Teaching Psychology through an Instructor-Debate Format

Lewin, Lewis M.; Wakefield, James A.

doi:10.1207/s15328023top1002_20

Cited by 11 publications

(8 citation statements)

References 4 publications

(2 reference statements)

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“…These include course-specific learning outcomes (Tessier, 2009) cognitive abilities (Tessier, 2009), research and writing skills (Lewis & Wakefield, 1983;Scott-Young & Samson, 2008), problem solving and decision making ability (Bellon, 2000;Huryn, 1986;Jackson, 1973;Strait & Wallace, 2008), and taking responsibility for one's own learning (Snider & Nissen, 2003). According to Roy and Macchiette (2005), "the debate process is still one of the best techniques for applying the principles of critical thinking, which is a crucial goal of educators from a wide array of disciplines" (p. 264).…”

Section: The Pedagogy Of Using Debates In Higher Educationmentioning

confidence: 99%

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

2011

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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

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Section: The Pedagogy Of Using Debates In Higher Educationmentioning

confidence: 99%

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

2011

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“…This collaboration allows individuals to retain information longer and the opportunity to engage in discussion and shared learning (Gokhale, 1995). Lewis and Wakefield (1983) emphasized individual learning, as well as, team formal and extemporaneous speaking in the debate process. Walker and Warhust (2000) claimed that debates in the classroom have been effective in increasing critical thinking by letting students to connect as they learn subject knowledge.…”

Section: Use Of Debate In the Technology Classroommentioning

confidence: 99%

<p>Perceptions of Students’ Learning Critical Thinking through Debate in a Technology Classroom: A Case Study</p>

Scott¹

2008

JOTS

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Critical thinking is often a desired competency for graduates of a technology program. Organizational members have uttered concern about students' inability to think critically. Although traditional pedagogical techniques, such as lectures and examinations, center on knowledge acquisition, debates in the technology classroom can effectively facilitate critical thinking. The purpose of this study was to gather via questionnaires the perceptions of technology students on the debate process used in the classroom to increase critical thinking. Ov erall, the students believed that the debate process was a useful learning activity. The results of the questionnaire revealed that students believed that the debates helped them understand the topic better, learn new knowledge, and gain an understanding of the debate process. In addition, students thought that the debates increased their critical thinking skills.

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“…On the other hand, debate develops critical thinking skills, oral communication skills, and empathy. Participation in a debate requires a more thorough mastery of the content than even giving a lecture does [22].…”

Section: Resultsmentioning

confidence: 99%

B-Learning Tools in Engineering Education

et al. 2013

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Abstract-The New Higher Education System implies the adoption of different education systems than the traditional ones. Therefore, many college teachers today want to use some new mechanisms to teach the matter and to find better ways of engaging students in the learning process. The objective of this work is to evaluate different learning methods from the student's point of view and share the authors' experience towards a different mode of teaching. Three different learning techniques have been used on University of Vigo's fifth-year engineering students and the students have answered a questionnaire in order to check the effectiveness of the different methods from the students' point of view. The results of the experience show that the use of learning methods (cooperative learning and multimedia resources) fosters student motivation and improves their retention, assimilation, understanding, and proper application of course content.

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Teaching Psychology through an Instructor-Debate Format

Cited by 11 publications

References 4 publications

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

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

<p>Perceptions of Students’ Learning Critical Thinking through Debate in a Technology Classroom: A Case Study</p>

B-Learning Tools in Engineering Education

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