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| Content Provider | Springer Nature Link |
|---|---|
| Author | Jeong, Allan C. |
| Copyright Year | 2006 |
| Abstract | This study examined the effects of conversational language (e.g., asking questions, inviting replies, acknowledgments, referencing others by name, closing signatures, ‘I agree, but’, greetings, etc.) on the frequency and types of responses posted in reply to given types of messages (e.g., argument, evidence, critique, explanation), and how the resulting response patterns support and inhibit collaborative argumentation in asynchronous online discussions. Using event sequence analysis to analyze message-response exchanges in eight online group debates, this study found that (a) arguments elicited 41% more challenges when presented with more conversational language (effect size .32), (b) challenges with more conversational language elicited three to eight times more explanations (effect size .12 to .31), and (c) the number of supporting evidence elicited by challenges was not significantly different from challenges that used more versus less conversational language. Overall, these and other findings from exploratory post-hoc tests show that conversational language can help to produce patterns of interaction that foster high levels of critical discourse, and that some forms of conversational language are more effective in eliciting responses than others. |
| Starting Page | 367 |
| Ending Page | 397 |
| Page Count | 31 |
| File Format | |
| ISSN | 00204277 |
| Journal | Instructional Science |
| Volume Number | 34 |
| Issue Number | 5 |
| e-ISSN | 15731952 |
| Language | English |
| Publisher | Kluwer Academic Publishers |
| Publisher Date | 2006-01-01 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Computer-mediated communication group interaction interaction analysis computer-supported collaborative learning collaborative argumentation computer conferencing Education (general) Learning & Instruction |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Developmental and Educational Psychology |
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