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A meta-analysis on students' argumentative knowledge construction process in social collaborative learning environment

Ibrahim, S. N. K. A. and Harun, J. (2015) A meta-analysis on students' argumentative knowledge construction process in social collaborative learning environment. In: 2015 3rd International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2015, 9 - 12 April 2015, Taipei, Taiwan.

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Official URL: http://dx.doi.org/10.1109/LaTiCE.2015.22


In this era of rapid development of Information and Communication Technology (ICT), online collaborative and social learning has been seen as one of the ways to encourage students' critical thinking skills. Past studies have proven that students' critical thinking skills were shown significantly when it is done socially and collaboratively amongst peers. Previous researches also stated that cooperative teams achieve at higher levels of thought and preserve information longer than learners who work quietly as individuals. In addition, working in a collaborative environment also involves processes of evidence and argumentation. Argumentation refers to making convincing claims backed up by sound evidence and broad understanding of various aspects of an issue. Argumentation learning activities can serve as an effective mechanism of spreading of knowledge through a network of exchanges in small groups. However, argumentative knowledge construction (AKC) in social collaborative learning environments is often insubstantial. So, does an argumentative learning activity in social collaborative learning environment truly result in enhancing students' higher order thinking skills (HOTs) and knowledge construction? Thus, the purpose of this paper is to discuss a meta-analysis on thinking skills that lead to the need for social collaborative learning and argumentative knowledge construction process towards enhancing students' HOTs.

Item Type:Conference or Workshop Item (Paper)
Uncontrolled Keywords:argumentation, constructivism
Subjects:L Education > LB Theory and practice of education
ID Code:59102
Deposited By: Haliza Zainal
Deposited On:18 Jan 2017 01:50
Last Modified:10 Apr 2022 02:55

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