A methodology for computer-supported collaborative learning for graduate computing research students' argumentation skills development

Abstract

Presenting a well-formulated research argument is a core competency which a graduate student has to acquire in the course of his/her learning journey. The mere availability of the technology platforms provided in open distance e-learning (ODeL) through computer-supported collaborative learning (CSCL) platforms does not guarantee that graduate students will use such technologies effectively in the development of their argumentation skills. Furthermore, there is little evidence on how a graduate course, offered through a CSCL platform, should be constructed to augment the development of argumentation skills. This study was guided by the research question, How can CSCL environments be used to augment graduate computing students’ argumentation skills development? The study, conducted according to a design science paradigm, is underpinned by a pragmatic philosophical worldview . In adhering to design science research (DSR) principles, the problem was defined and a conceptual argumentation skills development framework (ASDF) was designed, developed, implemented and evaluated . The disciplinary knowledge was subsequently shared in this thesis and related peer-reviewed publications. The research was conducted in two phases: the first reported on the development and evaluation of a conceptual ASDF, with the literature-based conceptual ASDF being presented to expert participants in online focus groups with expertise in postgraduate supervision and ODeL course development. During online discussions, the participants reflected on the elements that comprised the ASDF and the CSCL affordances, and completed an online questionnaire. The ASDF was then revised based on the findings from the data analysis. In the second phase, the revised ASDF was implemented using CSCL in a computing graduate research course to validate the elements of the ASDF and the CSCL affordances. To measure the graduate students’ educational experience whilst engaging with the activities as presented in the ASDF, a survey was distributed to the wider research group of students, and online focus groups were held with a smaller group of students enrolled for the project. The students reflected on their perceptions of educational experiences

in the learning processes in terms of social presence, cognitive presence and teaching presence. The thematic analysis of the online discussions was used to validate the elements in the ASDF . The development of a framework that can be implemented in an ODeL graduate course was compelled by the drive to digitise – a process accelerated by the 2020/21 health pandemic – which has called into question prevailing assumptions on how to use technology effectively in a graduate research course to augment argumentation skills, and how to research and reflect on it . On a theoretical level, the study contributes to the body of knowledge by providing a novel methodology encompassing a philosophy and strategy in the form of an ASDF. The knowledge and experience gained from its implementation and evaluation could provide valuable practical insights to lecturers and course designers alike . The rigour of the DSR process was complemented by an implementation of the ASDF in a graduate computing research course. The researcher recommends that the ASDF be implemented in the larger graduate computing research course, in such a way that argumentation skills development becomes part of the regular curriculum.