@article {2726,
	title = {Learning from reading argumentive discussions in Facebook: Rhetoric style matters (again)},
	journal = {Computers in Human Behavior},
	volume = {53},
	year = {2015},
	pages = {570-576},
	abstract = {We explore the potential of learning from reading discussions in social network settings. Undergraduates\&nbsp;were asked to read an argumentive discussion between students of a closed, course-related Facebook\&nbsp;group. The discussion revolved around a social-economic-ethical, {\textquoteleft}hot{\textquoteright} topic of debate and contained several\&nbsp;links to online resources in support of the discussants{\textquoteright} opinions. Based on previous research on argumentive\&nbsp;discourse style, two different online discussions were created to reflect either a disputative or\&nbsp;deliberative discourse goal, while controlling for all other verbal content. Students in a control condition\&nbsp;only received the links to the same online resources, without the discussions. Following the reading\&nbsp;phase, declarative knowledge on the topic was significantly lower in the disputative discourse condition,\&nbsp;but no differences were found between the deliberative argumentation and the control condition.\&nbsp;Reading behavior measures (time-on-task, time spent reading the online information resources, number\&nbsp;of online information sources, time spent reading the discussion) could not account for the differences in\&nbsp;knowledge performance. A program for future research is outlined to explore the effects of learning\&nbsp;through reading discussions, the role of argumentive style, and the affective and cognitive processes\&nbsp;underlying them.},
	author = {Asterhan, C. S. C. and Hever, R.}
}
