | |a Abstract Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a “conflict schema.” Prior studies suggest that a specific conflict schema script known as personally-seeded discussion is more productive for students than a standard discussion format in terms of the structural quality of the resulting argumentation and participation within the discussions. The purpose of the current study involves comparing the personally-seeded script with a variant augmented-preset script to determine the relative contributions of components of the scripts in terms of (1) increasing personal engagement of the students versus optimizing of the starting seed-comments and (2) grouping students using the conflict schema approach versus random assignment of students to groups. The results suggest that engaging students in the exploration of a diverse set of preset discussion seed-comments coupled with a conflict schema approach leads to the highest gains in learning. | ||
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10.1007/s10956-009-9159-1 doi (DE-627)OLC2069226468 (DE-He213)s10956-009-9159-1-p DE-627 ger DE-627 rakwb eng 370 500 VZ 11 5,3 11 5,3 ssgn Clark, Douglas B. verfasserin aut Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions 2009 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, LLC 2009 Abstract Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a “conflict schema.” Prior studies suggest that a specific conflict schema script known as personally-seeded discussion is more productive for students than a standard discussion format in terms of the structural quality of the resulting argumentation and participation within the discussions. The purpose of the current study involves comparing the personally-seeded script with a variant augmented-preset script to determine the relative contributions of components of the scripts in terms of (1) increasing personal engagement of the students versus optimizing of the starting seed-comments and (2) grouping students using the conflict schema approach versus random assignment of students to groups. The results suggest that engaging students in the exploration of a diverse set of preset discussion seed-comments coupled with a conflict schema approach leads to the highest gains in learning. Argumentation Online learning environments Conflict schema Science inquiry D’Angelo, Cynthia M. aut Menekse, Muhsin aut Enthalten in Journal of science education and technology Springer Netherlands, 1992 18(2009), 4 vom: 26. März, Seite 321-333 (DE-627)182230678 (DE-600)1188564-6 (DE-576)9182230676 1059-0145 nnns volume:18 year:2009 number:4 day:26 month:03 pages:321-333 https://doi.org/10.1007/s10956-009-9159-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-TEC SSG-OLC-PHY SSG-OLC-CHE SSG-OLC-MAT SSG-OLC-PHA SSG-OLC-DE-84 GBV_ILN_40 GBV_ILN_70 GBV_ILN_4112 AR 18 2009 4 26 03 321-333 |
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10.1007/s10956-009-9159-1 doi (DE-627)OLC2069226468 (DE-He213)s10956-009-9159-1-p DE-627 ger DE-627 rakwb eng 370 500 VZ 11 5,3 11 5,3 ssgn Clark, Douglas B. verfasserin aut Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions 2009 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, LLC 2009 Abstract Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a “conflict schema.” Prior studies suggest that a specific conflict schema script known as personally-seeded discussion is more productive for students than a standard discussion format in terms of the structural quality of the resulting argumentation and participation within the discussions. The purpose of the current study involves comparing the personally-seeded script with a variant augmented-preset script to determine the relative contributions of components of the scripts in terms of (1) increasing personal engagement of the students versus optimizing of the starting seed-comments and (2) grouping students using the conflict schema approach versus random assignment of students to groups. The results suggest that engaging students in the exploration of a diverse set of preset discussion seed-comments coupled with a conflict schema approach leads to the highest gains in learning. Argumentation Online learning environments Conflict schema Science inquiry D’Angelo, Cynthia M. aut Menekse, Muhsin aut Enthalten in Journal of science education and technology Springer Netherlands, 1992 18(2009), 4 vom: 26. März, Seite 321-333 (DE-627)182230678 (DE-600)1188564-6 (DE-576)9182230676 1059-0145 nnns volume:18 year:2009 number:4 day:26 month:03 pages:321-333 https://doi.org/10.1007/s10956-009-9159-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-TEC SSG-OLC-PHY SSG-OLC-CHE SSG-OLC-MAT SSG-OLC-PHA SSG-OLC-DE-84 GBV_ILN_40 GBV_ILN_70 GBV_ILN_4112 AR 18 2009 4 26 03 321-333 |
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initial structuring of online discussions to improve learning and argumentation: incorporating students’ own explanations as seed comments versus an augmented-preset approach to seeding discussions |
| title_auth |
Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions |
| abstract |
Abstract Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a “conflict schema.” Prior studies suggest that a specific conflict schema script known as personally-seeded discussion is more productive for students than a standard discussion format in terms of the structural quality of the resulting argumentation and participation within the discussions. The purpose of the current study involves comparing the personally-seeded script with a variant augmented-preset script to determine the relative contributions of components of the scripts in terms of (1) increasing personal engagement of the students versus optimizing of the starting seed-comments and (2) grouping students using the conflict schema approach versus random assignment of students to groups. The results suggest that engaging students in the exploration of a diverse set of preset discussion seed-comments coupled with a conflict schema approach leads to the highest gains in learning. © Springer Science+Business Media, LLC 2009 |
| abstractGer |
Abstract Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a “conflict schema.” Prior studies suggest that a specific conflict schema script known as personally-seeded discussion is more productive for students than a standard discussion format in terms of the structural quality of the resulting argumentation and participation within the discussions. The purpose of the current study involves comparing the personally-seeded script with a variant augmented-preset script to determine the relative contributions of components of the scripts in terms of (1) increasing personal engagement of the students versus optimizing of the starting seed-comments and (2) grouping students using the conflict schema approach versus random assignment of students to groups. The results suggest that engaging students in the exploration of a diverse set of preset discussion seed-comments coupled with a conflict schema approach leads to the highest gains in learning. © Springer Science+Business Media, LLC 2009 |
| abstract_unstemmed |
Abstract Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a “conflict schema.” Prior studies suggest that a specific conflict schema script known as personally-seeded discussion is more productive for students than a standard discussion format in terms of the structural quality of the resulting argumentation and participation within the discussions. The purpose of the current study involves comparing the personally-seeded script with a variant augmented-preset script to determine the relative contributions of components of the scripts in terms of (1) increasing personal engagement of the students versus optimizing of the starting seed-comments and (2) grouping students using the conflict schema approach versus random assignment of students to groups. The results suggest that engaging students in the exploration of a diverse set of preset discussion seed-comments coupled with a conflict schema approach leads to the highest gains in learning. © Springer Science+Business Media, LLC 2009 |
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| title_short |
Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions |
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https://doi.org/10.1007/s10956-009-9159-1 |
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D’Angelo, Cynthia M. Menekse, Muhsin |
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2024-07-03T21:29:22.772Z |
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