Improving argumentation quality on MOOC discussion forums: does learning to identify components of arguments help?

Abstract

Constructive argumentation among learners is integral to effective learning. In the context of Massively Open Online Classes (MOOCs), such peer interactions can only occur in discussion forums, where they often prove to be sparse and of poor quality. To address these challenges, we developed and experimentally tested an intervention (nparticipants = 110, narguments = 270) aimed at improving the quality of learners’ written arguments in MOOC forums, taking into account MOOC platform constraints (e.g., self-paced participation and the impossibility of providing personalised feedback). In the first chapter of a management MOOC, participants randomly assigned to the experimental group (vs control) were introduced to the formal components of arguments: claims, justifications and qualifications. They were then asked to identify these components in a series of examples. We found no significant impact of this intervention on learners’ responses to individual open-ended questions directly following the intervention, or in their contributions to discussion forums. Instead, we observed variation in argument quality based on the specific questions prompting argumentation. Our findings prompt further discussion and exploration of strategies to enhance argumentation quality in MOOC discussion forums.