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

Auteurs-es

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

DOI :

https://doi.org/10.21432/T2FW2R

Résumé

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.

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Publié-e

2011-10-28

Numéro

Vol. 37 No. 3 (2011)

Rubrique

Articles

Licence

© Caroline Park, Cheryl Kier, Kam Jugdev 2011

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.