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Supporting collaborative problem-sol...

Tan, Seng Chee.

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Supporting collaborative problem-solving through computer-supported collaborative argumentation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supporting collaborative problem-solving through computer-supported collaborative argumentation./
Author:	Tan, Seng Chee.
Description:	188 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-08, Section: A, page: 3134.
Contained By:	Dissertation Abstracts International61-08A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9982414
ISBN:	0599888520

Supporting collaborative problem-solving through computer-supported collaborative argumentation.
Tan, Seng Chee.

Supporting collaborative problem-solving through computer-supported collaborative argumentation. - 188 p.

Source: Dissertation Abstracts International, Volume: 61-08, Section: A, page: 3134.

Thesis (Ph.D.)--The Pennsylvania State University, 2000.

This study set out to study the effects of using a Computer-Supported Collaborative Argumentation (CSCA) tool to scaffold argumentation during group discussions for students engaging in ill-structured problem solving. The study was conducted in a setting where students were assigned the task of solving ill-structured problems in turfgrass management with learning activities consisting of classroom presentations, instructor-led discussions and independent small-group discussions.

ISBN: 0599888520Subjects--Topical Terms:

1017498
Education, Technology.

Supporting collaborative problem-solving through computer-supported collaborative argumentation.
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100 1 $a Tan, Seng Chee. $3 1904387
245 1 0 $a Supporting collaborative problem-solving through computer-supported collaborative argumentation.
300 $a 188 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-08, Section: A, page: 3134.
500 $a Adviser: David H. Jonassen.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2000.
520 $a This study set out to study the effects of using a Computer-Supported Collaborative Argumentation (CSCA) tool to scaffold argumentation during group discussions for students engaging in ill-structured problem solving. The study was conducted in a setting where students were assigned the task of solving ill-structured problems in turfgrass management with learning activities consisting of classroom presentations, instructor-led discussions and independent small-group discussions.
520 $a There were 65 students who consented to participate in this study but only 53 sets of data were usable. The treatment group consisted of 20 students who used a CSCA tool, QuestMap(TM), to generate their argumentation for problem analysis and solutions. The control group consisted of 33 students in another class who did not receive any argumentation support during their group discussions. A quasi-experimental non-equivalent control group design was used for this study.
520 $a The results show that students who used the CSCA tool in their group discussions performed significantly better in stating grounds in their argumentation. No conclusive results, however, were obtained regarding the effects of the CSCA tool on students' problem-solving skills, nor regarding their ability to state claims, warrants and rebuttals in their argumentation.
520 $a Student feedback on the CSCA tool was congruent with the theoretical contentions of a number of researchers. In summary, the following benefits of the CSCA tool were reported: it increases clarity of thought, enhances organization of ideas, enables in-depth analysis, facilitates sharing of multiple perspectives and allows visualization of arguments and discussions. However, many students faced difficulty in operating the program and using the notations of the program. The cognitive overhead of using the program might have undermined the effects of the CSCA tool.
520 $a Observation of a CSCA group engaging in discussion helped to validate some of the feedback obtained in the survey. It also revealed the students' tendency to make more claims and grounds than warrants in their arguments and rarely to formulate other components of arguments. An important finding was that the CSCA tool played a peripheral role rather than being the central focus during the discussion, an arrangement that might weaken the effect of the CSCA tool.
590 $a School code: 0176.
650 4 $a Education, Technology. $3 1017498
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710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 61-08A.
790 1 0 $a Jonassen, David H., $e advisor
790 $a 0176
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9982414