Debate as a Teaching Strategy in Online Education: A Case Study

Abstract

This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in teaching strategies. In an interdisciplinary manner, using narrative inquiry and action research, we melded our data sources and analyzed the findings, including our individual experiences with the technique. Our paper contributes to the field of research on faculty self-evaluations of teaching strategies, specifically debates. The topic will be of relevance to those who teach online. The findings suggest that examining faculty perceptions and views on the use of debates in text-based paced and un-paced courses at the online undergraduate and graduate levels can be a valuable undertaking. The process enabled us to benefit from our mutual reflective discussions on the use of debates to understand how each of us used the strategy. Despite our different approaches to the debate, we share many commonalities regarding debate as a teaching strategy. RésuméCet examen de cas concrets était fondé sur notre utilisation indépendante du débat comme méthode pédagogique et sur notre intérêt commun pour les stratégies pédagogiques. Sur un mode interdisciplinaire et à partir de récits et de recherche-action, nous avons fusionné nos sources de données et avons analysé les résultats, y compris nos expériences individuelles avec cette technique. Notre dossier est un apport à la recherche sur l'autoévaluation des stratégies pédagogiques, notamment les débats, effectuées par le personnel enseignant. Le sujet intéressera ceux qui donnent un enseignement en ligne. Les résultats font croire qu'examiner les perceptions et les idées du personnel enseignant sur l'utilisation du débat pour des cours donnés avec ou sans manuel et offerts en ligne aux étudiants de premier et deuxième cycle peut être une entreprise très intéressante. L'opération nous a permis de tirer profit de nos réflexions mutuelles sur l'utilisation du débat pour comprendre comment chacun d'entre nous a recouru à cette stratégie. Malgré des divergences dans nos façons d'aborder le débat, de nombreux points communs nous unissent à l'égard de cet outil pédagogique.CJLT/RCAT Vol. 37(3)Debate As Teaching Strategy 2

Students’ Perceptions toward Using Classroom Debate to Develop Critical Thinking and Oral Communication Ability

“…Doody & Condon (2012) states that debate helps learners employ critical thinking skills in which they try to define the problem, evaluate the reliability of resources, identify and challenge assumptions, recognize contradictions, and prioritize the relevance and importance of different points in the overall discussion. Besides, debates stimulate and promote higher order learning, such as analysis, synthesis and evaluation (Park et al, 2011;Galloway, 2007). In addition, more advantages of debates consist of the possibility that "debaters come to realize that positions other than their own have value, and that reasonable minds can disagree on controversial issues" (Galloway, 2007, p. 12).…”

Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

“…Debates can be used as an alternative to teaching and learning strategies and incorporated into the course curriculum. Furthermore, debates are scalable that they can be used without restriction to the mode of delivery, such as in face-to-face, online, or blended courses (Park, Kier, & Jugdev, 2011). Debates can also be integrated with other active learning strategies such as problem-based learning, mind mapping, and collaborative learning.…”

Using Debate in an Online Asynchronous Social Policy Course

“…Mutiaraningrum and Cahyono (2015) also noted the flexibility of online debate, allowing both students and the instructor time to engage with and reflect on the material. Park, Kier, and Jugdev (2011) examined debate as a teaching strategy in online education from the perspective of three faculty members in different disciplines. While each instructor approached the debate differently, debated different topics, and integrated the assignment into their course in a different way, Park and colleagues suggest that debates can be used "regardless of the mode of delivery … in paced or un-paced online courses … [and] at both the undergraduate and graduate levels of education" (2011, p. 14).…”