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ERIC Number: EJ1135190
Record Type: Journal
Publication Date: 2013-Jul
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
Examining the Role of Facilitated Conflict on Student Learning Outcomes in a Diversity Education Course
Ross, Sabrina N.
International Journal for the Scholarship of Teaching and Learning, v7 n1 Article 9 Jul 2013
Building on the Piagetian concept of disequilibrium (i.e., cognitive conflict) and empirical research documenting relationships between cognitive conflict and transformative learning, this article explores the influence of facilitated conflict (i.e., intentional efforts by the instructor to help students reflect on and work through the intergroup conflict they experienced in the course) on the learning outcomes of female students enrolled in an exploratory diversity education course. Various forms of student writing including free-writing exercises and reflective papers were used in addition to two survey response questions to identify sources of cognitive conflict and assess student learning outcomes. Findings revealed that strategies of working through conflict like small and large group discussions were helpful to students. Student reflective papers and survey responses indicated that working through intergroup conflicts in the course encouraged support for working together for social justice.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A