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Journal ArticleDOI

Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning

TL;DR: The authors compared the effects of worked example and scripting on students' argumentative peer feedback, essay and learning qualities, and found that worked examples and scripting had a negative effect on student's argumentative skills.
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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TL;DR: In this article , the authors explored gender differences in argumentative essay writing and peer review performance and uptake within a higher education context and found that females provided better justifications for identified problems in peer review, more constructive reviews and higher quality peer review than males.
Abstract: This study adopted a pre-test–post-test design to explore gender differences in argumentative essay writing and peer review performance and uptake within a higher education context. To do this, as part of a bigger project, 101 students were asked to individually write an argumentative essay, engage in peer review activities and revise their original essay based on the received reviews from peers. The findings showed that female students perform better than male students in argumentative essay writing in terms of taking a position on the topic. Gender differences were also found in peer review performance, where females provided better justifications for identified problems in peer review, more constructive reviews and higher quality peer review than males. The findings also revealed that although there was no gender difference in overall peer review uptake, females uptake of peer review resulted in improvement of their arguments against the position in the revised essay. These findings suggest that gender plays a significant role in argumentative essay writing, peer review performance and uptake of the received reviews from peers. Recommendations for future research along with how to deal with these gender differences in educational practice in online settings are provided based on the findings.

16 citations

Journal ArticleDOI
TL;DR: The authors explored the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing, and found that unsuccessful and less successful students significantly received more affective and descriptive feedback from their peers, while successful students received more feedback related to the identification of the problem.
Abstract: In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education students were asked to perform three tasks in three consecutive weeks. In the first week, they were asked to write an argumentative essay. In the second week, students provided two sets of feedback on their peers’ argumentative essays based on the given criteria. In the third week, students were asked to revise their argumentative essay based on the received feedback. The findings revealed that unsuccessful and less successful students significantly received more affective and descriptive feedback from their peers, while successful students received more feedback related to the identification of the problem from their peers. Furthermore, descriptive and constructive features of feedback were predictors of students’ success in the improvement of argumentative essay writing. The findings of this study provide practical implications for the effective design of peer feedback strategies for improving students’ argumentative essay writing in online learning environments.

14 citations

Journal ArticleDOI
TL;DR: In this article , a model that combines feedforward, scaffolded using an automated summarization tool, with peer feedback was proposed to support lecturers in giving timely feedback to students in a large class during problem-based learning.
Abstract: The growing demand for access to higher education has seen institutions turn increasingly towards large classes. Implementing active, problem-based learning in this context can be difficult as it requires the lecturer to attend to every student's individual needs. Given the lack of tools for providing personalized feedback, this represents a significant challenge. The aim of this study is to see how best to support lecturers in giving timely feedback to students in a large class during problem-based learning. To meet this goal, we propose a model that combines feedforward, scaffolded using an automated summarization tool, with peer feedback. In this sense, the lecturer first provides feedforward through a series of general comments before an anonymous peer gives personalized feedback. The results show that, despite not giving personalized feedback, the lecturer is able to provide enriched formative feedforward thanks to the summary generated by the automated system. Furthermore, in more qualitative terms, the students show that they appreciate the opportunity to both give and receive feedback. Finally, the students' critical thinking skills are also shown to improve progressively from one activity to the next. Given the research gap regarding how lecturers use the reports generated by automated summarization tools, our study contributes to the literature by proposing a strategy for lecturers to use such reports to provide feedforward. Additionally, this study also contributes to the literature by proposing a model that can be fully integrated in both synchronous and asynchronous online learning.

12 citations

Journal ArticleDOI
TL;DR: This article explored the relationship between students' epistemic beliefs and argumentation performance regarding essay writing and peer feedback and found that students' beliefs about the nature of scientific knowledge were significantly related to their argumentative essay writing.
Abstract: ABSTRACT Students’ argumentation performance can be influenced by their epistemic beliefs, however, in the context of argumentative essay writing and argumentative peer feedback in online setting this has not been clearly investigated. This study explores relationship between students’ epistemic beliefs and argumentation performance regarding essay writing and peer feedback. In total, 101 undergraduate students filled out the epistemic beliefs survey and wrote an argumentative essay. Then, they provided two sets of feedback on the essays of their peers and finally submitted their revised essays. Students’ beliefs about the Internet-specific justification of knowledge did not play a significant role in their argumentation performance in essay writing, while it was related to their constructive peer feedback performance. Students’ beliefs about the nature of scientific knowledge were significantly related to their argumentative essay writing and peer feedback performance. In terms of uptake of peer feedback, no significant role was found for epistemic beliefs.

11 citations

Journal ArticleDOI
TL;DR: The authors investigated the impact of an online peer-review script on students' argumentative peer review quality and argumentative essay writing, using a pre-and post-test experimental design.
Abstract: This study investigated the impact of an online peer-review script on students’ argumentative peer-review quality and argumentative essay writing. A pre- and post-test experimental design was used ...

11 citations

References
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Journal ArticleDOI
TL;DR: This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.
Abstract: Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.

7,222 citations

Book
01 Jan 1958
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


"Worked example or scripting? Foster..." refers background in this paper

  • ...Scientific literature (see Bacha, 2010; Hyland, 1990; Leitão, 2003; Mei, 2006; Schneer, 2014; Toulmin, 1958; Toulmin et al., 1984; Wood, 2001) suggests that an argumentative essaymodel contains introduction (mostly at the beginning of essay which serves as an attention grabber providing background information and the writer’s clear position on the topic), argumentation (the main body of the essay to support and provide reasons and evidence for the writer’s position), and conclusion (the final takehomemessage reaffirming or restating thewriter’s position)....

    [...]

  • ...Also, some scholars (e.g. Bacha, 2010; Leitão, 2003; Reid, 1988; Toulmin, 1958; Toulmin et al., 1984) suggest to include counter-arguments and opposing points of view as essential elements of argumentative essay....

    [...]

  • ...Scientific literature (see Bacha, 2010; Hyland, 1990; Leitão, 2003; Mei, 2006; Schneer, 2014; Toulmin, 1958; Toulmin et al., 1984; Wood, 2001) suggests that an argumentative essaymodel contains introduction (mostly at the beginning of essay which serves as an attention grabber providing background…...

    [...]

Journal ArticleDOI
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.

5,199 citations


"Worked example or scripting? Foster..." refers background in this paper

  • ...Scientific research has shown that worked examples can facilitate problem solving processes (Kirschner et al., 2006) and the acquisition of domain-specific knowledge (Kyun et al., 2013) by reducing extraneous cognitive load which in turn lead to better learning outcomes (Sweller et al., 2011)....

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Book
30 Mar 2011
TL;DR: Cognitive load theory uses evolutionary theory to consider human cognitive architecture and uses that architecture to devise novel, instructional procedures to generate instructional procedures, summarized in this chapter.
Abstract: Kirschner, P. A., Kirschner, F. C., & Paas, F. (2009). Cognitive load theory. In E. M. Anderman & L. H. Anderman (Eds.). Psychology of classroom learning: An encyclopedia, Volume 1, a-j (pp. 205-209). Detroit, MI: Macmillan Reference.

1,878 citations


"Worked example or scripting? Foster..." refers background in this paper

  • ..., 2013) by reducing extraneous cognitive load which in turn lead to better learning outcomes (Sweller et al., 2011)....

    [...]

  • ...Most empirical studies on worked example have been used in the context of problem-solving where learners are provided with worked examples and then are asked to solve the equivalent problem (Sweller et al., 2011)....

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  • ...Also, some literature suggests that scripts, if not designed carefully, may impede learning processes by imposing cognitive load on learners (Dillenbourg, 2002), while the worked example strategy may reduce extraneous cognitive load (Sweller et al., 2011)....

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  • ...In order to investigate the actual effects of worked examples, one need to compare that with a supported condition as a control group (see Sweller et al., 2011)....

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  • ...A worked example provides a clear and step-by-step solution to a problem (Kyun et al., 2013; Sweller et al., 2011)....

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