Chrysi Rapanta

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Luca BotturiFull Professor in Media in educazione, Scuola universitaria professionale della Svizzera italianaVerified email at supsi.ch
Fabrizio MacagnoAssociate Professor of Linguistics, Universidade de LisboaVerified email at edu.ulisboa.pt
Marguerite KooleUniversity of Saskatchewan, College of Education (previously affiliated with Athabasca University)Verified email at usask.ca
Lourdes GuàrdiaUniversitat Oberta de CatalunyaVerified email at uoc.edu
Peter GoodyearThe University of SydneyVerified email at sydney.edu.au
Maria EvagorouProfessor, Science Education, University of Nicosia, CyprusVerified email at unic.ac.cy
Maria VrikkiUniversity of LimassolVerified email at uol.ac.cy
Lorenzo CantoniUSI - Università della Svizzera italiana (Lugano, Switzerland)Verified email at usi.ch
Catherine NickersonProfessor and Dean, College of Business, Zayed UniversityVerified email at zu.ac.ae
Valerie Priscilla GobyProfessor, Zayed University, Dubai, UAEVerified email at zu.ac.ae
Douglas WaltonDistinguished Research Fellow, CRRAR, University of WindsorVerified email at uwindsor.ca
Kalypso IordanouProfessor of Psychology, University of Central Lancashire (Cyprus); Columbia University PhDVerified email at uclan.ac.uk
Mark FeltonSan Jose State UniversityVerified email at sjsu.edu
Nicole Lotz (prev Schadewitz)Open UniversityVerified email at open.ac.uk
Ana RemesalUniversidad de BarcelonaVerified email at ub.edu
Andri ChristodoulouUniversity of SouthamptonVerified email at soton.ac.uk
Alberto BacchelliAssociate Professor, Head of ZEST @ University of ZurichVerified email at ifi.uzh.ch
Marcelo Fabian MainaUniversitat Oberta de CatalunyaVerified email at uoc.edu
Dale HampleDepartment of Communication, University of Maryland, Western Illinois UniversityVerified email at wiu.edu
Georgy HoldenSenior Lecturer, Design and Innovation, The Open UniversityVerified email at open.ac.uk

Chrysi Rapanta

Assistant Professor

Verified email at fcsh.unl.pt

Argumentation Teacher education Online learning and technologies Communication


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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, 923-945, 2020	2945	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	606	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	314	2013
Can teachers implement a student-centered dialogical argumentation method across the curriculum? C Rapanta Teaching and Teacher Education 105, 103404, 2021	87	2021
“Argue with me”: A method for developing argument skills K Iordanou, C Rapanta Frontiers in Psychology 12, 631203, 2021	74	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	71	2016
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	68	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	60	2022
Learning to argue through dialogue: A review of instructional approaches C Rapanta, MK Felton Educational Psychology Review, 1-33, 2022	57	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	51	2021
Argumentation strategies in the classroom C Rapanta Vernon Press, 2019	49	2019
Argumentation methods in educational contexts: Introduction to the special issue C Rapanta, F Macagno International Journal of Educational Research 79, 142-149, 2016	48	2016
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	48	2014
Argumentation as critically oriented pedagogical dialogue C Rapanta Informal Logic 39 (1), 1-31, 2019	43	2019
Teaching as abductive reasoning: The role of argumentation C Rapanta Informal Logic 38 (2), 293-311, 2018	38	2018
Walton's types of argumentation dialogues as classroom discourse sequences C Rapanta, A Christodoulou Learning, Culture and Social Interaction 36, 100352, 2022	36	2022
The Challenge of Inclusive Dialogic Teaching in Public Secondary School. C Rapanta, M Garcia-Mila, A Remesal, C Gonçalves Comunicar: Media Education Research Journal 29 (66), 21-31, 2021	36	2021
Towards (re-) defining historical reasoning competence: A review of theoretical and empirical research R Luís, C Rapanta Educational Research Review 31, 100336, 2020	33	2020
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	30	2013
Potentially argumentative teaching strategies—And how to empower them C Rapanta Journal of Philosophy of Education 52 (3), 451-464, 2018	28	2018

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