Higher Education, Skills and Work-Based Learning, 2020
PurposeThis study aims to investigate the role of social capital in Iranian agricultural students... more PurposeThis study aims to investigate the role of social capital in Iranian agricultural students' acquisition of generic skills. For this purpose, the effect of various social capital dimensions on students' generic skills development was examined.Design/methodology/approachA survey was conducted among 190 third- and fourth-year undergraduate students in one of the colleges of agriculture and natural resources in Iran. The partial least square method was used to examine the relationships among various social capital dimensions (i.e. social values, social trust, social networks, social cohesion, social participation, social communications and information sharing) with students' generic skills.FindingsThe findings showed that social networks and social participation are effective factors in the generic skills development of students. A model designed for the development of students' generic skills based on their social capital level predicted up to 33% of generic skil...
This study compared the effects of worked example and scripting on students' argumentative peer f... more 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.
This systematic review on data modalities synthesises the research findings in terms of how to op... more This systematic review on data modalities synthesises the research findings in terms of how to optimally use and combine such modalities when investigating cognitive, motivational, and emotional learning processes. ERIC, WoS, and ScienceDirect databases were searched with specific keywords and inclusion criteria for research on data modalities, resulting in 207 relevant publications. We provide findings in terms of target journal, country, subject, participant characteristics, educational level, foci, type of data modality, research method, type of learning, learning setting, and modalities used to study the different foci. In total, 18 data modalities were classified. For the 207 multimodal publications, 721 occurrences of modalities were observed. The most popular modality was interview followed by survey and observation. The least common modalities were heart rate variability, facial expression recognition, and screen recording. From the 207 publications, 98 focused exclusively o...
This study investigated the effects of using a teaching model enriched with presence on learners’... more This study investigated the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. The research tools included a rubric to measure learner’s perceived presence and the researcher-made survey to measure learner’s high-level learning outcomes. The results showed that the frequency of the produced semantic units in different types of presence (cognitive, social, and teaching presence) was significantly higher for students in the experimental condition than those in the control group condition. In addition, students in the experimental condition showed more progression in the posttest in terms of their high-level learning outcomes as compared to the students in the control group condition.
Following constructivist paradigms for learning, this article explores the relationships between ... more Following constructivist paradigms for learning, this article explores the relationships between the components of argumentation competence (knowledge, behavior and attitude), their relationships with domain-specific knowledge acquisition, and the differences in argumentation behavior between successful and less-successful students. An exploratory study, with a pre-and post-test design, in an authentic, non-scaffolded, online learning environment was conducted. Contrary to our expectations, no significant relationships between the components of argumentation competence were found. Nevertheless, a significant relationship between argumentation behavior and domain-specific knowledge acquisition was found. Moreover, results suggested that the capacity of students to transfer argumentation behavior to similar argumentation tasks can be related to students' domain-specific knowledge acquisition. Finally, successful students in terms of domain-specific knowledge acquisition scored higher with regard to their argumentation behavior than less-successful students. These findings are discussed followed by theoretical and practical implications and suggestion for future work.
Innovations in Education and Teaching International, 2019
This study investigates the effects of unscripted, scripted and guided online peer feedback on st... more This study investigates the effects of unscripted, scripted and guided online peer feedback on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition in the field of educational sciences. Participants were 52 students who were randomly divided over 26 dyads and randomly assigned to three conditions (unscripted, scripted and guided peer feedback conditions). An online peer feedback platform, named EduTech, was designed and these instructional supports were embedded within this platform. Students were asked to write an argumentative essay (individually), to engage in argumentative peer feedback with their learning partner (collaboratively), and finally to revise their essays based on feedback received (individually). The findings indicate that students in the scripted online peer feedback condition outperform the other two conditions in terms of argumentative essay writing, argumentative feedback quality and their domain-specific knowledge acquisition. Implications and suggestions for future research are discussed.
Innovations in Education and Teaching International, 2018
Although the importance of students' argumentative peer feedback for learning is undeniable, ther... more Although the importance of students' argumentative peer feedback for learning is undeniable, there is a need for further empirical evidence on whether and how it is related to various aspects of argumentationbased learning namely argumentative essay writing, domain-specific learning, and attitudinal change while considering their epistemic beliefs which are known to be related to argumentation. In this study, a pre-test-post-test design was conducted with 42 higher education students who were asked to write an argumentative essay on the GMOs, engage in argumentative feedback, and revise their essay. The results showed that argumentative peer feedback improves students' argumentative essay writing and domain-specific learning. Furthermore, argumentative peer feedback caused attitudinal change. However, findings did not prove any impact of students' epistemic beliefs on argumentation-based learning. This is against broadly shared theoretical assumption that argumentation-based learning is related to students' epistemic beliefs. We discuss these results and provide an agenda for future work.
This is a PDF file of an article that has undergone enhancements after acceptance, such as the ad... more This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
Technology-enhanced learning environments provide ample opportunities for learners to self-regula... more Technology-enhanced learning environments provide ample opportunities for learners to self-regulate their learning processes and activities for achieving the intended learning outcomes in various disciplines from soft to hard sciences and from humanities to the natural and social sciences. This special issue discusses the emerging technological advancements and cutting-edge research on self-regulated learning dealing with different cognitive, motivational, emotional, and social processes of learning both at the individual and group levels. Specifically, it discusses how to optimally use advanced technologies to facilitate learners' self-regulated learning for achieving their own individual learning needs and goals. In this special issue, seven researchers/research teams from the fields of collaborative learning, computational thinking, educational psychology, and learning analytics presented contributions to self-regulated learning with the goal of stimulating cross-border discussion in the field.
Mulder (2019) The effects of an online learning environment with worked examples and peer feedbac... more Mulder (2019) The effects of an online learning environment with worked examples and peer feedback on students' argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology,
lnternational Electronic Journal of Elementary Education, 2019
This study investigates the impact of children's Home Computer Use (HCU), both educational and re... more This study investigates the impact of children's Home Computer Use (HCU), both educational and recreational, on their achievement in Reading and Mathematics during primary school. The data are taken from a longitudinal study in England called Effective Provision of Preschool, Primary and Secondary Education (EPPSE). Hierarchical linear regressions were employed to investigate the main (direct) effects, and path analyses were applied to study the mediation (indirect) effects of HCU on pupils' school achievement. The main effect models indicated that HCU has very little 'extra' impact on children's school results over and beyond their prior achievement and demographic background. By contrast, results from path analyses showed a statistically significant mediation effect, through the home learning environment and self-regulation, on children's Reading and Mathematics scores. The implications of the findings for policy and practice are also discussed.
The increased interest in multimodal data collection in the learning sciences demands for new and... more The increased interest in multimodal data collection in the learning sciences demands for new and powerful methodological and analytical techniques and technologies. It is especially challenging for learning scientists to handle, analyse, and interpret complex and often invisible multimodal data when investigating regulation of learning in collaborative settings as this data can be cognitive, social and/or emotional in nature, much of which is covert in nature. The aim of this paper is to present ways to simplify the analysis and use of rich multimodal data by learning scientists. This is done by making primarily invisible regulation processes and their accompanying social and contextual reactions visible, measurable, and ultimately interpretable. To facilitate data visualisation and processing with respect to the regulation of learning, a Graphical User Interface (GUI) known as SLAM-KIT has been designed. SLAM-KIT reveals principal features of complex learning environments by allowing users to travel through the learners' data and its statistical characteristics. This kit has practical implications as it simplifies complex information and data while making them available through visualisation and analysis to the researchers. Our short-term goal is to simplify this tool for the teachers and learners.
Whilst the importance of online peer feedback and writing argumentative essays for students in hi... more Whilst the importance of online peer feedback and writing argumentative essays for students in higher education is unquestionable, there is a need for further research into whether and the extent to which female and male students differ with regard to their argumentative feedback, essay writing, and content learning in online settings. The current study used a pre-test, post-test design to explore the extent to which female and male students differ regarding their argumentative feedback quality, essay writing and content learning in an online environment. Participants were 201 BSc biotechnology students who wrote an argumentative essay, engaged in argumentative peer feedback with learning partners in the form of triads and finally revised their original argumentative essay. The findings revealed differences between females and males in terms of the quality of their argumentative feedback. Female students provided higherquality argumentative feedback than male students. Although all students improved their argumentative essay quality and also knowledge content from pre-test to post-test, these improvements were not significantly different between females and males. Explanations for these findings and recommendations are provided.
Argumentation is fundamental for many learning assignments, ranging from primary school to univer... more Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student's internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.
For solving many of today's complex problems, profes... more For solving many of today's complex problems, professionals need to collaborate in multidisciplinary teams. Facilitation of knowledge awareness and coordination among group members, that is through a Transactive Memory System (TMS), is vital in multidisciplinary collaborative settings. Online platforms such as ICT tools or Computer-supported Collaborative Learning (CSCL) have the potential to facilitate multidisciplinary learning. This study investigates the extent to which establishment of various dimensions of TMS ( ...
This study examines challenges that are inherent in computer supported intercultural collaborativ... more This study examines challenges that are inherent in computer supported intercultural collaborative learning (CSICL) in higher education. For this purpose, a 22-item survey was completed by students (N=98) who worked collaboratively in culturally diverse pairs on an online learning task focused on the field of life sciences. Students were required to rate on a Likert scale the importance of a certain challenge in CSICL. Descriptive statistics were used to determine what challenges are perceived to be the most important by students in CSICL. The results suggest that 'a collaborative partner is not communicating properly', 'a low level of motivation' and 'insufficient English language skills' were perceived by all study participants to be the most important challenges in CSICL.
Journal of Higher Education Policy and Management, 2015
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
Higher Education, Skills and Work-Based Learning, 2020
PurposeThis study aims to investigate the role of social capital in Iranian agricultural students... more PurposeThis study aims to investigate the role of social capital in Iranian agricultural students' acquisition of generic skills. For this purpose, the effect of various social capital dimensions on students' generic skills development was examined.Design/methodology/approachA survey was conducted among 190 third- and fourth-year undergraduate students in one of the colleges of agriculture and natural resources in Iran. The partial least square method was used to examine the relationships among various social capital dimensions (i.e. social values, social trust, social networks, social cohesion, social participation, social communications and information sharing) with students' generic skills.FindingsThe findings showed that social networks and social participation are effective factors in the generic skills development of students. A model designed for the development of students' generic skills based on their social capital level predicted up to 33% of generic skil...
This study compared the effects of worked example and scripting on students' argumentative peer f... more 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.
This systematic review on data modalities synthesises the research findings in terms of how to op... more This systematic review on data modalities synthesises the research findings in terms of how to optimally use and combine such modalities when investigating cognitive, motivational, and emotional learning processes. ERIC, WoS, and ScienceDirect databases were searched with specific keywords and inclusion criteria for research on data modalities, resulting in 207 relevant publications. We provide findings in terms of target journal, country, subject, participant characteristics, educational level, foci, type of data modality, research method, type of learning, learning setting, and modalities used to study the different foci. In total, 18 data modalities were classified. For the 207 multimodal publications, 721 occurrences of modalities were observed. The most popular modality was interview followed by survey and observation. The least common modalities were heart rate variability, facial expression recognition, and screen recording. From the 207 publications, 98 focused exclusively o...
This study investigated the effects of using a teaching model enriched with presence on learners’... more This study investigated the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. The research tools included a rubric to measure learner’s perceived presence and the researcher-made survey to measure learner’s high-level learning outcomes. The results showed that the frequency of the produced semantic units in different types of presence (cognitive, social, and teaching presence) was significantly higher for students in the experimental condition than those in the control group condition. In addition, students in the experimental condition showed more progression in the posttest in terms of their high-level learning outcomes as compared to the students in the control group condition.
Following constructivist paradigms for learning, this article explores the relationships between ... more Following constructivist paradigms for learning, this article explores the relationships between the components of argumentation competence (knowledge, behavior and attitude), their relationships with domain-specific knowledge acquisition, and the differences in argumentation behavior between successful and less-successful students. An exploratory study, with a pre-and post-test design, in an authentic, non-scaffolded, online learning environment was conducted. Contrary to our expectations, no significant relationships between the components of argumentation competence were found. Nevertheless, a significant relationship between argumentation behavior and domain-specific knowledge acquisition was found. Moreover, results suggested that the capacity of students to transfer argumentation behavior to similar argumentation tasks can be related to students' domain-specific knowledge acquisition. Finally, successful students in terms of domain-specific knowledge acquisition scored higher with regard to their argumentation behavior than less-successful students. These findings are discussed followed by theoretical and practical implications and suggestion for future work.
Innovations in Education and Teaching International, 2019
This study investigates the effects of unscripted, scripted and guided online peer feedback on st... more This study investigates the effects of unscripted, scripted and guided online peer feedback on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition in the field of educational sciences. Participants were 52 students who were randomly divided over 26 dyads and randomly assigned to three conditions (unscripted, scripted and guided peer feedback conditions). An online peer feedback platform, named EduTech, was designed and these instructional supports were embedded within this platform. Students were asked to write an argumentative essay (individually), to engage in argumentative peer feedback with their learning partner (collaboratively), and finally to revise their essays based on feedback received (individually). The findings indicate that students in the scripted online peer feedback condition outperform the other two conditions in terms of argumentative essay writing, argumentative feedback quality and their domain-specific knowledge acquisition. Implications and suggestions for future research are discussed.
Innovations in Education and Teaching International, 2018
Although the importance of students' argumentative peer feedback for learning is undeniable, ther... more Although the importance of students' argumentative peer feedback for learning is undeniable, there is a need for further empirical evidence on whether and how it is related to various aspects of argumentationbased learning namely argumentative essay writing, domain-specific learning, and attitudinal change while considering their epistemic beliefs which are known to be related to argumentation. In this study, a pre-test-post-test design was conducted with 42 higher education students who were asked to write an argumentative essay on the GMOs, engage in argumentative feedback, and revise their essay. The results showed that argumentative peer feedback improves students' argumentative essay writing and domain-specific learning. Furthermore, argumentative peer feedback caused attitudinal change. However, findings did not prove any impact of students' epistemic beliefs on argumentation-based learning. This is against broadly shared theoretical assumption that argumentation-based learning is related to students' epistemic beliefs. We discuss these results and provide an agenda for future work.
This is a PDF file of an article that has undergone enhancements after acceptance, such as the ad... more This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
Technology-enhanced learning environments provide ample opportunities for learners to self-regula... more Technology-enhanced learning environments provide ample opportunities for learners to self-regulate their learning processes and activities for achieving the intended learning outcomes in various disciplines from soft to hard sciences and from humanities to the natural and social sciences. This special issue discusses the emerging technological advancements and cutting-edge research on self-regulated learning dealing with different cognitive, motivational, emotional, and social processes of learning both at the individual and group levels. Specifically, it discusses how to optimally use advanced technologies to facilitate learners' self-regulated learning for achieving their own individual learning needs and goals. In this special issue, seven researchers/research teams from the fields of collaborative learning, computational thinking, educational psychology, and learning analytics presented contributions to self-regulated learning with the goal of stimulating cross-border discussion in the field.
Mulder (2019) The effects of an online learning environment with worked examples and peer feedbac... more Mulder (2019) The effects of an online learning environment with worked examples and peer feedback on students' argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology,
lnternational Electronic Journal of Elementary Education, 2019
This study investigates the impact of children's Home Computer Use (HCU), both educational and re... more This study investigates the impact of children's Home Computer Use (HCU), both educational and recreational, on their achievement in Reading and Mathematics during primary school. The data are taken from a longitudinal study in England called Effective Provision of Preschool, Primary and Secondary Education (EPPSE). Hierarchical linear regressions were employed to investigate the main (direct) effects, and path analyses were applied to study the mediation (indirect) effects of HCU on pupils' school achievement. The main effect models indicated that HCU has very little 'extra' impact on children's school results over and beyond their prior achievement and demographic background. By contrast, results from path analyses showed a statistically significant mediation effect, through the home learning environment and self-regulation, on children's Reading and Mathematics scores. The implications of the findings for policy and practice are also discussed.
The increased interest in multimodal data collection in the learning sciences demands for new and... more The increased interest in multimodal data collection in the learning sciences demands for new and powerful methodological and analytical techniques and technologies. It is especially challenging for learning scientists to handle, analyse, and interpret complex and often invisible multimodal data when investigating regulation of learning in collaborative settings as this data can be cognitive, social and/or emotional in nature, much of which is covert in nature. The aim of this paper is to present ways to simplify the analysis and use of rich multimodal data by learning scientists. This is done by making primarily invisible regulation processes and their accompanying social and contextual reactions visible, measurable, and ultimately interpretable. To facilitate data visualisation and processing with respect to the regulation of learning, a Graphical User Interface (GUI) known as SLAM-KIT has been designed. SLAM-KIT reveals principal features of complex learning environments by allowing users to travel through the learners' data and its statistical characteristics. This kit has practical implications as it simplifies complex information and data while making them available through visualisation and analysis to the researchers. Our short-term goal is to simplify this tool for the teachers and learners.
Whilst the importance of online peer feedback and writing argumentative essays for students in hi... more Whilst the importance of online peer feedback and writing argumentative essays for students in higher education is unquestionable, there is a need for further research into whether and the extent to which female and male students differ with regard to their argumentative feedback, essay writing, and content learning in online settings. The current study used a pre-test, post-test design to explore the extent to which female and male students differ regarding their argumentative feedback quality, essay writing and content learning in an online environment. Participants were 201 BSc biotechnology students who wrote an argumentative essay, engaged in argumentative peer feedback with learning partners in the form of triads and finally revised their original argumentative essay. The findings revealed differences between females and males in terms of the quality of their argumentative feedback. Female students provided higherquality argumentative feedback than male students. Although all students improved their argumentative essay quality and also knowledge content from pre-test to post-test, these improvements were not significantly different between females and males. Explanations for these findings and recommendations are provided.
Argumentation is fundamental for many learning assignments, ranging from primary school to univer... more Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student's internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.
For solving many of today's complex problems, profes... more For solving many of today's complex problems, professionals need to collaborate in multidisciplinary teams. Facilitation of knowledge awareness and coordination among group members, that is through a Transactive Memory System (TMS), is vital in multidisciplinary collaborative settings. Online platforms such as ICT tools or Computer-supported Collaborative Learning (CSCL) have the potential to facilitate multidisciplinary learning. This study investigates the extent to which establishment of various dimensions of TMS ( ...
This study examines challenges that are inherent in computer supported intercultural collaborativ... more This study examines challenges that are inherent in computer supported intercultural collaborative learning (CSICL) in higher education. For this purpose, a 22-item survey was completed by students (N=98) who worked collaboratively in culturally diverse pairs on an online learning task focused on the field of life sciences. Students were required to rate on a Likert scale the importance of a certain challenge in CSICL. Descriptive statistics were used to determine what challenges are perceived to be the most important by students in CSICL. The results suggest that 'a collaborative partner is not communicating properly', 'a low level of motivation' and 'insufficient English language skills' were perceived by all study participants to be the most important challenges in CSICL.
Journal of Higher Education Policy and Management, 2015
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
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