Collaborative Learning Through Chat Discussions and Argument Diagrams in Secondary School

Visualising knowledge from chat debates in argument diagrams

“…The origin and transfer and elaboration of the ideas presented in the constructed and modified argument diagrams were analysed in order to examine how the students further developed their argumentation following the chat debate (Marttunen & Laurinen 2007). The origin of the ideas was classified into three categories: 1) the students' preceding dyadic chat debate; 2) the texts the students had read before their debate; and 3) students' general prior knowledge.…”

“…For example, a score of 5 was given for Breadth in the diagram in Fig 1. Balance of argumentation was assessed by counting the difference (|x|) between the The Counterargumentativeness of the diagrams was calculated by dividing the total number of counter-arguments and refutations of counter-arguments by the total number of claims and arguments: the higher the value, the higher the counter-argumentativeness. If the number of arguments and counter-arguments is the same, the score for counter-argumentativeness is one, as is the case in Fig 1. Origin, transfer, and elaboration of ideas The origin and transfer and elaboration of the ideas presented in the constructed and modified argument diagrams were analysed in order to examine how the students further developed their argumentation following the chat debate (Marttunen & Laurinen 2007). The origin of the ideas was classified into three categories: 1) the students' preceding dyadic chat debate; 2) the texts the students had read before their debate; and 3) students' general prior knowledge.…”

Análisis Del Uso De Los Sistemas De Gestión De Aprendizaje en El Desarrollo Profesional Docente Desde Una Perspectiva Práctica en La Escuela Complutense

“…Algunas investigaciones en los últimos años (Holland y Muilenburg, 2011;Marttunen y Laurinen, 2007;Zhang et. al., 2009) resaltan la importancia de la Tecnología Educativa para un aprendizaje cooperativo en comunidades de aprendizaje y entornos virtuales.…”

“…Las herramientas y aplicaciones que aportan las TIC en relación a actividades cooperativas dan lugar al uso de Comunicación Mediada por Ordenador o Computer Mediated Communication (CMC) que propicia un trabajo colaborativo que fomenta la construcción del conocimiento, con un enriquecimiento mutuo de los alumnos, una profundidad y una apertura en el proceso de aprendizaje (Marttunen y Laurinen, 2007).…”

Determining Points of Convergence and Divergence in CSCL Chats

“…Chat is one of the best and most used tools in CSCL [7] , which allows learners the possibility to be present within a technical virtual framework that largely resembles the classroom, as well as it allows students to express their views and discuss it through educational dialogues that are subject to many conditions, in a synchronized contact. On the other hand, chats effectively help in developing the individual skills of the students in transferring knowledge and also creating a collaborative learning environment that can realize independence in discussing learning materials.…”