Raluca Judele

Raluca Judele
Universität des Saarlandes | UKS · Bildungswissenschaften

MSc

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9
Publications
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Publications

Publications (9)
Poster
Social media provide a new context for argumentation and informal learning. But online comments and discussions are only rarely well elaborated. External guidance by scripts has shown to improve argumentative quality of online discourse, but little is known about how informal scenarios can be scaffolded. SNS (social networking sites) users can be c...
Presentation
Collaboration in Facebook: Dimitra Tsovaltzi will present a series of studies on argumentative learning in Facebook that attempt to extend CSLC principles to learning in Social Media. Awareness tools depict group information and aim at leveraging socio-motivational aspects of Social Media. Argumentation scripts offer cognitive support and aim at fo...
Conference Paper
Full-text available
We analyse collaborative argumentative learning in Social Networking Sites. In a controlled 2×2 study (N = 128), we crossed individual preparation and argumentation scripts implemented through Facebook apps. The results show that argumentation scripts can have positive effects, while individual preparation can have negative effects on knowledge co-...
Article
This article investigates the influence of scripts, individual preparation and group awareness support on argumentative learning in Facebook, three instructional approaches known from standard CSCL, but yet quite unexplored for learning in social networks. Social networks already afford a social component that is beneficial for interaction, which c...
Presentation
Full-text available
Language learning is about becoming experienced at using vocabulary and grammar to express one’s self and understand others. Argumentative scripts can assist learners to read text in a foreign language in a structured way and acquire both language and argumentation practices. SNS as an arena for argumentation and discussion might be a good host of...
Article
Full-text available
This study investigates how group awareness support and argumentation scripts influence learning in social networking sites like Facebook, which may be conducive to informal learning, but often lacks argumentative quality. Supporting participants’ group awareness about the visibility of the arguments they construct and about prospective future deba...
Conference Paper
Full-text available
This symposium addresses how argumentation can be leveraged for learning in social media like Facebook (FB) exemplifying social learning. It catalyzes an international discussion forum (Germany, Israel, United States) that seeks to understand argumentative processes beyond isolated technology-based learning environments, what influences them, if an...
Conference Paper
Full-text available
Facebook is a social network very popular among University students for purposes of self-presentation. As social networks support the sharing of ideas, can we facilitate collaborative learning in Facebook? We designed a Facebook app that supports scripting of learners’ interaction and the construction of arguments in Facebook. In an empirical study...

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Project (1)
Project
In my habilitation research programme (completed), I investigated possibilities to leverage the richness of interactions of SNS for learning. Due to their technological basis, SNS allow the easier collection of data and the investigation of informal social learning processes. They allow testing the social theories of learning and central concepts like socio-cognitive conflict that are otherwise hard to test in the wild. As such, social media can be seen as the next generation of computer-supported collaborative learning (CSCL) environments. They supply a basis for bringing existing knowledge on learning to this new context and, at the same time, serve as a bridge that can help to understand the new emerging learning culture, extend and develop social theories of learning. SNS in particular, due to the primary dialogic mode of communication they afford, offer themselves as platforms of argumentative knowledge construction (Kimmerle, Moskaliuk, Oeberst, & Cress, 2015). Argumentative Knowledge Construction (AKC) is the deliberate practice of elaborating learning material by constructing formally and semantically sound arguments with the goal of gaining argumentative and domain-specific knowledge (Weinberger & Fischer, 2006). However, argumentation quality in online communication is often poor (Marttunen & Laurinen, 2001). Conflicting opinions and inconsistencies are regularly dismissed, rendering the quality of the emergent knowledge questionable (Kanuka & Anderson, 1998). As such, it seems that the resolution of conflicts is emotional, relational and unproductive for learning (Darnon, Muller, Schrager, Pannuzzo, & Butera, 2006). This can lead to polarisation of opinions (Kuhn, & Lao 1996) as opposed of exploiting the potential for multiperspective deliberation. Supporting argumentation quality in SNS can help overcome these barriers and lead to individual and collective learning. Through a series of studies, we investigated argumentative knowledge co-construction in SNS. To encipher socio-cognitive processes of learning in social media and their effects on learning, we investigated the extent to which successful instruction in formal settings of CSCL can be leveraged to include self-directed informal social processes of learning in social media and foster learning outcomes. We tested the extent to which CSCL instructional methods transfer to learning in SNS, which principles of CSCL learning persevere in this context shift, which principles are challenged and which new ones need to be incorporated in a more coherent theory of learning. We aim at offering solution for structuring social media so as to foster productive argumentation in real life. On the whole, there are some positive effects of scripts that structure the argumentationt to enhance its quality. Especially in combination with awareness tools, scripts can foster learning and attitude change. The effects are visible long term and seem to depend on expectations on collaborative processes (individualistic vs. collaborative approaches).