Guided Experimentation with Databases Improves Argumentative Writing

Abstract

The guided experimentation method requires that students learn how a database works by generating and testing hypotheses about it (i.e., become skilled at strategies of experimentation). These strategies are essential to learning by inquiry, which is linked to argumentation. We conducted a quasi-experimental field study to show that students who experimented with a library database in a structured manner (n = 60) wrote better argumentative papers than those who did not (n = 29). Future research should examine whether those who approach a task with the aim of learning it benefit more from opportunities to learn from experimentation with it.

Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

“…The online learning environment also optimizes the timeliness used to review feedback or receive feedback from colleagues. Through an online learning environment, teachers are more likely to provide various types of instruction such as mentoring and mentoring so that students can provide more relevant and quality feedback (Radhakrishnan et al, 2010;Robertson, 2014). Several instructional approaches have been tried in previous research, including open debate through platforms, role playing in various contexts, peer interaction, argumentation sentence correction, delivery and gambling sections, peer interaction, inserting textual content fields and quick and critical questions to practice skills.…”

The Effects of Assessment Method for Regular, Out-of-Class, Learning on Student Performance and Content Retention in a System Dynamics Course

“…This work seeks to answer this question by critically looking at formative assessment, such as homework and quizzes, and how to encourage students to reap the most benefit. It is generally well known that students completing regular formative assignments, such as homework, helps them to understand the material and perform better on exams [2]- [5]. Unfortunately, this is dependent on students taking these assignments seriously and doing the work.…”