In a teaching experiment, 16 face-to-face and 11 e-mail Finnish university students studied academic debating in an argumentation course. Results indicated the e-mail students learned to identify and choose relevant grounds, while face-to-face students improved in putting forward counter-argumentation. The study suggests that argumentation skills can be promoted by short-term e-mail and face-to-face teaching, and that practicing argumentation in different learning environments develops different kinds of argumentation skills. (AEF)