Teaching Argumentation: The Effect of an Interpersonal Familiarity Intervention on Argumentation in Online Discussions

• In Event: Instructional and Developmental Communication in Digital Environments

Abstract

Designing instructional opportunities for students to learn argumentation skills is difficult. This study examined if common ground operationalized as interpersonal familiarity creates a discussion context in which particular argument acts are more likely to occur. Undergraduate students discussed a US state ban on gay marriage using an online chat tool. Familiarity was manipulated with a “get-to-know-you” session, and conversational argument and interpersonal act coding systems were applied to the transcripts. Compared to the control condition, familiarity produced more interpersonal, disagreement, and process acts in the discussions. Instructional implications are discussed.

 

Authors

• Susan Lee Kline, Ohio State U

• D'arcy Oaks, Ohio State U