25
Views
0
CrossRef citations to date
0
Altmetric
Article

The effects of politeness in shaping discourse in online debates

ORCID Icon & ORCID Icon
Received 03 Jan 2024, Accepted 05 May 2024, Published online: 07 Jul 2024

References

  • Asterhan, C. S., & Schwarz, B. B. (2016). Argumentation for learning: Well-trodden paths and unexplored territories. Educational Psychologist, 51(2), 164–187. https://doi.org/10.1080/00461520.2016.1155458
  • Bakeman, R. & Gottman, J. (1997). Observing interaction: An introduction to sequential analysis. Cambridge University Press.
  • Baker, M. J., Andriessen, J., & Schwarz, B. B. (2019). Collaborative argumentation-based learning. In The Routledge international handbook of research on dialogic education (pp. 76–88). Routledge.
  • Banna, J., Lin, M., Stewart, M., & Fialkowski, M. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249–261.
  • Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage (Vol. 4). Cambridge University Press.
  • Brummernhenrich, B., Baker, M. J., Bietti, L. M., Détienne, F., & Jucks, R. (2021). Being (un)safe together: Student group dynamics, face work and argumentation. In F. Maine & M. Vrikki (Eds.), Dialogue for intercultural understanding (pp. 119–134). Springer. https://link.springer.com/chapter/10.1007/978-3-030-71778-0_9
  • Chang, J. P., Chiam, C., Fu, L., Wang, A., Zhang, J., & Danescu-Niculescu-Mizil, C. (2020). ConvoKit: A toolkit for the analysis of conversations. In Proceedings of the 21th Annual Meeting of the Special Interest Group on Discourse and Dialogue, 57–60, Association for Computational Linguistics, 1st virtual meeting. https://doi.org/10.18653/v1/2020.sigdial-1.8
  • Chen, C. H., & She, H. C. (2012). The impact of recurrent on-line synchronous scientific argumentation on students’ argumentation and conceptual change. Journal of Educational Technology & Society, 15(1), 197–210.
  • Chen, X., Zhai, X., Zhu, Y., & Li, Y. (2022). Exploring debaters and audiences’ depth of critical thinking and its relationship with their participation in debate activities. Thinking Skills and Creativity, 44. https://doi.org/10.1016/j.tsc.2022.101035
  • Chiu, M. M., & Khoo, L. (2003). Impoliteness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions? Journal of Educational Psychology, 95(3), 506. https://doi.org/10.1037/0022-0663.95.3.506
  • Chiu, M. M., Oh, Y. W., Kim, J. N., & Cionea, I. A. (2022). Serving the greater social good for personal gain: effects of polite disagreements in online debates. Communication Research, 49(3), 451–473. https://doi.org/10.1177/00936502211053456
  • Danescu-Niculescu-Mizil, C., Sudhof, M., Jurafsky, D., Leskovec, J., & Potts, C. (2013). A computational approach to politeness with application to social factors. In Proceedings of the 51st Annual Meeting of the Association for Computational Linguistics (Volume. 1: Long Papers) (pp. 250–259). Association for Computational Linguistics.
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • De Kock, C., & Vlachos, A. (2021). I beg to differ: A study of constructive disagreement in online conversations. In Proceedings of the 16th Conference of the European Chapter of the Association for Computational Linguistics: Main Volume, 2017–2027, Online. Association for Computational Linguistics.
  • De Marneffe, M. C., MacCartney, B., & Manning, C. D. (2006). Generating typed dependency parses from phrase structure parses. In Lrec, 6, 449–454.
  • DiPasquale, J., & Hunter, W. (2018). Critical thinking in asynchronous online discussions: A systematic review. Canadian Journal of Learning and Technology, 44(2).
  • Fehrman, S., & Watson, S. L. (2021). A systematic review of asynchronous online discussions in online higher education. American Journal of Distance Education, 35(3), 200–213. https://doi.org/10.1080/08923647.2020.1858705
  • Foo, S. Y., & Quek, C. L. (2019). Developing students’ critical thinking through asynchronous online discussions: A literature review. Malaysian Online Journal of Educational Technology, 7(2), 37–58. https://doi.org/10.17220/mojet.2019.02.003
  • Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1–2), 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002
  • Holtgraves, T. (1997). Yes, but… positive politeness in conversation arguments. Journal of Language and Social Psychology, 16(2), 222–239. https://doi.org/10.1177/0261927X970162006
  • Howe, C., & Zachariou, A. (2019). Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood. Learning and Instruction, 60, 263–274. https://doi.org/10.1016/j.learninstruc.2017.10.007
  • Isohätälä, J., Näykki, P., Järvelä, S., & Baker, M. J. (2018). Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction. Learning, Culture and Social Interaction, 16, 1–19. https://doi.org/10.1016/j.lcsi.2017.09.003
  • Jeong, A. (2005b). A guide to analyzing message–response sequences and group interaction patterns in computer-mediated communication. Distance Education, 26(3), 367–383. https://doi.org/10.1080/01587910500291470
  • Jeong, A. C. (2006). The effects of conversational language on group interaction and group performance in computer-supported collaborative argumentation. Instructional Science, 34(5), 367–397. https://doi.org/10.1007/s11251-006-0002-2
  • Jeong, A. C. (2005a). Discussion analysis tool. http://myweb.fsu.edu/ajeong
  • Larrain, A., Freire, P., López, P., & Grau, V. (2019). Counter-arguing during curriculum-supported peer interaction facilitates middle-school students’ science content knowledge. Cognition and Instruction, 37(4), 453–482. https://doi.org/10.1080/07370008.2019.1627360
  • Levy, S., Kraut, R. E., Yu, J. A., Altenburger, K. M., & Wang, Y. C. (2022). Understanding conflicts in online conversations. In Proceedings of the ACM Web Conference 2022 (pp. 2592–2602). https://doi.org/10.1145/3485447.3512131
  • Li, X., Li, Y., Hu, W., Li, K., & Gao, L. (2023). More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups. Metacognition and Learning, 18(1), 261–293. https://doi.org/10.1007/s11409-022-09329-4
  • Liu, Q. T., Liu, B. W., & Lin, Y. R. (2019). The influence of prior knowledge and collaborative online learning environment on students’ argumentation in descriptive and theoretical scientific concept. International Journal of Science Education, 41(2), 165–187. https://doi.org/10.1080/09500693.2018.1545100
  • Lu, J., Chiu, M. M., & Law, N. (2010). Effects of on-line collaborative argumentation processes on justifications. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 207–214). International Society of the Learning Sciences.
  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
  • McMurdo, G. (1995). Netiquettes for networkers. Journal of Information Science, 21, 305–318. https://doi.org/10.1177/016555159502100407
  • Menekse, M., & Chi, M. T. (2019). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, 44(5), 702–725. https://doi.org/10.1080/03043797.2018.1538324
  • Mistretta, S. (2021). The new netiquette: Choosing civility in an age of online teaching and learning. International Journal on E-Learning, 20(3), 323–345.
  • Oyarzun, B., & Martin, F. (2023). A systematic review of research on online learner collaboration from 2012-21: Collaboration technologies, design, facilitation, and outcomes. Online Learning, 27(1), 71–106. https://doi.org/10.24059/olj.v27i1.3407
  • Rapanta, C., & Felton, M. K. (2022). Learning to argue through dialogue: A review of instructional approaches. Educational Psychology Review, 34, 1–33. https://doi.org/10.1007/s10648-021-09637-2
  • Scheuermann, L., &Taylor, G. (1997). Netiquette. International Research, 7, 269–273. https://doi.org/10.1108/10662249710187268
  • Shea, V., & Shea, C. (1994). Netiquette. Albion Books.
  • Soler-Costa, R., Lafarga-Ostáriz, P., Mauri-Medrano, M., & Moreno-Guerrero, A. J. (2021). Netiquette: Ethic, education, and behavior on internet—a systematic literature review. International Journal of Environmental Research and Public Health, 18(3), 1212. https://doi.org/10.3390/ijerph18031212
  • Wikle, J. S., & West, R. E. (2019). An analysis of discussion forum participation and student learning outcomes. International Journal on E-Learning, 18(2), 205–228.
  • Xie, K., Miller, N. C., & Allison, J. R. (2013). Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning. Computers & Education, 63, 404–415. https://doi.org/10.1016/j.compedu.2013.01.003

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.