Scripting discussions for elaborative, critical interactions

Abstract

Scripting collaborative argumentation can be effective in helping students understand multiple perspectives in complex, ill-defined domains. We have developed a web-based collaborative learning environment and a collaboration script to support students in discussing and analyzing controversial texts. We present a study in which we varied one element of the script to support critical, elaborative interactions, namely whether or not students take a proponent and/or critic role. Our results suggest that roles have a positive effect on the extent of knowledge elaboration in student discussions. © 2012 Springer-Verlag.