Argumentative Communication in Cooperative Learning Groups: Member’s Use of Evidence and Nonevidence

• In Event: ICA Plenary Interactive Paper/Poster Session III
  In Interactive Paper Session: Instructional and Developmental Communication Interactive Poster Session

Abstract

This study examined how group members with differential levels of ability (e.g., high, middle, and low) contributed to argumentative communication in an effort to facilitate a cooperative group learning process. When controversies arise, groups attempt to resolve their disagreement through argumentative interaction utilizing evidence or non-evidence. We investigated group members’ communicative contribution, or an individual’s total turn-at-talk within the discussion of each quiz question over the course of fourteen quizzes (N = 56 discussions). Results demonstrated that during discussions: (1) highest ability members utilized more evidence than middle or lowest ability members, (2) lowest ability members generated more non-evidence than evidence, and (3) middle ability members appeared to be less active in articulating evidence, specifically more speaker-based evidence. These findings provide evidence that instructors should focus on teaching students how to: communicate evidence, identify facilitative versus inhibitive arguments, and respectfully acknowledge and evaluate their peers’ contributions for effective group learning.

Authors

• Leah LeFebvre, University of Wyoming

• Gamze Yilmaz, University of Massachusetts Boston

• Luke LeFebvre, Iowa State U