Chrysi Rapanta
Chrysi Rapanta
Senior researcher, Invited Assistant Professor
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Cited by
Cited by
Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity
C Rapanta, L Botturi, P Goodyear, L Guārdia, M Koole
Postdigital science and education 2, 923-945, 2020
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
Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education
C Rapanta, L Botturi, P Goodyear, L Guārdia, M Koole
Postdigital Science and Education 3 (3), 715-742, 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
Argumentation methods in educational contexts: Introduction to the special issue
C Rapanta, F Macagno
International Journal of Educational Research 79, 142-149, 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
Can teachers implement a student-centered dialogical argumentation method across the curriculum?
C Rapanta
Teaching and Teacher Education 105, 103404, 2021
Argumentation strategies in the classroom
C Rapanta
Vernon Press, 2019
Walton's types of argumentation dialogues as classroom discourse sequences
C Rapanta, A Christodoulou
Learning, Culture and Social Interaction 36, 100352, 2022
Argumentation as critically oriented pedagogical dialogue
C Rapanta
Informal Logic 39 (1), 1-31, 2019
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
“Argue with me”: a method for developing argument skills
K Iordanou, C Rapanta
Frontiers in Psychology 12, 631203, 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
Teaching as abductive reasoning: The role of argumentation
C Rapanta
Informal Logic 38 (2), 293-311, 2018
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
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
Identifying paralogisms in two ethnically different contexts at university level/Identificaciķn de paralogismos en dos contextos universitarios diferenciados étnicamente
C Rapanta, D Walton
Infancia y aprendizaje 39 (1), 119-149, 2016
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
Potentially argumentative teaching strategies—And how to empower them
C Rapanta
Journal of Philosophy of Education 52 (3), 451-464, 2018
“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 11 (2), 60-67, 2014
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