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ERIC Number: EJ805066
Record Type: Journal
Publication Date: 2007
Pages: 18
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0830-0445
The Effects of Intellectual Openness and Gender on Critical Thinking Processes in Computer-Supported Collaborative Argumentation
Jeong, Allan C.
Journal of Distance Education, v22 n1 p1-18 2007
This study examined how intellectual openness affected the extent to which students engaged in the processes of critical thinking in computer-supported collaborative argumentation (CSCA). This study found: a) indications of differences in the number of personal rebuttals posted in reply to direct challenges between more versus less open students (ES = +0.33); b) significant differences in number of personal rebuttals posted between the less versus more open students among the males (ES = +1.32), but not among the females (ES = -0.19); and c) no difference in the way students responded to challenges. These findings identify how specific traits and gender can potentially affect performance in CSCA and suggest new process-oriented strategies and tools for analyzing and structuring discussions to promote critical inquiry. (Contains 1 table and 5 figures.)
Canadian Network for Innovation in Education (CNIE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A