Investigating the depth of problem-solving prompts in collaborative argumentation

ABSTRACT

To date, little is known regarding how to best design instruction/guidance prompts that support learners’ participation in collaborative argumentation (CA). To address this gap, this study compared the influence of two instruction/guidance prompts prior to learners’ CA: problem representation (executive summary of the problem) and full problem-solving (problem representation, alternatives, justification, evaluation). Discussions were analysed using Phases 1–5 of the interaction analysis model (IAM) to determine the degree to which learners engaged in CA. Those in the full problem-solving condition were more likely to challenge the assertions of their peers. However, participants in the problem representation condition were more likely to integrate feedback as interaction progressed. This research describes how the design of instruction/guidance prompts affects the degree to which concepts and solutions are fixed as learners encounter differing perspectives from their peers during collaborative argumentation.

KEYWORDS:

• problem-solving
• collaborative argumentation
• computer-supported collaborative learning
• scaffolding
• inquiry-based learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Andrew A. Tawfik

Andrew A. Tawfik PhD, is an Assistant Professor of Instructional Design & Technology at the University of Memphis, where he also serves as the director for the Instructional Design & Technology Studio. His research interests include inquiry-based learning and computer-supported collaborative learning

Adrie A. Koehler

Adrie A. Koehler is an assistant professor in the Learning Design and Technology programme at Purdue University. Her research interests include improving the transition of pre-service teachers into the education profession, using emerging technologies for instructional purposes, and facilitating problem-centred learning.

Jaclyn J. Gish-Lieberman

Jaclyn J. Gishbaugher is a research assistant within the Instructional Design & Technology program at the University of Memphis.

Jessica Gatewood

Jessica Gatewood is a research assistant within the Instructional Design & Technology program at the University of Memphis.