Search results for author:"Miika Marttunen"
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Scandinavian Journal of Educational Research Vol. 41, No. 1 (1997) pp. 15–32
Thirty-one undergraduates and two tutors engaged in argumentative e-mail discussions related to texts on the sociology of education. Findings suggested that e-mail encouraged and stimulated students to engage in debates and that e-mail is an...
Commenting on Written Arguments as a Part of Argumentation Skills--Comparison between Students Engaged in Traditional vs On-Line Study
Scandinavian Journal of Educational Research Vol. 36, No. 4 (1992) pp. 289–302
An attempt was made to improve the argumentation skills and scientific thinking skills of 24 Swedish college students through argumentative on-line (computer-mediated) studying. Comparison with about 200 students studying in traditional ways reveals ...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 1862–1865
Abstract: This article describes a study in which 28 Finnish secondary school students engaged in a 12 week argumentation course. The course consisted of theoretical studies and exercises on argumentation, and argumentative debates in pairs through...
Annual Meeting of the American Educational Research Association 1996 (April 1996)
Although there are earlier experiences from computer mediated communication (CMC) applications in which e-mail has been used as a forum for argumentation and debate, the literature lacks systematic analyses on the use of CMC for this purpose. This...
Journal of Educational Computing Research Vol. 18, No. 4 (1998) pp. 387–405
Reports on a study in which 31 undergraduate students practiced academic argumentation by e-mail. In the two "tutored" e-mail study groups, discussion topics were selected by the tutor, while in the two self-directed "student-led" groups, selection...
Computers and Learning 2001 (CAL 2001) Conference (April 2001)
A teaching experiment in Finland was designed to clarify ways to teach argumentation in Finnish higher education and how to motivate students to participate in critical content-area discussions. Finnish students traditionally hesitate to criticize...
Instructional Science: An International Journal of the Learning Sciences Vol. 29, No. 2 (2001) pp. 127–53
In a teaching experiment, 16 face-to-face and 11 e-mail Finnish university students studied academic debating in an argumentation course. Results indicated the e-mail students learned to identify and choose relevant grounds, while face-to-face...
International Conference on Technology and Education (ICTE) 1999 (October 1999)
In a teaching experiment, 16 face-to-face and 11 e-mail Finnish university students engaged in an argumentation course. The 19 students of the control group did not study argumentation. The course involved two lectures, exercises with argumentative...
World Conference on Educational Media and Technology 2001 (2001) pp. 812–816
A human-centred approach to the use and development of computerised information systems (IS) is needed to complement the prevalent technocentric way of designing and utilising the applications of IS. The human-centred approach emphasises the need to ...
Journal of Research on Technology in Education Vol. 40, No. 1 (2007) pp. 109–126
This study clarifies whether secondary school students develop their argumentation skills through reading and collaboration. The students first constructed an individual argument diagram on genetically modified organisms, read three articles, and...
Journal of Educational Computing Research Vol. 47, No. 2 (2012) pp. 175–208
Joint construction of new knowledge demands that persons can express their statements in a convincing way and explore other people's arguments constructively. For this reason, more knowledge on different means to support collaborative argumentation...
Journal of Educational Computing Research Vol. 39, No. 1 (2008) pp. 75–95
The Internet is a significant information resource for students due to the ease of access it allows to a vast amount of information. As the quality of the information on the Internet varies, it is important that students are able to evaluate such...
Written arguments and collaborative speech acts in practising the argumentative power of language through chat debates
Computers and Composition Vol. 24, No. 3 pp. 230–246
This study deals with the quality of argumentation and collaboration in students’ chat debates. The argumentative interaction between students is analysed by categorising their speech turns into seven functional categories. The argumentative task...
Journal of Literacy Research Vol. 44, No. 4 (December 2012) pp. 448–483
This study examines how students in Finland (16-18 years of age) constructed meaning and knowledge in a collaborative online reading situation. Student pairs (n = 19) were asked to write a joint essay on a controversial issue. First, the pairs...
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 3 (September 2013) pp. 333–349
Collaborative learners are often meant to be guided by collaboration scripts to identify, discuss, and resolve differences of opinion and knowledge. How learners engage in and resolve conflict, however, may be highly dependent on learners'...