The effects of an online learning environment with worked examples and peer feedback on students’ argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology
Valero Haro, Anahuac ; Noroozi, Omid ; Biemans, Harm J.A. ; Mulder, Martin - \ 2019
Journal of Biological Education 53 (2019)4. - ISSN 0021-9266 - p. 390 - 398.
biotechnology - Essay writing - example-based learning - online learning environment - peer feedback
The present study investigated the effects of an online learning environment supported with worked examples and peer feedback on students’ argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology. As part of a bigger project, a pre- and post-test study design was used with 45 bachelor students who were randomly grouped in pairs. Students were asked to analyse a case and write an argumentative essay taking into account the advantages and disadvantages of genetically modified organisms. The results showed that the combination of worked examples and peer feedback improve the quality of argumentative essay writing and facilitate the acquisition of domain-specific knowledge. Implications, suggestions, and future research are discussed.
The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning
Noroozi, Omid ; Hatami, Javad - \ 2019
Innovations in Education and Teaching International 56 (2019)5. - ISSN 1470-3297 - p. 548 - 557.
Argumentation - epistemic beliefs - essay writing - learning - peer feedback
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.