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Insights into Critical Discussion: Designing a Computer-Supported Collaborative Space for Middle Schoolers. ETS Research Report. RR-24-12

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Title: Insights into Critical Discussion: Designing a Computer-Supported Collaborative Space for Middle Schoolers. ETS Research Report. RR-24-12
Language: English
Authors: Yi Song, Ralph P. Ferretti, John Sabatini, Wenju Cui, Educational Testing Service (ETS)
Source: ETS Research Institute. 2024.
Availability: ETS Research Institute. Available from: ETS. Rosedale Road Mailstop 13E, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: https://www.ets.org/research.html
Peer Reviewed: N
Page Count: 22
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A190242
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Students, Technology Uses in Education, Educational Technology, Computer Mediated Communication, Synchronous Communication, Learner Engagement, Student Attitudes, Debate, Persuasive Discourse, Cooperative Learning, Feasibility Studies, Peer Relationship, Discussion Groups
ISSN: 2330-8516
Abstract: Collaborative learning environments that support students' problem solving have been shown to promote better decision-making, greater academic achievement, and more reasonable argumentation about controversial issues. In this research, we developed a technology-based critical discussion platform to support middle school students' argumentation, with a focus on evidence-based reasoning and perspective taking. A feasibility study was conducted to examine the patterns of group interaction and individual students' contributions to the critical discussion and their perceptions of the critical discussion activity. We found that more students used text-based communications than audio, but students who used audio collaborated with each other more frequently. In addition, student engagement in argumentative discourse varied greatly across groups as well as individuals. At the end of the discussion, most groups provided a solution that integrated both sides of the controversial issue. Survey and interview results suggest an overall positive experience with this technology-supported critical discussion activity. Using the insights from our research, we develop a conceptual dialogue analysis framework that identifies relevant skills under the argumentation and collaboration dimensions. In this report, we discuss our design considerations, feasibility study results, and implications of engaging students in computer-supported collaborative argumentation.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: ED661531
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Yi+Song%22">Yi Song</searchLink><br /><searchLink fieldCode="AR" term="%22Ralph+P%2E+Ferretti%22">Ralph P. Ferretti</searchLink><br /><searchLink fieldCode="AR" term="%22John+Sabatini%22">John Sabatini</searchLink><br /><searchLink fieldCode="AR" term="%22Wenju+Cui%22">Wenju Cui</searchLink><br /><searchLink fieldCode="AR" term="%22Educational+Testing+Service+%28ETS%29%22">Educational Testing Service (ETS)</searchLink>
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  Data: ETS Research Institute. Available from: ETS. Rosedale Road Mailstop 13E, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: https://www.ets.org/research.html
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  Data: 2330-8516
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  Data: Collaborative learning environments that support students' problem solving have been shown to promote better decision-making, greater academic achievement, and more reasonable argumentation about controversial issues. In this research, we developed a technology-based critical discussion platform to support middle school students' argumentation, with a focus on evidence-based reasoning and perspective taking. A feasibility study was conducted to examine the patterns of group interaction and individual students' contributions to the critical discussion and their perceptions of the critical discussion activity. We found that more students used text-based communications than audio, but students who used audio collaborated with each other more frequently. In addition, student engagement in argumentative discourse varied greatly across groups as well as individuals. At the end of the discussion, most groups provided a solution that integrated both sides of the controversial issue. Survey and interview results suggest an overall positive experience with this technology-supported critical discussion activity. Using the insights from our research, we develop a conceptual dialogue analysis framework that identifies relevant skills under the argumentation and collaboration dimensions. In this report, we discuss our design considerations, feasibility study results, and implications of engaging students in computer-supported collaborative argumentation.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
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      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Synchronous Communication
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Debate
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Feasibility Studies
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Discussion Groups
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              Y: 2024
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