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The effects of online peer feedback and epistemic beliefs on students' argumentation-based learning.

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Title: The effects of online peer feedback and epistemic beliefs on students' argumentation-based learning.
Authors: Noroozi, Omid1,2 o.noroozi@modares.ac.ir, Hatami, Javad1
Source: Innovations in Education & Teaching International. Oct2019, Vol. 56 Issue 5, p548-557. 10p. 1 Chart.
Subject Terms: *Student development, *Psychology of students, Debate, Empirical research, Epistemics
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. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The effects of online peer feedback and epistemic beliefs on students' argumentation-based learning.
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  Data: <searchLink fieldCode="AR" term="%22Noroozi%2C+Omid%22">Noroozi, Omid</searchLink><relatesTo>1,2</relatesTo><i> o.noroozi@modares.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Hatami%2C+Javad%22">Hatami, Javad</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Oct2019, Vol. 56 Issue 5, p548-557. 10p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Debate%22">Debate</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemics%22">Epistemics</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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