The Relationships Among Students' Online Argumentation Processes, Information Searching Behaviors and Achievements

摘要

This study explored the relationships among students' online argumentation processes, information searching behaviors and achievements. An experiment was conducted on one junior high school in southern Taiwan, including 106 students who were asked to solve moral dilemma issues in an online argumentation environment. The environment, iArgue, can record the students' discussion and information searching processes. The online records were transformed into twelve indicators and utilized to analyze the students' online argumentation behaviors. The results show that the students with higher scores for Backings tended to have significantly lower values for conducting online argumentation activities with their peers, such as posting ideas and receiving feedback from groupmates.