Chrysi Rapanta
Chrysi Rapanta
Senior researcher, Invited Auxiliar Professor
Zweryfikowany adres z fcsh.unl.pt
Tytuł
Cytowane przez
Cytowane przez
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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 (3), 923-945, 2020
5282020
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
2002013
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
332016
Argumentation methods in educational contexts: Introduction to the special issue
C Rapanta, F Macagno
International Journal of Educational Research 79, 142-149, 2016
292016
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
272014
Team design communication patterns in e-learning design and development
C Rapanta, M Maina, N Lotz, A Bacchelli
Educational technology research and development 61 (4), 581-605, 2013
242013
Argumentation as critically oriented pedagogical dialogue
C Rapanta
Informal Logic 39 (1), 1-31, 2019
172019
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
172017
Argumentation strategies in the classroom
C Rapanta
Vernon Press, 2019
152019
Teaching as abductive reasoning: The role of argumentation
C Rapanta
Informal Logic 38 (2), 293-311, 2018
152018
Identifying paralogisms in two ethnically different contexts at university level/Identificación de paralogismos en dos contextos universitarios diferenciados étnicamente
C Rapanta, D Walton
Infancia y aprendizaje 39 (1), 119-149, 2016
142016
“Insha´ Allah I´ ll do my homework”: adapting to Arab undergraduates at an English-speaking University in Dubai
C Rapanta
Learning and Teaching in Higher Education: Gulf Perspectives, 2014
142014
Orientations to interpersonal arguing in the United Arab Emirates, with comparisons to the United States, China, and India
C Rapanta, D Hample
Journal of Intercultural Communication Research 44 (4), 263-287, 2015
132015
Supporting Emirati females leadership skills through teaching them how to debate: Design, assessment, and considerations
C Rapanta, D Badran
The International Journal of Management Education 14 (2), 133-145, 2016
112016
Potentially argumentative teaching strategies—And how to empower them
C Rapanta
Journal of Philosophy of Education 52 (3), 451-464, 2018
102018
Walton's types of argumentation dialogues as classroom discourse sequences
C Rapanta, A Christodoulou
Learning, Culture and Social Interaction, 100352, 2019
72019
Mixed methods research in inquiry-based instruction: an integrative review
C Rapanta, M Felton
International Journal of Research & Method in Education 42 (3), 288-304, 2019
72019
“Argue With Me”: A Method for Developing Argument Skills
K Iordanou, C Rapanta
Frontiers in Psychology 12, 2021
62021
The linkedin endorsement game: Why and how professionals attribute skills to others
C Rapanta, L Cantoni
Business and Professional Communication Quarterly 80 (4), 443-459, 2017
62017
Managerial communication for the Arabian Gulf
VP Goby, C Nickerson, C Rapanta
Business Expert Press, 2016
62016
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