College students' experience of online argumentation: Conceptions, approaches and the conditions of using question prompts

Pei Shan Tsai; Chin Chung Tsai

doi:10.1016/j.iheduc.2012.10.001

College students' experience of online argumentation: Conceptions, approaches and the conditions of using question prompts

Pei Shan Tsai, Chin Chung Tsai

Research output: Contribution to journal › Article

21 Citations (Scopus)

Abstract

This study is an initial attempt to explore the relationship between conditions, students' conceptions of and approaches to online argumentation. A total of 45 college students participated in the study. Twenty-one students participated in online argumentation activities with no cognitive tool (in the control condition), and 24 students undertook the same online argumentation tasks with the cognitive tool of question prompts (in the experimental condition). The results showed that in the both conditions, the students with fragmented conceptions tended to adopt surface approaches. Particularly, students in the experimental condition develop potentially deeper approaches, but the conditions with the question prompts probably had little influence on their conceptions of online argumentation.

Original language	English
Pages (from-to)	38-47
Number of pages	10
Journal	Internet and Higher Education
Volume	17
Issue number	1
DOIs	https://doi.org/10.1016/j.iheduc.2012.10.001
Publication status	Published - 2013 Jan 1
Externally published	Yes

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Keywords

Approaches to learning
Conceptions of learning
Online argumentation
Phenomenographic method

ASJC Scopus subject areas

Education
Computer Science Applications
Computer Networks and Communications

Cite this

Tsai, P. S., & Tsai, C. C. (2013). College students' experience of online argumentation: Conceptions, approaches and the conditions of using question prompts. Internet and Higher Education, 17(1), 38-47. https://doi.org/10.1016/j.iheduc.2012.10.001

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Access to Document

10.1016/j.iheduc.2012.10.001