Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning

Abstract

This study compared the effects of worked example and scripting on students' argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided over 40 dyads and assigned to two experimental conditions (worked example and scripting). An online peer feedback environment named EduTech was designed and students were tasked with writing an argumentative essay, engaging in peer feedback, and revising their essay. The results indicate that students in the scripting condition benefited more than students in the worked example condition regarding peer feedback quality. Furthermore, the scores of students in both conditions improved from pre-test to post-test in terms of argumentative essay writing and learning. This difference was significant, however, between the two conditions only with regard to argumentative essay writing favoring the scripting condition. We explain how each of these approaches can be used to improve students' argumentative peer feedback and essay writing and learning.

Teaching with Technology 2020

“…While analysing the comparative advantages and disadvantages of teaching learning process during physical classroom teaching, online writing tutorials on LMS discussion forums, and CE programs, it was observed that all three ways have their own benefits. In agreement with Latifi et al (2020), the present study also suggests that both approaches have their own benefits, and it is necessary to analyse how those could be used in honing different aspects of students' writing. These different methods, if blended with proper planning, can help students better appropriate the writing of arguments.…”

“…Scaffolding argument/argumentative essay writing with technology has been researched quite a few times in university and school settings (Hoffmann, 2015;Kim, 2018;Li, 2006;Lu & Zhang, 2013;Williams & Beam, 2019;Xu et al, 2019). Latifi et al (2020) have studied the difference between the students' argumentative writing scores through two different treatments -worked examples and opportunities to collaborate and learn through scripting. The study shows that when opportunities for collaborative writing and peer feedback are provided to students, they learn significantly better than the students who learn through worked examples.…”

“…The CE programs focus more on testing the basic understanding of students. The study develops on the future research direction given by Latifi et al (2020) that use of both qualitative and quantitative approaches will give a better understanding of the difference in the performance level, student responses to the interventions and how students behave, interact during the treatments when they are provided with opportunities for independent learning, collaborate and give feedback.…”

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

“…As Bernacki et al [56], Confrey et al [57], and Rød and Nubdal [58] indicated, the feedback provided by digital learning systems is very helpful in mathematics, as students' difficulties are diagnosed more quickly than they are in traditional learning environments. This digital feedback complemented with feedback received from peer help [59,60] may have helped students more accurately detect the content that was more difficult for them and therefore have facilitated important improvements in their academic achievement, as being better able to detect their difficulties enabled them to make improvements in learning the content in which they were less competent or that was more challenging for them [61][62][63][64]. Additionally, the fact that the form of tutoring they participated in was reciprocal may have also significantly improved the students' mathematics anxiety [65,66] and mathematics self-concepts [67], two variables that have been frequently correlated with academic achievement [68][69][70][71] which may have provoked an even higher increase in the effects of the intervention.…”

Argumentation-Based Computer Supported Collaborative Learning (Abcscl): The Role of Instructional Supports

“…According to many scholars in the field of learning sciences, collaborative learning provide fruitful environments to prepare learners to adjust to and cope with today's complex issues and challenges (e.g. Farrokhnia et al, 2019;Latifi et al, 2020;Noroozi et al, 2011Noroozi et al, , 2016Noroozi et al, , 2018Noroozi et al, , 2020Valero Haro et al, 2019Veldhuis-Diermanse et al, 2006). Collaborative learning environments encourage learners to discuss their ideas, concepts and problems from different viewpoints in order to reconstruct and co-construct knowledge while solving complex problems (Latifi et al, 2019;Noroozi, 2017, Noroozi & Busstra et al, 2012Noroozi & Mulder, 2017).…”