As the importance of online collaborative writing is recognized as an effective teaching strategy, studies have investigated how factors such as gender, ability, and group size affect learners' collaboration. However, few studies have explored the effects of group formation, i.e., student-chosen groups (SCGs) and teacher-assigned groups (TAGs) in…

Socio-emotional interaction is considered a crucial factor that may affect the effectiveness and efficiency of collaborative argumentation and deserves further exploration. This study explored what temporal and sequential patterns of socio-emotional interaction could promote or hinder productive collaborative argumentation by comparing the…

Collaborative argumentation (CA) is a prolific but challenging form of collaborative learning that requires group members to engage in a quantity of regulation to sustain the group's productive functioning. The purpose of this study was to investigate the differences between the high- and low-performing CA groups in terms of (a) challenges and…

A core element of student-teacher partnerships, a form of student participation, is their dialogical nature. However, little research attention has been paid to communication in this context. Therefore, this study aims to gain an in-depth understanding of their deliberative communication patterns. Seventeen deliberative episodes, derived from two…

Argumentation activities in the science classroom bring students' social relationships to the forefront, which can make it difficult for a student who is marginalized in peer relationships to participate in discussions. In this study, we qualitatively analyzed how a marginalized student's attempts to position himself as an accepted member of…

Collaborative learning environments that support students' problem solving have been shown to promote better decision-making, greater academic achievement, and more reasonable argumentation about controversial issues. In this research, we developed a technology-based critical discussion platform to support middle school students' argumentation,…

Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns…

Argumentation is vital in the development of scientific knowledge, and students who can argue from evidence and support their claims develop a deeper understanding of science. In this study, the Argument-Driven Inquiry instruction model was implemented in a two-semester sequence of introductory biology laboratories. Student's scientific…

This study sought to gain insight into how faculty in other disciplines perceive communication skills as well as to conduct a needs analysis that can help us to develop resources to support faculty who are integrating communication assignments into their disciplinary courses. Survey data were collected from 232 faculty at three large, public…

This study examines learner deliberations over their discursive plans during second language (L2) instructional tasks, which we call "intersubjectivity negotiation episodes" (INEs). We argue that these provide essential contexts for negotiations over L2 form-meaning mappings, known as "language related episodes" (LREs). Our…

This study examined how group members with differential levels (highest, middle, and lowest) of ability contributed to argumentative communication while facilitating a cooperative learning process in a small group communication course. Results demonstrated that during discussions: (1) highest ability members utilized more evidence than middle or…

The purpose of this exploratory study was to understand how and to what extent personality traits, positionality, and content knowledge influence students' susceptibility to persuasion during groupwork. Personality surveys, recorded videos, and semi-structured interviews provided evidence to support the findings. The findings confirmed that…

This qualitative study explored the interactions of six triads of Year One students in the United Kingdom (n = 18; mean age = 5 years, 7 months; 9 female) investigating interpersonal regulation of learning, social dynamics, and "group dialogue," evident in instances of productive collaboration during problem-solving activities. Group…

This study aims at investigating the change of cognitive presence (CP), which is one of the basic variables for effective learning in online discussions, based on the cognitive style. Cognitive styles of the participants were identified based on the group embedded figures test (GEFT). The participants of the study took part in online discussions…

The purpose of this qualitative case study was to explore how young adolescents participated in various activities in a science summer camp. A total of 26 Taiwanese students and 16 U.S. students participated in a one-week "Argue like a Scientist" summer camp. Based on the design features of project-based learning, this science summer…