The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation

dc.creator	Allan C. Jeong
dc.date	2005-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:42Z
dc.date.available	2015-07-20T22:25:42Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/b3091bca84d44a0cbb746b99fc13616a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21476
dc.description	This study tested the effects of linguistic qualifiers and intensifiers on the number and types of replies elicited per argument and per challenge posted in online debates. To facilitate collaborative argumentation, thirty-two students (22 females, 10 males) enrolled in a graduate-level online course classified and labeled their messages as arguments, challenges, supporting evidence, or explanations prior to posting each message. The findings showed that qualified arguments elicited 41 percent fewer replies (effect size = -.64), and the reduction in replies was greatest when qualified arguments were presented by females than males. Challenges without qualifiers, however, did not elicit more replies than challenges with qualifiers. These findings suggest that qualifiers were used to hedge arguments, and such behaviors should be discouraged during initial stages of identifying arguments (more so in all-female than in all-male groups) in order to elicit more diverse and more opposing viewpoints needed to thoroughly and critically analyze arguments.
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/content/v6.3/jeong.html
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 6, Iss 3 (2005)
dc.subject	Computer-mediated communication
dc.subject	CMC
dc.subject	communication style
dc.subject	group interaction patterns
dc.subject	interaction analysis
dc.subject	computer-supported collaborative learning
dc.subject	CSCL
dc.subject	collaborative argumentation
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation
dc.type	article