The Effects of Communication Style and Message Function in Triggering Responses and Critical Discussion in Computer-Supported Collaborative Argumentation
Association for Educational Communications and Technology Annual Meeting,
This study examined how differences in communication style affect how likely particular types of messages (e.g. arguments, evidence, critiques, explanations) were able to elicit critical responses during four online debates. Event sequence analysis was used to compare the response probabilities for each type of message across messages that used expository versus epistolary styles of communication observed in the four asynchronous threaded discussions. The results suggest that when a message is posted to challenge an opposing viewpoint, that message is significantly less likely to elicit a return response from the opposition when the message acknowledges individuals by name or presents a direct reference to an individual's preceding statements. A more detailed and exploratory analysis of the interactions revealed that this style of communication might have contributed to a decrease in the frequency of evidence and subsequent discussion of supporting explanations needed to defend the challenged viewpoints and arguments.
Jeong, A.C. (2005). The Effects of Communication Style and Message Function in Triggering Responses and Critical Discussion in Computer-Supported Collaborative Argumentation. Presented at Association for Educational Communications and Technology Annual Meeting 2005.
Philip Abrami, Robert Bernard, Anne Wade, Eugene Borokhovski, Rana Tamin, Michael Surkes, Dai Zhang & Dai Zhang
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 3 (Oct 15, 2006)
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