Optimal Group Size for High School Students' Collaborative Argumentation Using SNS for Educational Purposes
Abstract
This study aims to identify the optimal group size for high school students' collaborative argumentation using SNS for educational purposes. The study is based on the participation of high school students; the participants were divided under two experimental conditions. The students were required to engage in one of two types of arguments: argumentation via SNS or face-toface argumentation. Furthermore, the students were divided into small groups comprising three to five participants for each condition. Conversations and task performances were collected as the students were engaged in discussions. The transition probabilities between two talkers in the group, the number of utterances, and the task performances were analyzed. The results showed that the 3-person groups held discussions in a lively manner; however, obtaining the consensus in these groups were difficult. The 4-person groups did not converse much initially but eventually conversed enough to be compared with the other groups. It was also easy to obtain the group’s consensus. The 5-person groups conversed the least, possibly because ofsocial loafing. The findings suggested that a 4-person group is the optimal size for collaborative argumentation using SNS for educational purposes.
References
J. Andriessen, M. Baker, “Arguing to Learn,” in “The Cambridge handbook of the learning sciences, second edition,” Cambridge University Press, 2014, pp. 439-460.
Ministry of Education, Culture, Sports, Science and Technology, “the new Course of Study (Public notice in March, 2017),” from http://www.mext.go.jp/a_menu/shotou/newcs/1383986.htm.
C.A. Chinn and D.B. Clark, “Learning through collaborative argumentation,” in “International Handbook of Collaborative Learning,”New York: Taylor & Francis, 2013, pp. 314-332.
T. Sumner and S.B. Shum, “Open peer review & argumentation: Loosening the paper chains on journals,” Ariadne, 5, 1996.
A.C. Jeong and J. Lee, “The effects of active versus reflective learning style on the processes of critical discourse in computer-supported collaborative argumentation,” British Journal of Educational Technology, Vol. 39, 2008, pp. 651–665.
Ministry of Internal Affairs and Communications, “White Paper on Information and Communication 2018” from http://www.soumu.go.jp/johotsusintokei/whitepaper/ja/h30/pdf/30honpen.pdf.
Y. Nakahashi, “A Study on 'Reading Ability' in Social Media,” Information science and technology, Vol. 68, No. 8, 2019, pp. 406-411.
D. Tsovaltzi, T. Puhl, R. Judele and A. Weinberger, “Group awareness support and argumentation scripts for individual preparation of arguments in Facebook,” Computers & Education, Vol. 76, 2014, pp. 108-118.
C. Holland and L. Muilenburg, “Supporting student collaboration: Edmodo in the classroom,” In Society for Information Technology & Teacher Education International Conference, Vol. 2011, No. 1, 2011, pp. 3232-3236.
M. Sugai, T. Horita and Y. Wada, “Characteristics of High School Students' Collaborative Problem Solving using SNS for Educational Purposes,” Information Processing Society of Japan Transactions, Education and Computer (TCE), Vol. 4, No. 1, 2018, pp. 43-56.
P. Dillenbourg, “What do you mean by collaborative learning?,” Collaborative-learning: Cognitive and Computational Approaches, Oxford: Elsevier, 1999, pp.1-19.
D.W. Johnson, R.T. Johnson and E.J. Holubec, “Circles of learning: Cooperation in the classroom, 5th edition,” Edina, MN: Interaction Book Company, 2002.
S. Sugie, “Introduction to collaborative learning: understanding the basics and 51 ideas,” Kyoto: Nakanishiya Publishing, 2011.
J.W. Strijbos, R.L. Martens and W.M.G. Jochems, “Designing for interaction: Six steps to designing computer-supported group-based learning,” Computers and Education, Vol. 42, No. 4, 2004, pp. 403–424.
A.Valero Haro, O. Noroozi, H. Biemans, and M. Mulder, “First-and second-order scaffolding of argumentation competence and domain-specific knowledge acquisition: a systematic review,” Technology, Pedagogy and Education, Vol.28, No. 3, 2019, pp. 1-17.
O. Noroozi, A. Weinberger, H.J. Biemans, M. Mulder and M. Chizari, “Argumentationbased computer supported collaborative learning (ABCSCL): A synthesis of 15 years of research,” Educational Research Review, Vol. 7, No.2, 2012, pp. 79-106.
L.S. Fuchs, D. Fuchs, S, Kazdan, K. Karns, M.B. Calhoon and C.L. Hamlett, et al., “Effects of workgroup structure and size on student productivity during collaborative work on complex tasks,” Elementary School Journal, Vol. 100, 2000, pp. 183–212.
S. Yasunaga, K. Ejima, and M. Fujikawa, “Development of Discussion Skill Scale,” Bulletin of the Faculty of Literature, Kurume University, Vol. 12, 1998, pp. 43-58.
J.C. McCroskey, M.J. Beatty, P. Kearney and T.G. Plax, “The Content Validity of the PRCA24 as a Measure of Communication Apprehension across Communication Contexts,” Communication Quarterly, Vol. 33, No 3, 1985, pp. 165-173.
J. Hall and W.H. Watson, W.H., The effects of a normative intervention on group decisionmaking performance. Human relations, Vol. 23, No. 4, 1970, pp. 299-317.
R. Sakaita, M. Suwa and N. Noguchi, “Exploration of body intelligence to activate communication space: Mr. Kenkoba's communication skill in variety show,” The 11th Annual Conference on Artificial Intelligence (SIG-SKL), 2011.
P. Bordia, (1997). “Face-to-face versus computer-mediated communication: A synthesis of the experimental literature,” The Journal of Business Communication, Vol. 34, No.1, 1997, pp. 99-118.
K.Y.M. Lin, “Chatting online to learn: repair sequences in text-based L1-L2 interaction in CMC,” PhD thesis, School of Education, Communication and Language Sciences, Newcastle University, 2015.
J.M. Sykes, “Synchronous CMC and pragmatic development: Effects of oral and written chat,” CALICO journal, 2005, pp. 399-431.
Y. Chiba and K. Nishimoto, “Investigation of activation of discussion and possibility of multi-viewpoint by iteration of different forms of communication,” Information Processing Society of Japan Research Report, Vol. 2011-HCI-143, No. 5, 2011, pp. 1-7.
I. Daibo, S. Matsuyama and K. Fujiwara, “The Communication behavior and interpersonal perception in task oriented small group -Social skills and interpersonal relationships-,” IEICE Technical Report Human Communication Science (HCS), Vol. 111, No 393, 2012, pp. 21-26.
K. Kreijns, P.A. Kirschner and W. Jochems, “Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research,” Computers in human behavior, vol. 19, No.3, 2003, pp. 335-353.
