Using Debate in an Online Asynchronous Social Policy Course

Abstract

This paper presents the use of a debate in an online asynchronous social policy course. Debate is frequently used as an instructional strategy in higher education, but little is known about the use of this tool in an online learning environment. Participants (N = 36) completed an online debate assignment, and both qualitative (reflection papers) and quantitative (survey) data were gathered to learn about the effectiveness of the assignment, and what students learned, liked, and disliked about the project. A majority of students reported the debate assignment helped them further understand course concepts, understand concepts better than lecture or reading would have, use or improve critical thinking skills, and improve collaboration among students in the course. Key themes from qualitative data are also reported, as well as recommendations for using this assignment in other courses.

The Effects of E-Learning on Students’ Motivation to Learn in Higher Education

“…The implications of these research findings indicate, on the one hand, that AU students were intrinsically motivated toward learning via e-teaching materials and e-assessments and, on the other, that they are aiming to get good grades (extrinsic motivation) without sufficient engagement in asynchronous activities. This implies that the university needs to encourage faculty to develop strategies to further engage students with such activities to comprehend the course concepts intrinsically and extrinsically (Mitchell, 2019;Buelow et al, 2018). In addition, AU should consider developing a course that can be taken early in the student's term of study and orients them to the importance of asynchronous activities.…”

“…Asynchronous discussion in an online environment is also investigated by Mitchell (2019). The majority of students in that study indicated that the debate assignment assisted them in comprehending the course concepts and understanding them better.…”

Effective instructional strategies and technology use in blended learning: A case study

“…With time flexibility, online debates also allow extended reflections and autonomy (Mutiaraningrum & Cahyono, 2015 ; Park et al, 2011 ; Weeks, 2013 ). Despite the rich literature on F2F debates, few research is available on online debates for learning (Mitchel, 2019 ). Thus, exploring how to leverage debate in online environment is imperative.…”

Online art class: a study on the cause and effect of plagiarism

“…However, in asynchronous online learning can use the debate assignment method [48]. This condition is closed by the digital divide, where knowledge and skills are reduced due to changes in the work and social environment [49], [50].…”

“…They are more brave work in doing copy-paste because they only rely on editing skills and clean up some of the written material defects. Argumentation and reasoning are not tested because the courses have been done asynchronously.However, in asynchronous online learning can use the debate assignment method[48]. This condition is closed by the digital divide, where knowledge and skills are reduced due to changes in the work and social environment[49],[50].…”