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The effects of active versus reflective learning style on the processes of critical discourse in computer‐supported collaborative argumentation
Author(s) -
Jeong Allan,
Lee JeongMin
Publication year - 2008
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2007.00762.x
Subject(s) - argumentation theory , argument (complex analysis) , active learning (machine learning) , structuring , reflective thinking , reflective writing , computer mediated communication , psychology , reflective practice , process (computing) , affect (linguistics) , style (visual arts) , mathematics education , computer science , pedagogy , linguistics , communication , chemistry , the internet , world wide web , philosophy , finance , artificial intelligence , economics , operating system , biochemistry , archaeology , history
This study examined how message‐response exchanges produced in the interactions between active learners only, reflective learners only, active‐reflective learners and reflective‐active learners affected how often active versus reflective learners posted rebuttals to arguments and challenges across four types of exchanges that believed to promote critical discourse (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) in computer‐supported collaborative argumentation (CSCA). This study found that the exchanges between reflective learners produced 44% more responses than in the exchanges between active learners ( ES = +0.17). The reflective–reflective exchanges produced 47% more responses than the active–reflective exchanges ( ES = +0.18). These results suggest that groups with reflective learners only are likely to produce more critical discourse than groups with active learners only, and the ratio of active–reflective learners within a group can potentially influence overall group performance. These findings illustrate how specific traits of the learner can affect discourse processes in CSCA and provide insights into process‐oriented strategies and tools for structuring dialogue and promoting critical inquiry in online discussions.