Cooperation and Collaboration in Higher Education: An Exploratory Study on the Cognitive, Affective, and Moral Dimensions of Online Argumentation

Milton N. Campos, Lia B. de L. Freitas and Cristina Grabovschi
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Milton N. Campos: Département de Communication, Université de Montréal, Montreal, QC, Canada
Lia B. de L. Freitas: Departamento de Psicologia do Desenvolvimento e da Personalidad, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
Cristina Grabovschi: Département de Médecine de Famille, Université de Sherbrooke, Sherbrooke, QC, Canada

International Journal of Online Pedagogy and Course Design (IJOPCD), 2013, vol. 3, issue 1, 1-16

Abstract: This study illustrates different practices of knowledge co-construction by exploring argumentation processes from its (1) cognitive, (2) affective, and (3) moral dimensions (respect), and by clarifying the meaning of cooperation and collaboration, terms that are commonly used as synonyms. The authors adopted a critical constructivist approach consistent with the cognitive and moral works of Habermas (1987) and Piaget (1977, 1932/2000), and refined a method of online argumentation analysis (Campos, 2004) to better understand knowledge co-construction in the context of electronic conferencing in university courses. Their data analysis focused on the form as well as on the content of online argumentation. Results concerning the cognitive dimension of online discourse confirmed previous studies. However, regarding the affective and moral (respect) dimensions of online discourse, results were less clear. The authors highlight that the technology, the course design, and the instructor’s actions are equally important to successfully achieve set goals in online learning communities.

Date: 2013
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