A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

By Armin Weinberger, Frank Fischer. Comput. Educ., 2006

924 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bb663596bf6c213e0c7275f605b5122ed4466901

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Citations in the corpus

The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis (2018, methodology): “Finally, the achievement of social goals in CSCL mainly refers to the measurement of social interaction and activities among group members (Weinberger & Fischer, 2006).”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, neutral): “This choice would determine the segmentation of the data, in our case, the segmentation of the classroom talk (Weinberger and Fischer 2006).”
Content analysis: What are they talking about? (2006, neutral): “In addition, calculating kappa for segmentation reliability can easily lead to negative values (see Weinberger & Fischer, 2005).”
Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, background): “However, avoiding confrontation and tension does not provide grounds for high-level critical discussion which may lead students to miss opportunities for learning (Andriessen, Pardijs, & Baker, 2013; Baker & Bielaczyc, 1995; Weinberger & Fischer, 2006).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Premature consensus seeking (e.g., Weinberger & Fischer, 2006) and a tendency to ignore dissenting claims (Felton & Kuhn, 2001; Kuhn & Udell, 2007) are common concerns in argumentation research.”
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments (2007, background): “ Weinberger and Fischer (2006) : A multi-dimensional approach to analyze argumentative knowledge construction”
Argumentation Mining on the Web from Information Seeking Perspective (2014, methodology): “, 2013; Hunter, 2013), educational research (Weinberger and Fischer, 2006; Noroozi et al., 2013), pragmatics (Xu and Wu, 2014), psychology (Larson et al.”
Knowledge convergence in collaborative learning: Concepts and assessment (2007, methodology): “To analyze how learners build consensus in discourse, it has been suggested that discourse corpora first be sampled and segmented (see Weinberger & Fischer, 2006).”
Social media and education: reconceptualizing the boundaries of formal and informal learning (2016, background): “…an argumentation coding system originally designed for ‘formal’ computer-supported collaborative learning environments (Sadler, Barab, and Scott 2006; Weinberger and Fischer 2006), comments strings were coded for four argumentation dimensions: participation, epistemic, argument, and social…”