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They then examined participants' perceptions of the pedagogical components of SODA using a qualitative inquiry approach. Findings indicate that students perceive a positive influence of the scaffolded argumentation activity on their learning engagement in online discussion. Implications include suggestions for researchers and practitioners in refining and using SODA for future research and discussion activity design.<\/jats:p>","DOI":"10.4018\/ijopcd.2018040103","type":"journal-article","created":{"date-parts":[[2018,2,16]],"date-time":"2018-02-16T13:40:13Z","timestamp":1518788413000},"page":"29-43","source":"Crossref","is-referenced-by-count":7,"title":["Scaffolding Argumentation in Asynchronous Online Discussion"],"prefix":"10.4018","volume":"8","author":[{"given":"Hyun Song","family":"Kim","sequence":"first","affiliation":[{"name":"Online Faculty Support Team, Berkeley College, Paramus, USA"}]},{"given":"Eunjung Grace","family":"Oh","sequence":"additional","affiliation":[{"name":"Department of Education Policy, Organization and Leadership, University of Illinois at Urbana-Champaign, Champaign, USA"}]}],"member":"2432","reference":[{"key":"IJOPCD.2018040103-0","doi-asserted-by":"publisher","DOI":"10.19173\/irrodl.v10i6.765"},{"key":"IJOPCD.2018040103-1","doi-asserted-by":"publisher","DOI":"10.1007\/978-94-017-0781-7"},{"key":"IJOPCD.2018040103-2","first-page":"179","article-title":"Argumentation and constructive interaction","author":"M.Baker","year":"1999","journal-title":"Foundations of argumentative text processing"},{"key":"IJOPCD.2018040103-3","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2648.1994.tb01088.x"},{"key":"IJOPCD.2018040103-4","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4614-3185-5_39"},{"key":"IJOPCD.2018040103-5","doi-asserted-by":"publisher","DOI":"10.1007\/s11423-007-9074-1"},{"key":"IJOPCD.2018040103-6","doi-asserted-by":"publisher","DOI":"10.1080\/01587919.2013.770427"},{"key":"IJOPCD.2018040103-7","author":"J. 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