Mulder (2019) 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,

Results of research on intentions and effects of firstand second-order argument scaffolding of computer-supported collaborative argumentation competence development and domain-specific knowledge acquisition are ambivalent. A systematic review of research in secondary and higher education (SE and HE) has been conducted to clarify and synthesise these intentions and effects, thereby differentiating between communication type (synchronous-asynchronous) and group size. Empirical research with pre-post-test designs was included only. Using specific search terms, 527 articles were found; 19 of these met pre-set selection criteria. Results indicate that HE studies intended to foster argumentation knowledge and domain-specific knowledge acquisition (i.e. knowledge construction), and reported significant effects for both types of knowledge. SE studies, however, intended to foster argumentation behaviour and domain specific knowledge acquisition (i.e. learning by doing), and showed significant effects regarding the latter only. HE studies predominantly used asynchronous, and SE studies synchronous communication. Choice of group size was not explicitly justified.

Following constructivist paradigms for learning, this article explores the relationships between the components of argumentation competence (knowledge, behavior and attitude), their relationships with domain-specific knowledge acquisition, and the differences in argumentation behavior between successful and less-successful students. An exploratory study, with a pre-and post-test design, in an authentic, non-scaffolded, online learning environment was conducted. Contrary to our expectations, no significant relationships between the components of argumentation competence were found. Nevertheless, a significant relationship between argumentation behavior and domain-specific knowledge acquisition was found. Moreover, results suggested that the capacity of students to transfer argumentation behavior to similar argumentation tasks can be related to students' domain-specific knowledge acquisition. Finally, successful students in terms of domain-specific knowledge acquisition scored higher with regard to their argumentation behavior than less-successful students. These findings are discussed followed by theoretical and practical implications and suggestion for future work. ARTICLE HISTORY

that is becoming more predominant in industry. Moreover, professionals should be able to find, assess, interpret, and represent new information quickly. Similarly, they need to be able to communicate and collaborate with others in multidisciplinary groups, but, most importantly, they need to think and learn for themselves. The latter means that professionals and students require new and different skills, the so-called "21 st Century Skills" (Partnership for 21st Century Learning, 2015). Among these skills, four are related to learning and innovation, and they have been repeatedly recognized as the ones that set students who are better prepared to cope with the complex 21 st century work environment apart from those who are not. The four skills in question are critical thinking, communication, collaboration, and creativity. Figure 1 shows the Partnership for 21 st Century Learning (P21) Framework that illustrates the skills, knowledge, expertise, and support systems that students need to succeed in work, life, and citizenship.

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