Using Social Networking for Online Role-Plays to Develop Students' Argumentative Strategies

Autor/inn/en	Beach, Richard; Doerr-Stevens, Candance
Titel	Using Social Networking for Online Role-Plays to Develop Students' Argumentative Strategies
Quelle	In: Journal of Educational Computing Research, 45 (2011) 2, S.165-181 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	High School Students; Persuasive Discourse; School Policy; Administrative Policy; Citizen Participation; Suburban Schools; Computer Mediated Communication; Educational Technology; Technology Integration; Computer Assisted Instruction; Internet; Social Networks; Web Sites; Role Playing; Computer Simulation; Discourse Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Persuasion; Persuasive Kommunikation; Schulpolitik; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Computerkonferenz; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Social network; Soziales Netzwerk; Web-Design; Rollenspiel; Computergrafik; Computersimulation; Diskursanalyse
Abstract	Social networking sites may include argumentative writing about particular issues in which participants adopt competing perspective and discourses on those issues. This study examined roles and discourses adopted by high school students participating in an online role-play conducted on a Ning platform regarding their school's Internet policies on open access to websites. Analysis of discourses voiced by students engaged in collaborative arguments found that tensions between competing discourses resulted in students' challenging each other's as well as their own perspectives on the issue. Recognizing these competing discourses enhanced students' awareness of alternative arguments and, ultimately, their ability to convince the school administrators to unblock previously-blocked sites. These results suggest that the design of social networking sites associated with fostering civic engagement needs to foster use of collaborative argument and adoption of competing perspectives on an issue. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10