In this study, computer conferencing was applied in the field of university-level social studies and education to examine: (1) the extent to which it is possible to promote students' argumentation skills through computer conferencing; and (2) whether a tutor-led seminar mode or a student-led discussion mode is a more appropriate way to practice argumentation in a computer conference. Subjects consisted of 224 students taking an introductory course in the sociology of education at the University of Jyvaskyla, Finland. Four computer conference groups with eight students in each were established: two engaged in the seminar mode and two in the discussion mode of conferencing. Two tutors were also employed. The remaining 193 students formed a comparison group and engaged in traditional self-study. Findings indicating better results among the computer conferencing students suggest that conferencing is an appropriate way to practice argumentation and promote the students' argumentation skills. In addition, the results indicating better scores among the discussion mode of computer conferencing suggest that the student-led discussion mode of conferencing is more appropriate for practicing argumentation than the tutor-led seminar mode. (Contains 32 references.) (AEF)