Fostering argument justification using collaboration scripts and content schemes
Learning and Instruction Volume 21, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd
This study examines the manner in which learners’ justifications for arguments are supported during collaborative task-solving in a virtual learning setting. In particular, it investigates the effects of a collaboration script and a content scheme on the learners’ ability to provide adequate justifications for arguments pertaining to collaborative and individual task solutions. Learners were asked to individually study a theory before working collaboratively on a task in triads via a videoconferencing system. Argument justification was measured with theoretical and task-specific information provided to justify task solutions. Results were the same for collaborative and individual task solutions: The collaboration script had a small effect on justifications with task-specific information while the content scheme had a larger effect on argument justification with theoretical and task-specific information. Thus, according to the specifics of the respective support method, learners applied a strategy for justifying their task solutions in collaboration and individually acquired this strategy.
Kopp, B. & Mandl, H. (2011). Fostering argument justification using collaboration scripts and content schemes. Learning and Instruction, 21(5), 636-649. Elsevier Ltd.