Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity C Rapanta, L Botturi, P Goodyear, L Guàrdia, M Koole Postdigital science and education 2, 923-945, 2020 | 2706 | 2020 |
Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education C Rapanta, L Botturi, P Goodyear, L Guàrdia, M Koole Postdigital Science and Education 3 (3), 715-742, 2021 | 449 | 2021 |
What is meant by argumentative competence? An integrative review of methods of analysis and assessment in education C Rapanta, M Garcia-Mila, S Gilabert Review of Educational Research 83 (4), 483-520, 2013 | 292 | 2013 |
Can teachers implement a student-centered dialogical argumentation method across the curriculum? C Rapanta Teaching and Teacher Education 105, 103404, 2021 | 69 | 2021 |
The use of argument maps as an assessment tool in higher education C Rapanta, D Walton International Journal of Educational Research 79, 211-221, 2016 | 65 | 2016 |
“Argue with me”: a method for developing argument skills K Iordanou, C Rapanta Frontiers in Psychology 12, 631203, 2021 | 54 | 2021 |
Preparing culturally literate citizens through dialogue and argumentation: Rethinking citizenship education C Rapanta, M Vrikki, M Evagorou The Curriculum Journal 32 (3), 475-494, 2021 | 51 | 2021 |
Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020) A MacKenzie, A Bacalja, D Annamali, A Panaretou, P Girme, M Cutajar, ... Postdigital Science and Education 4 (2), 271-329, 2022 | 47 | 2022 |
Being in the users' shoes: Anticipating experience while designing online courses C Rapanta, L Cantoni British Journal of Educational Technology 45 (5), 765-777, 2014 | 47 | 2014 |
Argumentation methods in educational contexts: Introduction to the special issue C Rapanta, F Macagno International Journal of Educational Research 79, 142-149, 2016 | 44 | 2016 |
Argumentation strategies in the classroom C Rapanta Vernon Press, 2019 | 39 | 2019 |
Argumentation as critically oriented pedagogical dialogue C Rapanta Informal Logic 39 (1), 1-31, 2019 | 39 | 2019 |
Learning to argue through dialogue: A review of instructional approaches C Rapanta, MK Felton Educational Psychology Review, 1-33, 2022 | 38 | 2022 |
Intercultural education for the twenty-first century: A comparative review of research C Rapanta, S Trovão Dialogue for intercultural understanding: Placing cultural literacy at the …, 2021 | 35 | 2021 |
Walton's types of argumentation dialogues as classroom discourse sequences C Rapanta, A Christodoulou Learning, Culture and Social Interaction 36, 100352, 2022 | 33 | 2022 |
The challenge of inclusive dialogic teaching in public secondary school C Rapanta, M Garcia-Mila, A Remesal, C Gonçalves Comunicar 29 (66), 9-20, 2021 | 33 | 2021 |
Teaching as abductive reasoning: The role of argumentation C Rapanta Informal Logic 38 (2), 293-311, 2018 | 33 | 2018 |
Team design communication patterns in e-learning design and development C Rapanta, M Maina, N Lotz, A Bacchelli Educational technology research and development 61, 581-605, 2013 | 29 | 2013 |
Mobile or not? Assessing the instructional value of mobile learning C Nickerson, C Rapanta, VP Goby Business and Professional Communication Quarterly 80 (2), 137-153, 2017 | 25 | 2017 |
Potentially argumentative teaching strategies—And how to empower them C Rapanta Journal of Philosophy of Education 52 (3), 451-464, 2018 | 24 | 2018 |