Argumentative communication in cooperative learning groups: Members’ use of evidence and non-evidence^*

* The manuscript was presented at 2015 International Communication Association Conference in San Juan, Puerto Rico, and received a Top Poster Presentation Award from the Instructional & Development Interest Group.

ABSTRACT

This study examined how group members with differential levels (highest, middle, and lowest) of ability contributed to argumentative communication while facilitating a cooperative learning process in a small group communication course. Results demonstrated that during discussions: (1) highest ability members utilized more evidence than middle or lowest ability members, (2) lowest ability members generated more non-evidence than evidence, and (3) middle ability members appeared to be less active in articulating evidence. These findings provide evidence that instructors should focus on teaching students how to communicate evidence, identify facilitative versus inhibitive arguments, and respectfully acknowledge and evaluate contributions for effective group learning.

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Acknowledgement

We would like to acknowledge the late Dr. Renee A. Meyers, Professor of Communication at the University of Wisconsin-Milwaukee, for her insightful mentorship in the development and progression of this manuscript as well as her scholarship to further small group communication in cooperative learning groups.

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Leah E. LeFebvre http://orcid.org/0000-0002-7307-2895

Gamze Yilmaz http://orcid.org/0000-0001-5252-4699

Notes

* The manuscript was presented at 2015 International Communication Association Conference in San Juan, Puerto Rico, and received a Top Poster Presentation Award from the Instructional & Development Interest Group.

1 While individual demographic information was not collected about the particular participants in the investigation, the public urban institution has an access mission in the state. The average freshman age is 25 years old. The students in the institution generally are 55% female, 39% first generation college attendees, and approximately 32% of the students identify as ethnic minorities.