The Effect of Individual Ideation before Discussion on Computer Supported Collaborative Argumentation in a Primary Classroom

Abstract

This study investigated the effect of an individual preparation activity before collaboration on students’ collaborative argumentation process and outcome. Conducted in a fifth-grade English class in a Singapore primary school, this study analyzed students’ computer supported collaborative argumentation behaviors in two conditions: immediate collaboration condition and individual ideation before discussion condition. The results from statistical analyses and lag sequential analyses show a higher quality of collaborative argumentation in the individual ideation before discussion condition than in immediate collaboration condition. The results from content analyses and process-oriented bubble diagram show that students generated new ideas more frequently in the immediate collaboration condition. They engaged in behaviors of reading and revising existing ideas more frequent in individual preparation before collaboration condition. The findings contribute to the current understanding of CSCL scripts in terms of individual preparation activity before collaboration on the following collaboration outcome as well as the process. The implications on how to design and implement collaboration scripts in authentic teaching and learning scenarios are discussed.