Computer-supported collaborative learning in higher education

Abstract

Learners rarely know how to construct knowledge together in argumentation. This experimental study analyzes two computer-supported collaboration scripts, which should facilitate processes and outcomes of argumentative knowledge construction. One script aims to support the construction of single arguments and the other script aims to support the construction of argumentation sequences. Both scripts were varied independently in a 2x2-factorial design. 120 students of Educational Science participated in the study in groups of three. Results show that the computer-supported scripts facilitate specific processes and outcomes of argumentative knowledge construction. Learners with scripts argued better and acquired more knowledge on argumentation than learners without scripts without impeding acquisition of domain specific knowledge.

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