Computer-supported collaborative learning through argumentation

Abstract

In recent years educators have become increasingly interested in using Internet and webbased applications for educational purposes. Such applications do not only offer advantages with regards to independency of time and place, but also of flexibility of information exchange. Information can be stored, presented and accessed in multiple formats (text, graphics, pictures, tables and figures, animations, simulations, interactive video, virtual reality etc.). In addition, communication between students and tutors can be facilitated by the use of computer-mediated communication (CMC) systems. CMC systems are network-based computer systems offering opportunities for group communication. Examples are Internet relay chat, newsgroups, e-mail conferencing systems and virtual classrooms. CMC systems can support synchronous communication (same time, different place) as well as asynchronous communication (different time, different place). Currently, most CMC systems offer users text-based modes for communication only, due to the limitations in bandwidth1. Advanced technology will enhance access to applications that combine synchronous and asynchronous communication, digitalised text, video, sounds, graphics etc. on one platform (Collis, 1996). This research is aimed at academic students in social sciences who have to deal with complex, often ambiguous, ill-defined and not easily accessible knowledge, as well as with open-ended problems. To obtain insight and understanding in complex concepts or to solve open-ended problems, collaborative learning situations can be organised in which students are able to articulate and negotiate information, not only in relationship to fixed facts and figures but also to personal beliefs and values.