The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning
03 Sep 2019-Innovations in Education and Teaching International (Routledge)-Vol. 56, Iss: 5, pp 548-557
TL;DR: In this paper, a pre-test-post-test design was conducted with 42 higher education students who were asked to write an argumentative essay on the GMOs, engage in argumentative feedback, and revise their essay.
Abstract: Although the importance of students’ argumentative peer feedback for learning is undeniable, there is a need for further empirical evidence on whether and how it is related to various aspects of argumentation-based learning namely argumentative essay writing, domain-specific learning, and attitudinal change while considering their epistemic beliefs which are known to be related to argumentation. In this study, a pre-test–post-test design was conducted with 42 higher education students who were asked to write an argumentative essay on the GMOs, engage in argumentative feedback, and revise their essay. The results showed that argumentative peer feedback improves students’ argumentative essay writing and domain-specific learning. Furthermore, argumentative peer feedback caused attitudinal change. However, findings did not prove any impact of students’ epistemic beliefs on argumentation-based learning. This is against broadly shared theoretical assumption that argumentation-based learning is related to students’ epistemic beliefs. We discuss these results and provide an agenda for future work.
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01 Jan 2016
TL;DR: The the uses of argument is universally compatible with any devices to read, and is available in the digital library an online access to it is set as public so you can download it instantly.
Abstract: Thank you very much for downloading the uses of argument. Maybe you have knowledge that, people have search numerous times for their chosen novels like this the uses of argument, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their computer. the uses of argument is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library hosts 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 uses of argument is universally compatible with any devices to read.
1,180 citations
TL;DR: This paper investigated the effects of unscripted, scripted and guided online peer feedback on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acçusation.
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...
55 citations
Cites background from "The effects of online peer feedback..."
...For example, researchers have shown that peer feedback can improve students’ writing quality (Huisman, Saab, van Driel, & van den Broek, 2018; Noroozi & Hatami, 2019; Noroozi et al., 2016; Valero Haro, Noroozi, Biemans & Mulder, 2019b), students’ feedback quality (Gielen & De Wever, 2015; Noroozi…...
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Book•
01 Jan 2019
TL;DR: This paper proposes a technology-enhanced learning ecosystem called UbiCoS that supports learner help-giving during face-to-face collaboration and across three different digital learning environments: an interactive digital textbook, an online Q&A forum, and a teachable agent.
Abstract: With the growing integration of technology in the classrooms, learners can now develop collaboration skills by applying them across diverse contexts. While this represents a great opportunity, it also brings challenges due to an increased need to support individual learners across multiple learning activities. We propose a technology-enhanced learning ecosystem called UbiCoS that supports learner help-giving during face-to-face collaboration and across three different digital learning environments: an interactive digital textbook, an online Q&A forum, and a teachable agent. In this paper, we present a first step in the development of UbiCoS: five co-design sessions with 16 learners that give insight into learners’ perceptions of help-giving. The findings provided us with technology-related and curriculum-related design opportunities for facilitating learner interaction across multiple platforms.
41 citations
Cites background from "The effects of online peer feedback..."
...For example, researchers have shown that peer feedback can improve students’ writing quality (Huisman et al., 2018; Gielen & De Wever, 2012, 2015; Noroozi & Hatami, 2018; Noroozi et al., 2016; Valero Haro et al., 2018), students’ feedback quality (Gielen & De Wever, 2015; Noroozi et al., 2016),…...
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TL;DR: In this paper, the benefits of electronic peer feedback (e-PF) have been investigated for English as a foreign language (EFL) students' academic writing competence and reflective thinking.
Abstract: Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has b...
26 citations
Cites background or methods or result from "The effects of online peer feedback..."
...The advent of e-PF has indeed provided the potential for reflection (Boud & Molloy, 2013; Nicol et al., 2014; Noroozi & Hatami, 2019; Xu & Yu, 2018; Yang, 2016), which is considered as a prerequisite for having deep and meaningful learning....
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...…penand-paper feedback, much of the literature has addressed the conversion to a digital written peer feedback thanks to the emergence of the dynamic nature and social aspect of Web 2.0 authoring tools (e.g., blogs, wikis, and podcasts) (Ma, 2019; Noroozi & Hatami, 2019; Shang, 2019; Xu & Yu, 2018)....
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...Perceived as a powerful variable influencing learning, peer feedback enables students to improve writing capabilities and efficacies, express critical thoughts, reflect upon and build up knowledge, and accelerate deeper learning (Noroozi & Hatami, 2019; Tian & Li, 2018)....
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...For e-PF providers, this method makes students’ cognition more positive through their exposure and practice of analysis and reflection (Nicol et al., 2014; Noroozi & Hatami, 2019; Xu & Yu, 2018; Yang, 2016)....
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...Overall, the results obtained from students’ peer comments, reflective logs, and writing tests echo the previous studies’ findings that integrated e-PF contributes to students’ writing abilities (Ma, 2019; Noroozi & Hatami, 2019; Wu, 2019; Yang, 2016)....
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TL;DR: In this article, the authors compared the effects of support for peer feedback, peer feedforward and their combination on students' peer learning processes, argumentative essay quality and domain-specific learning.
Abstract: This study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain-specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two-factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control group (n = 22) conditions. An online peer feedback environment named EduTech was designed which allowed us to implement various types of support in the form of question prompts. In this online environment, students were asked to write an argumentative essay on a controversial topic, to engage in peer learning processes and to revise their essay. Overall, the results showed that students in the three experimental conditions (peer feedback, peer feedforward and their combination) benefited more than students in the control group condition (without any support) in term of peer learning processes, argumentative essay quality and domain-specific learning. However, there was no significant difference among the three experimental conditions. This implies that peer feedforward can be as important as peer feedback in collaborative learning environments which is often neglected both in theory and practice. Practitioner Notes What is already known about this topic? Writing argumentative essays is a common practice for higher education students in various disciplines which deal with controversial issues. Writing argumentative essay requires solid argumentation strategies which makes it a challenging task for higher education students. Additional instructional support is needed to help students write high-quality argumentative essays. What this paper adds? Peer learning is a promising instructional strategy for improving students’ argumentative essay writing and learning. Online support in the form of question prompts to guide students during peer learning can improve their argumentative essay writing and learning. Next to the peer feedback, peer feedforward is also a promising instructional approach to support students’ argumentative essay writing and learning. Implications for practice and/or policy Given the positive effects of peer learning processes, the use of peer feedback and peer feedforward should be given more attention by teachers to support students write high-quality argumentative essays for controversial issues. Teachers and educational designers should not only provide opportunities for students to engage in peer feedback processes (how I am doing?) but also in peer feedforward processes (where to next?).
24 citations
References
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TL;DR: In this paper, the origins of epistemological theory are discussed and the layout of argument and modal arguments are discussed, as well as the history of working logic and idealised logic.
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.
6,407 citations
TL;DR: There have been a number of research programs that have investigated students' thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge evaluation is evaluated.
Abstract: There have been a number of research programs that have investigated students’ thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students’ epistemological beliefs and thinking. In the first section of this article, we provide a critical and comprehensive review of these different research programs. In the second part of this article, we identify nine crucial theoretical and methodological issues that need to be resolved in future research on epistemological theories. As these issues are addressed in future research, there will be more consensus regarding the nature of epistemological theories, and their relation to cognition, motivation, and learning will be made more explicit.
2,830 citations
"The effects of online peer feedback..." refers background in this paper
...Epistemic belief is defined as one’s own conception about the nature, structure, and certainty of knowledge and justification for knowing with regard to knowledge acquisition (see Hofer, 2001 Hofer & Pintrich, 1997; King & Kitchener, 1994)....
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Book•
01 Jan 1994
TL;DR: Reflective judgment: A Neglected Facet of Critical Thinking as mentioned in this paper The Seven Stages of Reflective Judgment: Assessing Reasoning Skills, Reflective judgment and character development.
Abstract: Reflective Judgment: A Neglected Facet of Critical Thinking. Creating a New Theoretical Model of Reflective Judgment. The Seven Stages of Reflective Judgment. Assessing Reasoning Skills. Assessing Reflective Judgment. Research on the Reflective Judgment Model (with Phillip K. Wood). Relating Reflective Judgment to Intellectual Development. Reflective Judgment and Character Development. Fostering Reflective Judgment in the College Years.
1,237 citations
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01 Jan 2016
TL;DR: The the uses of argument is universally compatible with any devices to read, and is available in the digital library an online access to it is set as public so you can download it instantly.
Abstract: Thank you very much for downloading the uses of argument. Maybe you have knowledge that, people have search numerous times for their chosen novels like this the uses of argument, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their computer. the uses of argument is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library hosts 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 uses of argument is universally compatible with any devices to read.
1,180 citations
"The effects of online peer feedback..." refers background in this paper
...This requires integration of pros and cons and elaborations on the perspectives of the advocates and the opponents followed by a final conclusion on the topic (see Noroozi et al., 2016; Qin & Karabacak, 2010; Toulmin, 1958; Wood, 2001)....
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TL;DR: The ideas that individuals hold about knowledge and knowing have been the target of research programs with disparate names, such as epistemological beliefs, reflective judgment, ways of knowing, and epistemology reflection as mentioned in this paper.
Abstract: The ideas that individuals hold about knowledge and knowing have been the target of research programs with disparate names, such as epistemological beliefs, reflective judgment, ways of knowing, and epistemological reflection, all of which appear to be a part of a larger body of work on “personal epistemology.” Epistemological perspectives are salient in numerous academic experiences, have been shown to be related to learning in various ways, influence reasoning and judgment throughout our lives, and have implications for teaching. Yet this work has remained outside the mainstream of educational psychology and cognitive development. This paper addresses three main questions: (1) What is personal epistemology research and how is it conceptualized? (2) How are individuals' conceptions of epistemology related to learning and instruction? (3) Given what we know about personal epistemology, what might educators do? Suggestions are also provided for future research and theoretical development.
837 citations
"The effects of online peer feedback..." refers background in this paper
...Epistemic belief is defined as one’s own conception about the nature, structure, and certainty of knowledge and justification for knowing with regard to knowledge acquisition (see Hofer, 2001 Hofer & Pintrich, 1997; King & Kitchener, 1994)....
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