TY - GEN
T1 - Critical thinking in collaboration
T2 - 2017 ACM SIGCHI Conference on Human Factors in Computing Systems, CHI EA 2017
AU - Sun, Na
AU - Yuan, Chien Wen
AU - Rosson, Mary Beth
AU - Yu, Wu
AU - Carroll, John M.
N1 - Publisher Copyright:
Copyright © 2017 by the Association for Computing Machinery, Inc. (ACM).
PY - 2017/5/6
Y1 - 2017/5/6
N2 - Collaborative learning technology has been used across disciplines in support of argument development. These technologies allow multiple users to concurrently analyze and edit documents in the same online virtual space, and can offer richer cues for collaboration awareness. However, little is known about how such synchronization mechanisms work together to support small group collaborative argumentation. This exploratory study reports the experiences and reactions of 14 dyads that worked together using Critical Thinker, a web application that allows learners to collaboratively develop structured arguments in a synchronous workspace with collaboration affordances. Our qualitative data shows how the structural juxtaposition provided by the tool can scaffold dialectical construction of arguments, while the synchronization mechanisms can facilitate collaborative learning tasks. We use these findings to inform ongoing design efforts to deploy Critical Thinker as classroom technology. This paper reports how synchronization mechanisms can work together in Critical Thinker, a web application that allows learners to develop structured arguments collaboratively in a synchronous workspace with awareness support.
AB - Collaborative learning technology has been used across disciplines in support of argument development. These technologies allow multiple users to concurrently analyze and edit documents in the same online virtual space, and can offer richer cues for collaboration awareness. However, little is known about how such synchronization mechanisms work together to support small group collaborative argumentation. This exploratory study reports the experiences and reactions of 14 dyads that worked together using Critical Thinker, a web application that allows learners to collaboratively develop structured arguments in a synchronous workspace with collaboration affordances. Our qualitative data shows how the structural juxtaposition provided by the tool can scaffold dialectical construction of arguments, while the synchronization mechanisms can facilitate collaborative learning tasks. We use these findings to inform ongoing design efforts to deploy Critical Thinker as classroom technology. This paper reports how synchronization mechanisms can work together in Critical Thinker, a web application that allows learners to develop structured arguments collaboratively in a synchronous workspace with awareness support.
KW - Computer supported collaborative learning
KW - Critical thinking
KW - Synchrnous collaborative argumentation
UR - http://www.scopus.com/inward/record.url?scp=85019612464&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85019612464&partnerID=8YFLogxK
U2 - 10.1145/3027063.3053250
DO - 10.1145/3027063.3053250
M3 - Conference contribution
AN - SCOPUS:85019612464
T3 - Conference on Human Factors in Computing Systems - Proceedings
SP - 2944
EP - 2950
BT - CHI 2017 Extended Abstracts - Proceedings of the 2017 ACM SIGCHI Conference on Human Factors in Computing Systems
PB - Association for Computing Machinery
Y2 - 6 May 2017 through 11 May 2017
ER -