Production blocking in brainstorming arguments in online group debates and asynchronous threaded discussions
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Production blocking in brainstorming arguments in online group debates and asynchronous threaded discussions Allan Jeong1 · Ming Ming Chiu2 Accepted: 7 October 2020 © Association for Educational Communications and Technology 2020
Abstract Online group debates hosted in asynchronous threaded discussions can facilitate critical thinking between discussants (and increase deeper understanding of complex problems) by eliminating the need for turn-taking while formulating and presenting premises to support and challenge claims. Yet to be determined is to what extent does the current number of posts (premises from teammates, premises from the opposing team, supportive replies to premises, and opposing replies to premises) induce production blocking to disrupt the generation of new premises. Statistical discourse analysis was conducted on 1554 postings from online debates produced by four cohorts of students enrolled in an online graduate-level course. The resulting stochastic model revealed that: (a) the number of premises posted by the other team, premises posted by teammates, and supportive replies from teammates were associated with the largest to smallest drop in the likelihood of posting a new premise, respectively; and (b) the number of oppositional replies from the other team was associated with an increased likelihood of posting a new premise. These findings provide evidence to support the use of specific strategies for structuring and sequencing the argumentation task to generate larger numbers of premises to achieve a deeper and more thorough analysis of problems and claims. Keywords Online discussions · Collaborative argumentation · Discourse analysis · Computersupported · Collaborative learning
* Allan Jeong [email protected] 1
Instructional Systems and Learning Technology, College of Education, Florida State University, 3205E Stone Building, 1114 W. Call Street, Tallahassee, FL, USA
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Analytics and Diversity, Special Education and Counseling Department/Director of the Assessment Research Center, The Education University of Hong Kong, B1‑2/F‑15, 10 Lo Ping Road, Tai Po, New Territories, Ting Kok, Hong Kong
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Vol.:(0123456789)
A. Jeong, M. M. Chiu
Introduction Collaborative argumentation is an instructional activity that uses critical discussions and reflection to help students engage in deep thinking and learning–a process that involves integrating and applying multiple perspectives, prior knowledge, information, and personal experiences to thoroughly evaluate and understand complex problems (Andriesen and Coirier 1999; Chin and Brown 2000). Argumentation is the process of identifying and building arguments to support a position, considering and weighing evidence and counterevidence (or grounds), presenting warrants to explain how the evidence or data support the claim, and presenting backing, rebuttals, and qualifiers (Toulmin 1958). As a result, argumentation can serve as a means to test uncertainties, extract meaning, achieve understanding, and examine complex ill-structured problems and issue
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