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Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

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Abstract

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns. Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation.

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Notes

  1. As authors of this review, Douglas Clark and Victor Sampson worked to ensure accurate representation of this framework.

  2. We kindly thank Deanna Kuhn for her comments and corrections of our description and application of her framework in this section.

  3. We kindly thank Erica de Vries for her comments and corrections of our description and application of her framework in this section.

  4. As an author of this review, Gijsbert Erkens worked to ensure accurate representation of this framework.

  5. We kindly thank Marije van Amelsvoort for her comments and corrections of our description and application of her framework in this section.

  6. We kindly thank Maria Pilar Jimenez-Aleixandre for her comments and corrections of our description and application of her framework in this section.

  7. We kindly thank Selma Leitão for her comments and corrections of our description and application of her framework in this section.

  8. We kindly thank Michael Baker for his comments and corrections of our description and application of his framework in this section.

  9. As an author of this review, Armin Weinberger worked to ensure accurate representation of this framework.

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Acknowledgment

This review was partially funded by the US National Science Foundation (REC-0334199: TELS: The Educational Accelerator: Technology-Enhanced Learning in Science), the Deutsche Forschungsgemeinschaft (DFG; FI 792/2-2), and the Netherlands Organization for Scientific Research (no. 411-02-121: CRoCiCL project).

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Authors and Affiliations

  1. College of Education, Arizona State University, Payne 203F, Tempe, AZ, 85287-0911, USA

    Douglas B. Clark

  2. Florida State University, Tallahassee, FL, USA

    Victor Sampson

  3. University of Munich, Munich, Germany

    Armin Weinberger

  4. Utrecht University, Utrecht, The Netherlands

    Gijsbert Erkens

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  1. Douglas B. Clark
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  2. Victor Sampson
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  3. Armin Weinberger
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  4. Gijsbert Erkens
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Correspondence to Douglas B. Clark.

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Clark, D.B., Sampson, V., Weinberger, A. et al. Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments. Educ Psychol Rev 19, 343–374 (2007). https://doi.org/10.1007/s10648-007-9050-7

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