Computer-Mediated Argumentation in Higher Education

Developing Discussion Skills via Roles

Authors

  • Rachel Pilkington University of Birmingham

DOI:

https://doi.org/10.54337/nlc.v3.9704

Keywords:

Computer Mediated Communication, Argumentation, Discourse, Collaborative learning

Abstract

Many authors advocate providing opportunities for critical discussion to develop students' abilities to reason in a specialist subject. Computer Mediated Communication (CMC) offers some distinct advantages as well as disadvantages for debate. Research in analyzing CMC dialogue is revealing that effective discussions involve different kinds of role-taking including community building and management roles as well as argumentation roles. Our hypothesis was that making post-graduate students aware of all three kinds of role would lead to wider independent adoption of these roles by students. Based on student perceptions and further analysis by the researcher some preliminary results are presented.

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Published

26-03-2002

How to Cite

Pilkington, R. (2002). Computer-Mediated Argumentation in Higher Education: Developing Discussion Skills via Roles. Proceedings of the International Conference on Networked Learning , 3. https://doi.org/10.54337/nlc.v3.9704

Issue

Vol. 3 (2002): Proceedings of the Third International Conference on Networked Learning

Section

Full paper

License

Copyright (c) 2002 Rachel Pilkington

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