TIC and Argumentation: Analysis of Tasks Proposed by University Teachers

Abstract

Although argumentation has an important place in knowledge building, students frequently find difficulties to build good arguments. However, ICT could be used to improve argumentative skills. This research analyzed 36 ICT supported tasks proposed by higher education teachers. The analysis took into consideration four questions: Did the task demand argumentation? Which argumentation skills were required? How were the argumentative demands structured? What kinds of uses were given to ICT in task that required argumentation? Task analysis revealed an unusual request of argument to the evaluation, as well as in the case of the requirement of pros and cons to defend or refute positions. Furthermore, we found that virtual learning environments were generally used as information repositories, and discussion boards had few restrictions to facilitate discussions. From these results, we propose guidelines for designing ICT supported tasks which demand argumentation.