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ERIC Number: EJ1235934
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1740-4622
EISSN: N/A
Argumentative Communication in Cooperative Learning Groups: Members' Use of Evidence and Non-Evidence
LeFebvre, Leah E.; Yilmaz, Gamze; LeFebvre, Luke; Allen, Mike
Communication Teacher, v34 n1 p68-86 2020
This study examined how group members with differential levels (highest, middle, and lowest) of ability contributed to argumentative communication while facilitating a cooperative learning process in a small group communication course. Results demonstrated that during discussions: (1) highest ability members utilized more evidence than middle or lowest ability members, (2) lowest ability members generated more non-evidence than evidence, and (3) middle ability members appeared to be less active in articulating evidence. These findings provide evidence that instructors should focus on teaching students how to communicate evidence, identify facilitative versus inhibitive arguments, and respectfully acknowledge and evaluate contributions for effective group learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A