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

Authors

  • Caroline Park Athabasca University
  • Cheryl Kier Athabasca University
  • Kam Jugdev Athabasca University

DOI:

https://doi.org/10.21432/T2FW2R

Abstract

This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in instructional techniques. Using narrative inquiry, we melded our data sources to analyze the findings, including our individual experiences with the technique. Our paper contributes to the field of research on instructional techniques (specifically debates), as well as online distance education. The findings suggest that the use of debates as instructional techniques in text-based paced and un-paced courses at the online undergraduate and graduate levels can contribute to improved learning outcomes and student satisfaction.

Downloads

Published

2011-10-28

Issue

Vol. 37 No. 3 (2011)

Section

Articles

License

Copyright (c) 2011 Caroline Park, Cheryl Kier, Kam Jugdev

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.