A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of speciWc processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to reWne process-oriented instructional support, such as scripts, we need to measure the inXuence of scripts on speciWc processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode).  2005 Elsevier Ltd. All rights reserved.