Online collaborative learning for improving argumentation of student with different levels of science prior knowledge

Yu Ren Lin; Hsiao-Ching She; Wen Tsung Yang; Kai Yi Huang

doi:10.1109/ICALT.2015.58

Online collaborative learning for improving argumentation of student with different levels of science prior knowledge

Yu Ren Lin, Hsiao-Ching She, Wen Tsung Yang, Kai Yi Huang

Institute of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

2 Scopus citations

Abstract

The present study explored the effects of students' prior knowledge of science and online collaborative approaches on their science argumentation learning. Two science teachers and 102 students from four 8th grade science classes were invited to in our study. Students in each class were divided into three groups according to their prior knowledge level on science, they then took either our collaborative - or individual-based online learning program. The results show that high prior-knowledge students significantly outperformed low prior-knowledge students in argumentation. Moreover, students in the collaborative argumentation group performed better than their peers in individual group. This implies that if science teachers create a more collaborative learning environments, it would promote students' communication among peers and facilitate their argumentation learning.

Original language	English
Title of host publication	Proceedings - IEEE 15th International Conference on Advanced Learning Technologies
Subtitle of host publication	Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015
Editors	Nian-Shing Chen, Tzu-Chien Liu, Kinshuk, Ronghuai Huang, Gwo-Jen Hwang, Demetrios G. Sampson, Chin-Chung Tsai
Publisher	Institute of Electrical and Electronics Engineers Inc.
Pages	214-215
Number of pages	2
ISBN (Electronic)	9781467373333
DOIs	https://doi.org/10.1109/ICALT.2015.58
State	Published - 14 Sep 2015
Event	15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015 - Hualien, Taiwan Duration: 6 Jul 2015 → 9 Jul 2015

Publication series

Name	Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015

Conference

Conference	15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015
Country/Territory	Taiwan
City	Hualien
Period	6/07/15 → 9/07/15

Keywords

Collaboritive learning
Online argumentation
Prior-knowledge

Access to Document

10.1109/ICALT.2015.58

Cite this

Lin, Y. R., She, H.-C., Yang, W. T., & Huang, K. Y. (2015). Online collaborative learning for improving argumentation of student with different levels of science prior knowledge. In N.-S. Chen, T.-C. Liu, Kinshuk, R. Huang, G.-J. Hwang, D. G. Sampson, & C.-C. Tsai (Eds.), Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015 (pp. 214-215). Article 7265307 (Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/ICALT.2015.58

Lin, Yu Ren ; She, Hsiao-Ching ; Yang, Wen Tsung et al. / Online collaborative learning for improving argumentation of student with different levels of science prior knowledge. Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015. editor / Nian-Shing Chen ; Tzu-Chien Liu ; Kinshuk ; Ronghuai Huang ; Gwo-Jen Hwang ; Demetrios G. Sampson ; Chin-Chung Tsai. Institute of Electrical and Electronics Engineers Inc., 2015. pp. 214-215 (Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015).

@inproceedings{3c3db30313c6457e84ac18b684ab4bbc,

title = "Online collaborative learning for improving argumentation of student with different levels of science prior knowledge",

abstract = "The present study explored the effects of students' prior knowledge of science and online collaborative approaches on their science argumentation learning. Two science teachers and 102 students from four 8th grade science classes were invited to in our study. Students in each class were divided into three groups according to their prior knowledge level on science, they then took either our collaborative - or individual-based online learning program. The results show that high prior-knowledge students significantly outperformed low prior-knowledge students in argumentation. Moreover, students in the collaborative argumentation group performed better than their peers in individual group. This implies that if science teachers create a more collaborative learning environments, it would promote students' communication among peers and facilitate their argumentation learning.",

keywords = "Collaboritive learning, Online argumentation, Prior-knowledge",

author = "Lin, {Yu Ren} and Hsiao-Ching She and Yang, {Wen Tsung} and Huang, {Kai Yi}",

note = "Publisher Copyright: {\textcopyright} 2015 IEEE.; 15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015 ; Conference date: 06-07-2015 Through 09-07-2015",

year = "2015",

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day = "14",

doi = "10.1109/ICALT.2015.58",

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series = "Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015",

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editor = "Nian-Shing Chen and Tzu-Chien Liu and Kinshuk and Ronghuai Huang and Gwo-Jen Hwang and Sampson, {Demetrios G.} and Chin-Chung Tsai",

booktitle = "Proceedings - IEEE 15th International Conference on Advanced Learning Technologies",

address = "United States",

}

Lin, YR, She, H-C, Yang, WT & Huang, KY 2015, Online collaborative learning for improving argumentation of student with different levels of science prior knowledge. in N-S Chen, T-C Liu, Kinshuk, R Huang, G-J Hwang, DG Sampson & C-C Tsai (eds), Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015., 7265307, Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015, Institute of Electrical and Electronics Engineers Inc., pp. 214-215, 15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015, Hualien, Taiwan, 6/07/15. https://doi.org/10.1109/ICALT.2015.58

Online collaborative learning for improving argumentation of student with different levels of science prior knowledge. / Lin, Yu Ren; She, Hsiao-Ching; Yang, Wen Tsung et al.
Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015. ed. / Nian-Shing Chen; Tzu-Chien Liu; Kinshuk; Ronghuai Huang; Gwo-Jen Hwang; Demetrios G. Sampson; Chin-Chung Tsai. Institute of Electrical and Electronics Engineers Inc., 2015. p. 214-215 7265307 (Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Online collaborative learning for improving argumentation of student with different levels of science prior knowledge

AU - Lin, Yu Ren

AU - She, Hsiao-Ching

AU - Yang, Wen Tsung

AU - Huang, Kai Yi

PY - 2015/9/14

Y1 - 2015/9/14

N2 - The present study explored the effects of students' prior knowledge of science and online collaborative approaches on their science argumentation learning. Two science teachers and 102 students from four 8th grade science classes were invited to in our study. Students in each class were divided into three groups according to their prior knowledge level on science, they then took either our collaborative - or individual-based online learning program. The results show that high prior-knowledge students significantly outperformed low prior-knowledge students in argumentation. Moreover, students in the collaborative argumentation group performed better than their peers in individual group. This implies that if science teachers create a more collaborative learning environments, it would promote students' communication among peers and facilitate their argumentation learning.

AB - The present study explored the effects of students' prior knowledge of science and online collaborative approaches on their science argumentation learning. Two science teachers and 102 students from four 8th grade science classes were invited to in our study. Students in each class were divided into three groups according to their prior knowledge level on science, they then took either our collaborative - or individual-based online learning program. The results show that high prior-knowledge students significantly outperformed low prior-knowledge students in argumentation. Moreover, students in the collaborative argumentation group performed better than their peers in individual group. This implies that if science teachers create a more collaborative learning environments, it would promote students' communication among peers and facilitate their argumentation learning.

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KW - Online argumentation

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BT - Proceedings - IEEE 15th International Conference on Advanced Learning Technologies

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A2 - Huang, Ronghuai

A2 - Hwang, Gwo-Jen

A2 - Sampson, Demetrios G.

A2 - Tsai, Chin-Chung

PB - Institute of Electrical and Electronics Engineers Inc.

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Y2 - 6 July 2015 through 9 July 2015

ER -

Lin YR, She HC, Yang WT, Huang KY. Online collaborative learning for improving argumentation of student with different levels of science prior knowledge. In Chen NS, Liu TC, Kinshuk, Huang R, Hwang GJ, Sampson DG, Tsai CC, editors, Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015. Institute of Electrical and Electronics Engineers Inc. 2015. p. 214-215. 7265307. (Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015). doi: 10.1109/ICALT.2015.58

Online collaborative learning for improving argumentation of student with different levels of science prior knowledge

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Keywords

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