The effects of online peer feedback supported by argumentation instruction with worked example and argumentative scripts on students’ learning outcomes

Saeed Latifi, Omid Noroozi, Javad Hatami, Harm J.A. Biemans

Research output: Chapter in Book/Report/Conference proceedingConference paperAcademicpeer-review

Abstract

This study investigates the effects of online peer feedback supported by argumentation instruction with worked example and Argumentative scripts on students’ argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition in the field of educational sciences. Participants were 52 students who were randomly divided over 26 dyads and randomly assigned to three conditions (unscripted peer feedback, Instruction with worked example, scripted peer feedback). To do so, an online peer feedback system was designed and developed. They were then asked to write and argumentative essay (individually), to engage in argumentative peer feedback with their learning partner (collaboratively), and finally to revise their essays based on feedback which received (individually). The findings indicate that the online peer feedback supported by argumentative scripts outperformed other two conditions in terms of argumentative essay writing, argumentative feedback quality and students’ learning. Implications, limitations and suggestions for future research are discussed.

Original languageEnglish
Title of host publicationA Wide Lens
Subtitle of host publicationCombining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings
EditorsKristine Lund, Gerald P. Niccolai, Elise Lavoue, Cindy Hmelo-Silver, Gahgene Gweon, Michael Baker
Volume2
ISBN (Electronic)9781732467248
Publication statusPublished - 21 Jul 2019
Event13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019 - Lyon, France
Duration: 17 Jun 201921 Jun 2019

Publication series

Name13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019
PublisherEcole Normale Superieure de Lyon
Number150772
Volume2
ISSN (Electronic)1573-4552

Conference

Conference13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019
CountryFrance
CityLyon
Period17/06/1921/06/19

Fingerprint

Dive into the research topics of 'The effects of online peer feedback supported by argumentation instruction with worked example and argumentative scripts on students’ learning outcomes'. Together they form a unique fingerprint.

Cite this