Online inquiry-based learning systems for argumentation: A systematic review

The aim of this study is to provide a current synthesis of Online Inquiry-Based Learning (OIBL) systems that use argumentation as a pedagogy. Data were collected from three databases: Scopus, Web of Science, and ERIC. The present review synthesized the findings of 73 studies from 2010 to June 2023....

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Published inEducational Technology ＆ Society Vol. 27; no. 3; pp. 1 - 28
Main Authors Jha, Nitesh Kumar, Bhowmik, Plaban Kumar, Bhagat, Kaushal Kumar
Format Journal Article
LanguageEnglish
Published International Forum of Educational Technology ＆ Society 01.07.2024
International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan
International Forum of Educational Technology & Society
Subjects
argumentation
Debates and debating
Discovery learning
Educational aspects
Forensics (Public speaking)
Full Length Articles
inquiry-based learning
Methods
online argumentation
online inquiry
online inquiry-based learning system
Sciences education
United States
Online argumentation
Online inquiry
Argumentation
Inquiry-based learning
Online inquiry-based learning system
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Summary:The aim of this study is to provide a current synthesis of Online Inquiry-Based Learning (OIBL) systems that use argumentation as a pedagogy. Data were collected from three databases: Scopus, Web of Science, and ERIC. The present review synthesized the findings of 73 studies from 2010 to June 2023. A qualitative content analysis was conducted to examine the inquiry-based systems regarding design features that support argumentation and learning outcomes. Four design features were identified: engaging students in unique and meaningful topics, providing visualization and scaffolding tools, collaborative inquiry in groups, and sharing and critiquing arguments. Most studies provided scaffolding and visualization support, while a few allowed students to engage in unique and meaningful topics. Most studies measured higher-level cognitive outcomes in contrast to lower-level outcomes. Future studies need to design systems for a more diverse population of students with improved collaboration support. In addition, this review identified a need to focus more on interdisciplinary topics rather than natural science.
ISSN:1176-3647
1436-4522
1436-4522
DOI:10.30191/ETS.202407_27(3).RP01