Suchergebnisse

This research builds upon past work exploring how an online academic website can provide a learning environment in which students engage in dialogic argumentation by voicing their diverse perspectives, challenging their peers through counterarguments, and articulating their positional differences. Drawing from two semesters of data from an academic website populated by three classes, we analyze 375 peer-to-peer responses for their argumentative interactions. Using a mixed methods approach, we find statistically significant evidence that argumentative interactions lead to deeper engagement across the classes. This study concludes that online discussions—a form of computer mediated communication (CMC)—are an innovative means to advance e-learning, a concern for educators across disciplines.

The seventh annual Teaching and Learning Conference (TLC) was held in Philadelphia, Pennsylvania, from February 5 to 7, 2010, with 224 attendees onsite. The theme for the meeting was "Advancing Excellence in Teaching Political Science." Using the working-group model, the TLC track format encourages in-depth discussion and debate on research dealing with the scholarship of teaching and learning.