A Meta-Analysis on Students' Argumentative Knowledge Construction Process in Social Collaborative Learning Environment

In this era of rapid development of Information and Communication Technology (ICT), online collaborative and social learning has been seen as one of the ways to encourage students' critical thinking skills. Past studies have proven that students' critical thinking skills were shown significantly when it is done socially and collaboratively amongst peers. Previous researches also stated that cooperative teams achieve at higher levels of thought and preserve information longer than learners who work quietly as individuals. In addition, working in a collaborative environment also involves processes of evidence and argumentation. Argumentation refers to making convincing claims backed up by sound evidence and broad understanding of various aspects of an issue. Argumentation learning activities can serve as an effective mechanism of spreading of knowledge through a network of exchanges in small groups. However, argumentative knowledge construction (AKC) in social collaborative learning environments is often insubstantial. So, does an argumentative learning activity in social collaborative learning environment truly result in enhancing students' higher order thinking skills (HOTs) and knowledge construction? Thus, the purpose of this paper is to discuss a meta-analysis on thinking skills that lead to the need for social collaborative learning and argumentative knowledge construction process towards enhancing students' HOTs.

[1]  Pao-Nan Chou,et al.  Engagement in Online Collaborative Learning: A Case Study Using a Web 2.0 Tool , 2008 .

[2]  David H. Jonassen,et al.  Learning with Technology: A Constructivist Perspective , 1998 .

[3]  Jerry Andriessen,et al.  Collaborative argumentation in academic education , 2002 .

[4]  Heinz Mandl,et al.  Knowledge Convergence in Computer-Supported Collaborative Learning: The Role of External Representation Tools , 2005 .

[5]  Armin Weinberger,et al.  Collaborative Learning in Facebook: Can Argument Structure Facilitate Academic Opinion Change? , 2013, CSCL.

[6]  Yolanda Gil,et al.  A Social Collaboration Argumentation System for Generating Multi-Faceted Answers in Question and Answer Communities , 2011, Computational Models of Natural Argument.

[7]  Baruch B. Schwarz,et al.  The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory , 2007 .

[8]  Niels Pinkwart,et al.  Computer-Supported Collaborative Learning DOI 10.1007/s11412-009-9080-x Computer-supported argumentation: A review of the state of the art , 2009 .

[9]  Tia G. B. Hansen,et al.  Collaborative Learning : Cognitive and Computational Approaches , 1999 .

[10]  Alex Koohang,et al.  ACTIVE LEARNING IN E-LEARNING: ADVANCING A SYSTEMIC MODEL , 2012 .

[11]  J. Novak,et al.  Educational Psychology: A Cognitive View , 1969 .

[12]  Karsten Stegmann,et al.  Facilitating argumentative knowledge construction with computer-supported collaboration scripts , 2007, Int. J. Comput. Support. Collab. Learn..

[13]  Stavros N. Demetriadis,et al.  Peer-monitoring vs. micro-script fading for enhancing knowledge acquisition when learning in computer-supported argumentation environments , 2012, Comput. Educ..

[14]  J. Bruner.  Acts of meaning , 1990 .

[15]  Omid Noroozi,et al.  Facilitating argumentative knowledge construction through a transactive discussion script in CSCL , 2013, Comput. Educ..

[16]  Pierre Dillenbourg,et al.  Over-scripting CSCL: The risks of blending collaborative learning with instructional design , 2002 .

[17]  San Murugesan,et al.  Understanding Web 2.0 , 2007, IT Professional.

[18]  Miika Marttunen,et al.  Learning Environments for Studying Argumentation: Learning Effects of E-Mail and Face-to-Face Study , 1999 .

[19]  Caroline Coffin,et al.  Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university , 2012 .

[20]  Daniel Bodemer,et al.  Tacit guidance for collaborative multimedia learning , 2011, Comput. Hum. Behav..

[21]  R. Sternberg,et al.  The Psychology of Intelligence , 2002 .

[22]  Mark J. W. Lee,et al.  Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software. , 2010 .

[23]  A. Koohang,et al.  Open Source: A Metaphor for E-Learning , 2005, Informing Sci. Int. J. an Emerg. Transdiscipl..

[24]  Karsten Stegmann,et al.  Learning to argue online: Scripted groups surpass individuals (unscripted groups do not) , 2010, Comput. Hum. Behav..

[25]  Pierre Dillenbourg,et al.  Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. , 1999 .

[26]  Michael J. Baker,et al.  Promoting reflective interactions in a CSCL environment , 1997, J. Comput. Assist. Learn..

[27]  Michael J. Marquardt.  Optimizing the Power of Action Learning: Solving Problems and Building Leaders in Real Time , 2004 .

[28]  Todd Bryant,et al.  Social Software in Academia , 2006 .

[29]  C. Bonwell,et al.  Active learning : creating excitement in the classroom , 1991 .

[30]  J. Dewey,et al.  How We Think , 2009 .

[31]  Alan Foley,et al.  Digital Dissonances: Structuring Absences in National Discourses on Equity and Educational Technologies , 2007 .

[32]  Yoany Beldarrain,et al.  Distance Education Trends: Integrating new technologies to foster student interaction and collaboration , 2006 .

[33]  B. McCombs,et al.  The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. The Jossey-Bass Education Series. , 1997 .

[34]  A. Gokhale.  Collaborative Learning Enhances Critical Thinking , 1995 .

[35]  Sian Bayne,et al.  The appropriation and repurposing of social technologies in higher education , 2009, J. Comput. Assist. Learn..

[36]  Miika Marttunen,et al.  Learning of argumentation skills in networked and face-to-face environments , 2001 .

[37]  Armin Weinberger,et al.  Argument Diagrams in Facebook: Facilitating the Formation of Scientifically Sound Opinions , 2012, EC-TEL.

[38]  D. Kuhn.  THE SKILLS OF ARGUMENT , 2008, Education for Thinking.

[39]  Michelle D. Young,et al.  Telecommunication in the Classroom: Rhetoric versus Reality , 1999 .

[40]  Richard Andrews,et al.  Learning to Argue in Higher Education , 2000 .

[41]  Tammy Schellens,et al.  Tagging thinking types in asynchronous discussion groups: effects on critical thinking , 2009, Interact. Learn. Environ..

[42]  António Moreira,et al.  Knowledge Construction with Social Web Tools , 2010 .

[43]  L. Bell.  Identifying , 2020, Exploring Social Work.

[44]  Nancy Law,et al.  Collaborative argumentation and justifications: A statistical discourse analysis of online discussions , 2011, Comput. Hum. Behav..

[45]  Alex Koohang,et al.  A learner-centred model for blended learning design , 2009 .

[46]  Yigal Rosen,et al.  Collaborative Knowledge Construction in Online Learning Environment: Why to Promote and How to Investigate , 2010 .

[47]  Armin Weinberger,et al.  Principles of Transactive Computer- Supported Collaboration Scripts , 2011 .

[48]  Michael J. Prince,et al.  Does Active Learning Work? A Review of the Research , 2004 .

[49]  Jonathan Osborne,et al.  Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science , 2010 .

[50]  P. Dillon.  TRAJECTORIES AND TENSIONS IN THE THEORY OF INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION , 2004 .

[51]  Nancy L. Stein,et al.  The Origins and Nature of Arguments: Studies in Conflict Understanding, Emotion, and Negotiation , 2001 .

[52]  Caroline Mei Lin Ho,et al.  Fostering argumentative knowledge construction through enactive role play in Second Life , 2009, Comput. Educ..

[53]  F. Fischer,et al.  A framework to analyze argumentative knowledge construction in computer-supported collaborative learning , 2006, Comput. Educ..

[54]  S. Toulmin.  The uses of argument , 1960 .

[55]  D. Jonassen,et al.  Arguing to learn and learning to argue: design justifications and guidelines , 2010 .

[56]  D. Jonassen,et al.  A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education , 1993 .

[57]  Omid Noroozi,et al.  Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A Synthesis of 15 Years of Research. , 2012 .

[58]  Tammy Schellens,et al.  Fostering knowledge construction in university students through asynchronous discussion groups , 2006, Comput. Educ..

[59]  M. Scardamalia,et al.  Knowledge Building: Theory, Pedagogy, and Technology , 2006 .

[60]  Ana Cazares Castillo.  Promoting Argumentative Abilities in Written Composition of Psychology Senior Students: CAAM Method☆ , 2012 .

[61]  L. Vygotsky.  Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[62]  William F. Birdsall,et al.  Web 2.0 as a Social Movement , 2007, Webology.

[63]  Willard Richardson,et al.  Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms , 2006 .

[64]  Jamalludin Harun,et al.  Exploring Students' Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis , 2014, J. Educ. Technol. Soc..