ERIC Number: EJ1203226
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: N/A
Introducing the Discussant Role to Stimulate Debate in the Classroom: Effects on Interactivity, Learning Outcomes, Satisfaction and Attitudes
Studies in Higher Education, v44 n2 p380-396 2019
Debates can help students to acquire cross-curricular competencies and improve their learning. However, their use in higher education is scarce and students' acceptance is low. Considering the effectiveness of discussants in scientific conferences, this research introduces the discussant role as a teaching tool to revitalise debate in the classroom. We propose and test a model to analyse the effects of this activity on three important aspects of learning (interactivity, learning outcomes and satisfaction). We examine how these variables determine students' attitudes towards the two roles that can be adopted in the activity (discussant or discussed) and their overall evaluation. We test the model regarding students' expectations and perceptions in the aftermath of the activity. Results show significant relationships between interactivity, learning and satisfaction. Moreover, the three factors strongly determine attitudes and overall evaluation of the activity. Differences before and after experiencing the activity are also found.
Descriptors: Debate, Outcomes of Education, Student Satisfaction, Student Attitudes, Role, Interaction, Cooperative Learning, College Students, Foreign Countries
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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
Identifiers - Location: Europe
Grant or Contract Numbers: N/A