Computer-Mediated Argumentative Interactions for the Co-Elaboration of Scientific Notions

Information and communication technologies such as Computer-Supported Collaborative Learning environments can play an important role in such learning to the extent that they enable task sequences and interpersonal communication media to be structured in ways that favour the co-elaboration of knowledge.

Abstract

It is now well recognised that argumentative interactions can be vehicles of collaborative learning, especially on a conceptual plane (see e.g. Andriessen & Coiner, 1999). Information and communication technologies such as Computer-Supported Collaborative Learning ("CSCL") environments can play an important role in such learning to the extent that they enable task sequences and interpersonal communication media to be structured in ways that favour the co-elaboration1 of knowledge (e.g. Baker, 1996, 1999; Baker, de Vries, Lund & Quignard, 2001).