Award Date

May 2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology, Leadership, and Higher Education

First Committee Member

E. Michael Nussbaum

Second Committee Member

Vanessa Vongkulluksn

Third Committee Member

Rachael Robnett

Fourth Committee Member

Kenneth Varner

Number of Pages

120

Abstract

As technology continues to change human interactions, it has become increasingly important to create computer supported collaborative learning (CSCL) environments that enhance perspective taking to support constructive groupwork. To meet these aims, this study examined perspective taking before and after a social annotation activity that incorporated critical questions in the experimental condition. Results from 163 undergraduate students showed that using critical questions improved the quality of perspective taking in written dialogue and using social annotation increased perspective taking over time for all participants. Findings offer important research implications in the CSCL and collaborative argumentation fields, as well as broaden opportunities for 21st century skill development in underserved student populations.

Keywords

collaborative argumentation; computer supported collaborative learning; educational technology; perspective taking; social annotation

Disciplines

Education | Educational Psychology

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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