Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments

Front Cover
Jerry Andriessen, Michael Baker, Daniel Suthers
Springer Netherlands, Jun 30, 2003 - Education - 269 pages
0 Reviews

Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn.

This book is the first that has assembled the work of internationally renowned scholars on argumentation-related CSCL research. All chapters present in-depth analyses of the processes by which the interactive confrontation of cognitions can lead to collaborative learning, on the basis of a wide variety of theoretical models, empirical data and Internet-based tools.

What people are saying - Write a review

We haven't found any reviews in the usual places.

Other editions - View all

References to this book

All Book Search results »

About the author (2003)

Jerry Andriessen is an Associate Professor at the Faculty of Educational Sciences at Utrecht University Michael Baker is a permanent Senior Research Scientist of the Centre National de la Recherche Scientifique Pierre Coirier is a permanent Senior Research Scientist of the Centre National de la Recherche Scientifique Pierre Dillenbourg is Professor of Pedagogy and Training Technologies at the Swiss federal Institute of Technology in Lausanne Gijsbert Erkens is an Associate Professor at the Faculty of Educational Sciences at Utrecht University Patrick Jermann is a Senior Scientist at the Swiss Federal Institute of Technology Lausanne (EPFL) Paul A. Kirschner is Professor of Educational Technology at the Educational Technology Expertise Center of the Open University of the Netherlands Timothy Koschmann is an Associate Professor in the Department of Medical Education at Southern Illinois University

Bibliographic information