Open AccessDebate as a Teaching Strategy in Online Education: A Case Study
Author(s) -
Caroline L. Park,
Cheryl A. Kier,
Kam Jugdev
Publication year - 2011
Publication title -
canadian journal of learning and technology
Language(s) - English
Resource type - Journals
eISSN - 1499-6685
pISSN - 1499-6677
DOI - 10.21432/t2fw2r
Subject(s) - instructional design , distance education , mathematics education , graduate students , field (mathematics) , narrative , teaching method , computer mediated communication , educational technology , higher education , pedagogy , online learning , psychology , computer science , multimedia , the internet , world wide web , political science , linguistics , philosophy , mathematics , pure mathematics , law
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.