Journal of Moral Education 44 (2):232-251 (2015)

Abstract
This study investigated the effect of scaffolding computer-mediated discussions to improve moral reasoning and argumentation quality in pre-service teachers. Participants of this study were 76 teaching education students at a Turkish university. They were divided into three groups: a computer-supported argumentation group; a computer-mediated discussion group; and a control group. Participants in the computer-supported argumentation group were instructed in argumentation, and were provided with note starters and graphical argumentation tools. The computer-mediated discussion group, however, was engaged in unstructured interaction on the Moodle forum, a free popular learning management system having a threaded discussion forum. The control group did not receive any instruction and neither did they participate in any discussions. As for the results, the computer-supported argumentation group outperformed the control group, but not the computer-mediated discussion group on DIT score and argumentation quality. Thus, it was concluded that both giving instruction on argumentation and appropriately designing the interfaces of computer-mediated discussion environments can enhance argumentation quality in students’ writings and also their moral reasoning.
Keywords computer-mediated discussion   note starters   moral development   moral reasoning   argumentation
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DOI 10.1080/03057240.2015.1043875
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References found in this work BETA

Summary: What's Possible.James R. Rest & Darcia Narvaez - 1994 - In James R. Rest & Darcia Narváez (eds.), Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.
Argument Maps Improve Critical Thinking.Charles Twardy - 2004 - Teaching Philosophy 27 (2):95--116.

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Teachers' Experience of Time: Some Implications for Future Research.Anne D. Cockburn - 1994 - British Journal of Educational Studies 42 (4):375-387.

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