Online interventions to help college students to improve the degree of integration of their argumentative synthesis.

ABSTRACT: Writing an argumentative synthesis is a common but demanding task, consequently undergraduates require some instruction. The objective of this study was to test the effectiveness of two interventions on integrative argumentation: one of them was focused on the product features of argumentative texts; and the other one on the processes involved in the written argumentation. Sixty-six undergraduate students participated voluntarily. As an academic task, they were asked to write a pre-test synthesis after reading two sources which presented contradictory positions about an educational issue, then to read two new texts about a different but equivalent issue, and write a post-test synthesis following one of two types of instructional virtual environments. The instructions, implemented in Moodle

SUBMITTER: Luna M 

PROVIDER: S-EPMC8749917 | biostudies-literature | 2022 Jan

REPOSITORIES: biostudies-literature