Collaborative argumentation through role-play by students on a degree programme in social services.
The aim of this study was to investigate the nature of collaborative argumentation by students enrolled in a degree program in social services. Students (n = 29) in a University of Applied Sciences participated in role-play discussions and problem solving on adolescents' substance abuse. The discuss...
| Publicado en: | Social Work Education Vol. 39; no. 4; pp. 552 - 567 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Jun2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=142798811&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 142798811 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Jun2020 vid: 39 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 142798811 10.1080/02615479.2019.1663164 ppf: 552 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1017KB tig: atl: Collaborative argumentation through role-play by students on a degree programme in social services. aug: au: Vapalahti, Kati Marttunen, Miika affil: Department of Social Services and Health Care, South-Eastern Finland University of Applied Sciences, Mikkeli, Finland Department of Education, University of Jyväskylä, Jyväskylä, Finland su: Social work education Students Quantitative research Social services Face-to-face communication sug: subj: Social work education Students Quantitative research Social services Face-to-face communication Other Individual and Family Services keyword: Collaborative argumentation ill-structured problems role-play social work education statistical analysis Collaborative argumentation ill-structured problems role-play social work education statistical analysis ab: The aim of this study was to investigate the nature of collaborative argumentation by students enrolled in a degree program in social services. Students (n = 29) in a University of Applied Sciences participated in role-play discussions and problem solving on adolescents' substance abuse. The discussions were conducted either online (15 students) or face-to-face (14 students). The data comprise the students' asynchronous online and face-to-face discussions, which were analysed by identifying discussion fragments relevant in collaborative argumentation, and by comparing the results of the two groups. The results showed that the face-to-face discussions were more collaborative than the online discussions. Collaboration during the face-to-face interaction was particularly evident in the higher number of explanations and acceptances. The online discussions, in turn, exhibited a higher quality of argumentation than the face-to-face discussions. However, the level of students' justifications in both discussion types was rather low. In conclusion, these results emphasise the importance of developing methods of learning collaborative argumentation in social work education for students' multifaceted understanding of issues encountered in the field. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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