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.
Considering students’ epistemic beliefs to facilitate their argumentative discourse and attitudinal change with a digital dialogue game
Noroozi, Omid - \ 2018
Innovations in Education and Teaching International 55 (2018)3. - ISSN 1470-3297 - p. 357 - 365.
Argumentation - attitudinal change - dialogue - digital game - epistemic beliefs
This study explores whether and how higher education students with various epistemic beliefs engage in argumentative discourse and shift their attitude within a digital dialogue game. Students were assigned to groups of four or five and asked to argue and explore various perspectives of four controversial issues of environmental education in four consecutive weeks that each lasted 90 min. The results showed the digital dialogue game can guide students towards a desired mode of interaction and argumentative discourse. Students’ epistemic beliefs were seen to be an important factor for their attitudinal change. Furthermore, students’ epistemic beliefs contributed to their style and frequency of particular types of argumentative discourse. Multiplists engaged in argumentative discourse activities differently than Evaluativists during the argumentative discourse. Explanations for these results, implications, limitations and suggestions for future work are provided.