da Cunha Junior, FR, Kontopodis, M orcid.org/0000-0003-3948-2265 and van Oers, B (2020) Online Groups in Educational Settings: An Opportunity for Argumentation. Brazilian Journal of Socio-Historical-Cultural Theory and Activity Research, 2 (1). ISSN 2596-268X
Abstract
The aim of this paper is to explore how students and teachers used posts in five groups on Facebook and how argumentation emerged as a communicative activity. For understanding such argumentative process, this study is framed in the Cultural Historical Activity Theory (CHAT), with a methodological perspective that enables the participants to act as co-authors of the intervention design. We draw our data from the posts inside five groups of teacher-students on Facebook, from February/2013 to June/2014, which were analysed qualitatively, considering discursive and linguistic aspects of the posts. Our findings pointed out that in situation in which collaboration occurred among students, there was a transition from authoritative discourse to internally persuasive discourse in the posts with argumentative indicators.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This article is protected by copyright. Uploaded with permission from the publisher. |
Keywords: | Collaboration, Argumentation, Online Groups, Authoritative Discourse, Internally Persuasive Discourse |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 23 Jun 2020 13:43 |
Last Modified: | 04 Aug 2020 14:23 |
Published Version: | http://www.revistashc.org/index.php/shc/article/vi... |
Status: | Published |
Publisher: | Universidade Federal do Rio de Janeiro |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:162197 |