With the rapid advancements of technology, online communication in both K-12 and post-secondary instruction has been widely implemented. Instructors as well as researchers have used various frameworks to evaluate different aspects of online discussions' quality. The online discussions take place synchronously or asynchronously in chat rooms,…

Given the increasing import of asynchronous discussions to achieving learning objectives, this analysis proposes an exploratory assessment model that involves three levels of analysis, i.e., argument structure, disagreement, and interaction. The model promotes objective, systematic assessment; streamlines the assessment process; and clearly…

Asynchronous computer mediated communication (CMC) would seem to be an ideal medium for supporting development in student argumentation. This paper investigates this assumption through two studies. The first study compared asynchronous CMC with face-to-face discussions. The transactional and strategic level of the argumentation (i.e. measures of…

There is increasing interest in creating frameworks for online discussions to improve learning outcomes in higher education environments. Many of these frameworks rely on and promote argumentation-based "challenge" models as the primary mode of discourse. This study tested one existing framework, created by Gunawardena, Lowe, and Anderson (1997),…