Abstract
Facilitating knowledge construction in online environments remains an important pedagogical issue in CSCL research. This study aims to understand the factors influencing the development of the learners’ argumentation skills. We implemented wiki-based collaborative debates and integrated linear scaffolding to assist the students’ knowledge construct. We examined the students’ online participation and performance and their interrelationship. The results showed no gender difference in the computer-supported argumentation process or strong connection between online participation and performance. Nevertheless, this study has provided a workable wiki-based design for developing argumentation skills. We suggest that future work include qualitative analysis into the argumentation process so to better understand the complex interplay of each factor.