Abstract :
In asynchronous threaded discussions, messages posted near the end of the
week provide less time for students to critically examine and respond to ideas
presented in the messages than messages posted early in the week. This study
examined how the day in which messages are posted (early, midweek and
weekend) in computer-supported collaborative argumentation affect the
number of responses elicited by arguments and challenges, and how its effects
differ across the four types of exchanges (argument–challenge, challenge–
counterchallenge, challenge–explain, challenge–evidence) that serve as
indicators of critical discourse. This study found that the day of posting
had a significant effect on the number of responses elicited per message,
with the greatest to smallest effect on argument–challenge, challenge–
counterchallenge, challenge–explain and challenge–evidence exchanges
respectively. These findings highlight some of the limitations of asynchronous
discussions, and suggest alternative ways to implement and design discussion
environments to promote higher levels of critical discourse
