Exploring Pre-University Students’ Construction of Reasoned Argumentation during Computer - Supported Collaborative Discussions Using Sequential Analysis

The prominent role of reasoning skills in predicting academic outcomes is clearly evident over the years that its inculcation various face-to-face learning contexts has become progressively dominant, including collaborative (CL) settings. pandemic crisis, however, challenged traditional approaches to shift an online mode overnight resulting dramatic changes delivery whereby teaching undertaken remotely and on digital platforms. Though impact CL-based promoting have been well-documented years, a systematic analysis learners’ behavioural patterns argumentation virtual environment yet be concretely established. current study therefore sought investigate development reasoned among pre- university students with mixed language abilities, using open-ending short stories via computer-supported (CSCL) environment. Adopting case research design by applying mixed-methods approach through both descriptive sequential analyses, 12 pre-university from public served as participants this study. results show ability strong predictive factor there established tendency produce constructive arguments defensive or challenging viewpoints alternative ideas. This calls for future studies further factors ascertain language-rich discussions facilitating higher order thinking learners.