Argumentation has been recognized as an important classroom activity and as a potentially powerful means for learning complex academic content. However, eliciting and sustaining student-to-student argumentive discourse that is both critical as well as constructive is also known to be notoriously difficult. Whereas previous research has traditionally focused on the cognitive, meta-cognitive and task-related antecedents and conditions for productive student argumentation, in the present work we explore two social-motivational factors that may provide insight into this difficulty, namely students’ individual achievement goals and gender. In two separate studies, undergraduate students indicated their intentions to engage in different discourse types when asked to discuss their solutions to a complex topic from astronomy (N = 245, Study 1) or economics (N = 98, Study 2) with a disagreeing peer. In addition to the productive, ideal type of argumentive discourse for learning purposes (i.e., deliberative argumentation), three additional discourse types were targeted that typically ensue, but are considered less productive (i.e., disputative argumentation, quick consensus seeking and private deliberation). The overall pattern of results show that mastery goals (a focus on developing competence and task mastery) are associated with deliberative argumentation and with private deliberation. In contrast, performance-approach goals (a focus on demonstrating competence relative to others) as well as high confidence are associated with disputative peer argumentation. Quick consensus seeking was predicted by higher performance-avoidance goals (a focus on avoiding incompetence relative to others) and lower mastery goals. No consistent gender differences were found. Taken together, the results extend previous work in socio-cognitive conflict settings and emphasize the role of achievement goals in peer argumentation.

In the present study, we examined the effects of feedback that corrects and contrasts astudent’s own erroneous solutions with the canonical, correct one (CEC&C feedback)on learning in a conceptual change task. Sixty undergraduate students receivedexpository instruction about natural selection, which presented the canonical,scientifically accepted account in detail. Two-third of these received CEC&C feedback on their self-generated solutions to open-ended test items. Students either received this feedback on their pretest solutions (prior to instruction), or on their immediate post-test solutions (following instruction). Students in the control condition only received the correct canonical answers to the immediate post-test items and compared these with their own solutions autonomously. Conceptual understanding on transfer items was assessed after one week. Results showed that students in the CEC&C feedback conditions outperformed control students. Timing of feedback did not affect learning, however. These findings add to accumulating evidence from different lines of research on the importance of instructional support that explicitly compares and contrasts between erroneous student models and canonical models in conceptual change tasks. 

 A small but powerful body of evidence shows that certain forms of classroom discussion can produce learning gains that go beyond the topics actually discussed. In a range of countries, students who engaged in dialogue showed better initial learning and retained their learning gains for longer periods when compared to untreated comparison groups. In some cases, students who were engaged in learning through dialogue even outperformed their untreated counterparts. In this chapter, we review the evidence and consider why dialogue might produce these effects, looking at both cognitive and motivational-social explanations. Despite evidence of the surprising and robust effects on student learning, it is rare to find dialogic teaching in the classroom. We propose explanations for the resistance to it, from individual teachers and from the system, and suggest that opening up opportunities for more students to learn through dialogue will require researchers and practitioners to work together in new ways. 

We examine how teacher-student communication through social network technologies may support student resilience during an ongoing war (i.e., the 2014 Israel-Gaza war). Based on student responses from open-ended surveys (N = 68), five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The mere existence of continuous online contact with teachers also contributed to resilience perceptions. Interviews with 11 secondary school teachers revealed three main purposes for this communication: (a) delivering emotional support to students, (b) monitoring their distress; and (c) maintaining civilized norms of discourse. Practical implications and theoretical contributions are discussed.

 Aim/PurposeIn this paper, we analyze the phenomenon of "classroom WhatsApp groups", in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions.BackgroundThe instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective.MethodologyOur methodology combines questionnaires, personal interviews and focus groups with Israeli secondary school students (N = 88).ContributionThe present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life.FindingsThe combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the ”official” classroom WhatsApp group.Recommendationsfor PractitionersThe combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication, because of the low exposure to personal information and minimal invasion of privacy.Future ResearchThe qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture. 

In this multi-method study, we examined the extent and nature of teacher-student communication on Social Network Sites (SNS) during the 2014 Israel-Gaza war, from students and teachers point of view. Corresponding with the literature on adolescent SNS usage, participants in the current sample were found to be frequent users of SNS. During the war, a time of major stress, this extensive usage even increased further. The first step of the study indicated a large scope of teacher-student communication in times of war. Based on student reports, we found that more than half of the adolescent participants communicate with their teachers via SNSs during the war (mainly through WhatsApp); and that the main purpose of this communication was to lend and receive emotional support. Moreover, the majority of participating adolescents expressed their appreciation of this communication and believed it to be helpful. From the students’ point of view, the study revealed five distinct themes of emotional support on SNS during the war: caring, reassuring, emotional sharing, belonging, and distracting. From the teachers’ point of view, it was evident that teachers: (a) recognize their central psychosocial role in times of war and appreciate the opportunities that arise from SNS communication to deliver emotional support to their students, (b) dedicate their efforts to monitor distress through SNS, and (c) maintain norms of civilized and sensitive discourse. Techers also engage among themselves in moral discussions regarding the advantages and risks of SNS communication with students. The implications of these findings may include the creation of specialized training program for teachers, which will support their efforts in times of crisis.

For better or for worse, online social networks have become adolescents’ new town square. Teenagers and young adults use SNS technology for various social activities, but most notably for selfpresentation, emotional self-disclosure and frustration ״venting, maintaining and creating social relations and affiliations, and even sharing learning materials. In popular media outlets, the negative effects and danger of SNS usage on teenagers’ social life are often highlighted (e.g., online bullying, sexting, privacy invasions, and procrastination). In the present chapter, we offer a complementary, novel approach for research on the relation between SNS use and psychological well-being: Since teenagers’ online SNS activities are logged and preserved, access to this information allows us to unobtrusively watch, monitor and learn about different facets of adolescents’ social and personal lives. We present first findings of a research program, that specifically focuses on detection of adolescents’ psycho-social distress, based on their SNS activities. We triangulate data obtained from expert judgments, interviews and self-report questionnaires, as well as computerized language processing methods. Finally, we offer a brief review on online counselling psychology and the various venues open to adolescents who seek emotional support via social networks.

The promise of social network technology for learning purposes has been heavily debated, with proponents highlighting its transformative and opponents its distracting potential. However, little is known about the actual, everyday use of ubiquitous social network sites for learning and study purposes in secondary schools. In the present work, we present findings from two survey studies on representative samples of Israeli, Hebrew-speaking teenagers (N1 = 206 and N2 = 515) which explored the scope, characteristics and reasons behind such activities. Study 1 shows that these can be described best as online knowledge sharing, that is: the up- and downloading of knowledge and knowledge sources to social network-based peer groups. Findings were replicated in study 2 to further support the claim that school-related knowledge sharing is common and widespread and entails different types of knowledge. Findings from study 2 furthermore show that sharing is mainly motivated by prosocial motives, as well as expectations for future reciprocation. Sharing is predicted by individual differences, such as gender, collectivist values, mastery goal orientations and academic self-efficacy. Relations between competitive-individualist values and sharing are more complex, and are, among others, moderated by expectations for future benefits. Implications for educational practices and for learning are discussed.

The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. It has become one of the most popular applications, and is regularly used by both teachers and students for personal and group communication. In the present study, we explore student perspectives on the phenomenon of WhatsApp ״classroom groups״ ,in which both teachers and students from a particular classroom interact with one another in closed groups. Our methodology combines interviews and focus groups with students aged 13-18 (N = 88). The findings reveal that WhatsApp has become a central channel of communication among Israeli school communities, and is used for organizational purposes (sending and receiving updates and managing learning), as well as a means for teachers to enforce discipline. Students view favorably many of WhatsApp׳s characteristics: Easy access, its communal nature, privacy boundaries (low exposure to personal profile information), the written, mediated communication format, and the simplicity and ease of switching from group to one-onone communication formats. Students also recognized limitations, specifically the potential of communication overload, and challenged existing teacher beliefs concerning their ability to monitor and affect student interactions in social media. Finally, we report on the central role of parallel ״sans-teacher״ WhatsApp classroom groups, as ״back stage״ discourse arenas that accompany the ״front stage״ activities in class and in the ״official״ classroom WhatsApp group.

The present study aims to describe existing peer-to-peer, social network-based sharing practices among adult students in teacher colleges.Ubiquitous social network sites open up a wide array of possibilities for peer-to-peer information and knowledge sharing. College instructors are often unaware of such practices that happen behind the scenes.An interpretative, qualitative research methodology was used. Thirty-seven Israeli students at a teacher college in Israel participated in either focus group discussions of (N = 29) or in-depth interviews (N = 8).Whereas knowledge sharing has been a main focus of research in organizational and information sciences, its relevance to educational settings has thus far been underscored. Recent research shows that peer–to-peer knowledge sharing is widespread among teenage students. The current study extends that work to an adult student population.The findings show thatknowledge sharing of this type is a common and even central feature of students’ college life and study behavior. It takes place through a variety of small and larger social network-based peer groups of different formations, including mostly college students but at time also practicing, experienced teachers. Sharing groups are formed on the spot for short term purposes or are stable, continuous over longer time periods. The contents shared are predominantly lesson summaries, material for exams, reading summaries and lesson plans. They are used immediately or stored for future use, as students have access to vast data bases of stored materials that have been compiled throughout the years by students of previous cohorts. Teacher students mentioned a range of reasons for sharing, and overall regard it very positive. However, some downsides were also acknowledged (i.e., superficial learning, exclusion, attentional overload and interruptions).College faculty and teaching staff should be cognizant and informed about these widespread peer-based knowledge sharing practices and consider whether perhaps changes in teaching formats and task assignments are required as a result.Future research should extend this work to other higher education settings, cultures and countries, and should map the perceptions of higher education teaching staff about peer-to-peer, online knowledge sharing.  

There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this paper, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well-defined, and the variance in research methods is large. In this article, we systematically review the available research evidence by mapping it on the Argumentation For Learning (AFL) research framework, which specifies the different antecedents, dialogue characteristics, and learning outcomes of argumentation. In doing so, we identify claims that are supported with substantive empirical evidence and demonstrate which questions are still open to further empirical examination. We also uncover several promising, relatively unexplored venues for future research.

Exposure to war is associated with psychological disturbances, but ongoing communication between adolescents and teachers may contribute to adolescents’ resilience. This study examined the extent and nature of teacher-student communication on Social Network Sites (SNS) during the 2014 Israel-Gaza war. Israeli adolescents (N = 208, 13-18 yrs) completed information about SNS communication. A subset of these (N = 145) completed questionnaires on social rejection and distress sharing on SNS. More than a half (56%) of the respondents communicated with teachers via SNS. The main content category was ’emotional support’. Adolescents’ perceived benefits from SNS communication with teachers were associated with distress sharing. Social rejection was negatively associated with emotional support and perceived benefits from SNS communication. We conclude that SNS communication between teachers and students may provide students with easy access to human connections and emotional support, which is likely to contribute to adolescents’ resilience in times of war.

Certain classroom programs that engage students in argumentive discourse over an extended period of time have been shown to result in far transfer effects in other disciplines.  For example, argumentation-rich teaching in science classes or mathematics has resulted in higher student achievement in English Language Arts. In this chapter, we review previous explanations for these effects rooted in theories of development, argumentation schema, ACT-R theory, motivation, and situativity.  We then extend these accounts by proposing that in these programs, students discover and practice “proactive executive control strategies.”  These strategies involve intentionally activating or inhibiting a certain cognitive process, such as protection from interference.  The acquisition and strengthening of these strategies has been used to explain far transfer effects from working memory training to tests of fluid intelligence, based on a cognitive architecture proposed by Taatgen (2013).  We propose that similar processes may be at work in argumentive learning environments.  For example, when one is considering someone else’s counterargument, one has to protect the mind from interference by one’s own argument, and then switch attention back to one’s argument to advocate or evaluate it.  Our account is consistent with those explaining far transfer effects from the generation of general production rules (Koedinger & Stampfer, 2015) as well as the acquisition of conceptual agency through participation in conversations that matter (Greeno, 2006).  Our theory also has the advantage, however, of uniting various levels of cognitive analysis, from the micro to the more molar.

We explore the potential of learning from reading discussions in social network settings. Undergraduates were asked to read an argumentive discussion between students of a closed, course-related Facebook group. The discussion revolved around a social-economic-ethical, ‘hot’ topic of debate and contained several links to online resources in support of the discussants’ opinions. Based on previous research on argumentive discourse style, two different online discussions were created to reflect either a disputative or deliberative discourse goal, while controlling for all other verbal content. Students in a control condition only received the links to the same online resources, without the discussions. Following the reading phase, declarative knowledge on the topic was significantly lower in the disputative discourse condition, but no differences were found between the deliberative argumentation and the control condition. Reading behavior measures (time-on-task, time spent reading the online information resources, number of online information sources, time spent reading the discussion) could not account for the differences in knowledge performance. A program for future research is outlined to explore the effects of learning through reading discussions, the role of argumentive style, and the affective and cognitive processes underlying them.