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Open accessJournal ArticleDOI: 10.1080/14703297.2019.1687005

How does online peer feedback improve argumentative essay writing and learning

04 Mar 2021-Innovations in Education and Teaching International (Routledge)-Vol. 58, Iss: 2, pp 195-206
Abstract: This study investigates the effects of unscripted, scripted and guided online peer feedback on students’ argumentative essay writing, argumentative feedback quality and domain-specific knowledge ac...

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Topics: Peer feedback (68%), Argumentative (67%)
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19 results found


Open access
01 Jan 2016-
Abstract: the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

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Topics: Digital library (52%), Learning sciences (52%)

874 Citations



Open accessJournal ArticleDOI: 10.1080/10494820.2020.1799032
Saeed Latifi1, Omid Noroozi2, Ebrahim Talaee3Institutions (3)
Abstract: This study compared the effects of worked example and scripting on students’ argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided o...

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Topics: Peer feedback (67%), Argumentative (62%), Scripting language (52%)

4 Citations


Journal ArticleDOI: 10.1016/J.IJME.2021.100464
Leonidas Efthymiou1, Alex Zarifis2Institutions (2)
Abstract: This article proposes a transferable model for online learning, based on the principles of social constructivism. The findings have been collected through ‘end-of-course feedback surveys’, and concern a student-sample of 170 nationalities, residing in 154 countries. All students were registered in cohorts of the same postgraduate programme over a period of four years. The findings throw light on learners' difficulties in different parts of the world; along with practical implications for University decision-makers and instructors. The article's contribution is encapsulated in an eight-pillar learning model, aiming to facilitate educational inclusion, quality enhancement, and promote the benefit of learners.

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4 Citations


Open accessJournal ArticleDOI: 10.1016/J.SSAHO.2021.100164
01 Jan 2021-
Abstract: Peer learning is gaining momentum as an educational model suitable for university students. This study investigates the characteristics of the participation in peer-assisted learning groups (PALG) for students in Harbin-China, and compares them to their medical counterparts. The mode of peer-assisted learning interactions considered cuts across face-to-face and the use of four mediums of communication. The comparison was also extended to factors such as quality, conflict, cohesion, peer-influence, and leadership that is known to affect the learning interactions within such groups. Sixty percent (60%) of the peer-assisted learning interactions among the students take place via social media. The frequency of these learning interactions among peers is found to have a positive correlation with all the factors except for conflict (−0.040 p

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Topics: Peer learning (65%)

3 Citations


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32 results found


Open accessBook
Stephen Toulmin1Institutions (1)
01 Jan 1958-
Abstract: Preface Introduction 1. Fields of argument and modals 2. Probability 3. The layout of arguments 4. Working logic and idealised logic 5. The origins of epistemological theory Conclusion References Index.

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Topics: Argument (63%), Argument map (61%), Reason (58%) ... read more

6,399 Citations


Open access
01 Jan 2016-
Abstract: the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

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Topics: Digital library (52%), Learning sciences (52%)

874 Citations


Book ChapterDOI: 10.1017/CBO9780511816833.027
01 Jan 2003-
Abstract: Many people think that arguing interferes with learning. They link argumentation to a certain type of oppositional argument that is increasingly prevalent in our media culture. Tannen (1998) analyzed the aggressive types of argument that are frequently seen on talk shows and in the political sphere, where representatives of two opposed viewpoints spout talking points at each other. In these forms of argumentation, the goal is not to work together toward a common position, but simply to score points. All teachers and parents have seen children engaged in this type of argumentation, and most would probably agree that it has little to contribute to education.

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Topics: Argument (54%), Argumentation theory (54%)

694 Citations


Journal ArticleDOI: 10.1046/J.0266-4909.2001.00198.X
Abstract: This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web-based peer assessment. An Internet-based (anonymous) peer-assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web-based peer assessment adopts a specific feedback format for all students.

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Topics: Peer feedback (71%), Peer assessment (59%), Cognitive style (52%)

289 Citations


Journal ArticleDOI: 10.1177/136216880000400103
Fiona Hyland1Institutions (1)
Abstract: Using data from a qualitative study into the effects of feedback on ESL writers, this paper looks at the peer and teacher feedback offered to individual writers. The paper suggests that teachers sometimes also override student concerns and decisions on use of feedback, even when peer feedback, which appears to allow for more student participation in the feedback process is involved. It focuses on the cases of two students, whose use of feedback and interactions with their teachers raise questions relating to the ownership of their writing and revision processes. It is sugggested that teacher interventions may lead to students relinquishing control of their writing and revision processes, as well as their written products. The paper suggests that in some circumstances, teachers should encourage students to take more responsibility for their own writing, by allowing them to make their own decisions about their use and sources of feedback.

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Topics: Peer feedback (72%), Teaching method (51%)

285 Citations