An Argument Performance Task in a Virtual Classroom for Enhancing Graduate Students’ Analytical Reasoning

摘要

An analytical reasoning ability was taken into action in a virtual classroom with a performance task (PT).The performance task activity which focuses on argument was designed based on a logical fallacy, aroused by scenario accompanied with library of related evidences. A virtual classroom simulated a non-graphic learning interaction using Learning Activity Management System. Learners studied in fallacy class and then moved to an individual study mode with selected evidences in order to discuss about argument topics. Finally, learners moved into double-learning that allows discussion of two learners for assessment and conclusion. Using a virtual environment increase an extensive scope of document library that can be different kinds of digital archives.