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Related Data for: The role of peer feedback on the quality of students’ computer-supported collaborative argumentation
No full textThe importance of peer feedback in collaborative argumentation has been well-established. However, little is known about the extent to which peer feedback is associated with the quality of collaborative argumentation. Particularly, there is limited evidence for how specific types of feedback is related to argumentation quality. This study investigated peer feedback against four dimensions of collaborative argumentation quality (clarity, multiple perspectives, selection of evidence, and elaboration and depth). Collaborative argumentation quality was also compared against peer feedback types (appropriateness, specificity, and elaboration). In this design-based research (DBR), a class of 40 secondary Grade Three students in Singapore participated in three cycles of argumentation and peer feedback activities using the AppleTree online learning environment, each cycle consisting of five collaborative learning phases scripted by the Spiral Model of Collaborative Knowledge Improvement (SMCKI): Individual ideation, group synergy, peer critique, group refinement, and individual achievement. Scaffolds of sentence openers and reflections were added in Cycles 2 and 3. Quantitative analyses comparisons of argumentation and per feedback quality across three cycles revealed that except for the multiple perspectives dimension of argumentation quality, students performed significantly better in forming their argumentations and giving peer feedback. Additionally, the quality of argumentation improved significantly over the three cycles when accounting for peer feedback types as correlates, and vice versa
Related Data for: The effects of individual preparation on students’ collaborative argumentation-based learning: An exploratory study in a secondary school classroom
No full textComputer-supported collaboration is considered to be one effective strategy to improve
students’ argumentation skills. The integration of an individual preparation (IP) activity before collaboration activity has been applied in collaboration script studies. Few studies examined the role of IP activity in argumentation skill improvement via online collaboration in face-to-face classrooms. In the context of computer-supported collaborative argumentation (CSCA) activities with a graph-based argumentation platform, this study explored the effects of IP on students’ collaborative argumentation-based learning in three conditions: 10-minute IP before collaboration condition (condition 1), 5-minute IP before collaboration condition (condition 2), and immediate collaboration condition without IP (control condition). Students (N= 39) from one class in one Singapore secondary school participated in three face-to-face computer-supported collaborative learning lessons. The results showed a higher quality of collaborative argumentation in the immediate collaboration condition than in the conditions with IP, which means that more time should be allocated to collaborative activities instead of IP in similar CSCA contexts. These findings contribute to the current understanding of the role of IP activity before collaboration on students’ collaboration process as well as outcomes
Related Data for: From individual ideation to group knowledge co-construction: Comparison of high- and low performing groups
No full textThis study compares the high- and low-performing groups’ knowledge coconstruction process in the context of computer-supported collaborative argumentation
from epistemic, argument, and social perspectives. Product analysis, lag sequential
analysis, Sankey diagram visualization, and social network analysis were used to
analyze groups’ written argumentation artefacts, on-screen behaviors, and online
interactions. Results show that the high-performing group students demonstrated a
higher level of engagement and cognitive elaboration than the low-performing group.
The high-performing group was more competent in integrating various argumentation
elements than the low-performing group. And the students in the high-performing group
tended to contribute equally to their group work. The implications of the findings in
designing and implementing knowledge co-construction activities are discussed
Related Data for: Argumentative knowledge construction and certainty navigation: A comparison between individual and group work
No full textLevel of certainty in word usage has been linked to the extent to which one commits to his or her social process of argumentative knowledge construction. Nonetheless, certainty reflected in linguistic elements used does not promptly translate from individual work to group work in social problem-solving contexts. This study investigated (1) the extent to which the level of certainty impacted the argumentative knowledge construction in individual work and group work and (2) the extent to which the level of person impacted the argumentative knowledge construction in individual work and group work. Argumentative knowledge construction has been characterized into simple claims, grounds, qualifiers, counterarguments, and integrated replies to illustrate the components of argumentation and nature of resolving conflicts in argumentation as well as occurrences of pronouns used whereas certainty levels have been divided into uncertain, neutral, and certain. Findings showed that individual and group work differed significantly in terms of levels of certainty and person. Further, findings revealed significant differences in individual work’s integrated replies and counterarguments when comparing between levels of certainty. Study implications were discussed
Related Data for: How does feedback formulation pattern differ between more-improvement and no-improvement student groups? An exploratory study
No full textAccumulating studies suggest including multiple feedback components such as evaluation and suggestion within one feedback unit is beneficial, yet how various feedback components are formulated and their learning effect remain understudied. This study examined the formulation pattern of different feedback components in the feedback given and received by groups with different levels of learning improvement. In social studies classrooms in Singapore, fourteen groups of secondary schoolers (n=61, female=61) participated in giving peer feedback during collaborative argumentation activities. Collaborative argumentation and feedback components of each group were collected and analyzed. The result reported that more improvement groups tended to give and receive feedback that included an evaluation or position component before giving suggestions. No-improvement groups were more likely to give and receive feedback that started with a supportive standpoint of the reviewed content before opposing standpoints. The findings provide insights for the implementation of effective peer feedback in authentic classroom settings
Related Data for: Supporting students’ uptake on peer feedback in collaborative argumentation: A design-based research
No full textStudents’ uptake of peer feedback is closely related to their learning improvement in peer feedback activity. However, the uptake of peer feedback remains challenging for students. To address this challenge, this study conducted design-based research to facilitate students’ peer feedback uptake practices. Three cycles of iterative designs were implemented to develop, implement, and evaluate a tool to scaffold the peer feedback uptake in classrooms. The findings indicate that the reflection tool effectively enhanced students’ uptake of peer feedback. The iterative design practice added value to the existing literature of peer feedback literacy and fine-tuned pedagogical scaffolds for peer feedback uptake
Callous-unemotional traits, social preference and aggression among justice-involved adolescents in West Malaysia
Full text linkCallous-unemotional traits have been widely associated with aggression among adolescents. Researchers have also studied poor social preference leading to psychopathic traits and aggression respectively. Despite the breadth of previous findings, it is not well established as to whether the Uncaring, Callousness, and Unemotional factors of callous-unemotional traits would predict reactive aggression and proactive aggression. In addition, the role of social preference or adolescent peer likability on the interrelationships between callous-unemotional traits and aggression is unclear. As adolescents spend much of their time with their peers, finding out adolescents’ perceptions is vital.
With the above research gaps in mind, this study: (1) Examined Uncaring, Callousness, Unemotional, reactive aggression, and proactive aggression together in a single model and (2) investigated the moderating role of social preference on the hypothesized model. Consistent with the study objectives, 168 juveniles aged 12 to 18-years old from selected approved schools located throughout West Malaysia were sampled via the two-stage cluster and simple random sampling method. The respondents completed self-report measures representing the study variables of Uncaring, Callousness, Unemotional, social preference, reactive aggression, and proactive aggression. The two-stage Structural Equation Modeling (SEM) technique was used to test the proposed model of this study. Firstly, the structural model (X2(60) = 100.309, p .05); and low social preference (β = .35, p .05) levels moderated the relationship between the Callousness factor and reactive aggression. In addition, low social preference (β = .38, p .05); and moderate social preference (β = .31, p .05) levels moderated the relationship between the Callousness factor and proactive aggression. Thus, social preference moderated the relationships of Callousness on both reactive aggression and proactive aggression. However, the overall moderation model only approached significance. Social preference did not moderate all other relationships. This study has redefined the mechanisms of how social preference actually affected the relationship between Callousness, reactive aggression, and proactive aggression. Interventions should be targeted at peer rejected individuals who have a calloused attitude toward people or things, possibly leading to aggression
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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