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Publisher: British Educational Studies Association
Languages: English
Types: Article
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_GENERAL, ComputingMilieux_COMPUTERSANDEDUCATION
This paper investigates students’ perspectives on the use of differing debate designs in Higher Education. Literature tells us that the use of debates provides students with a mastery of content and the development of skills such as critical thinking (Brown, 2015; Zare and Othman, 2013). However, the designs of these debates are diverse and they have been implemented in a variety of ways in research. This paper considers whether debate design is an influential component on students’ in-class debate perspectives. This paper considers differing debate designs planned for levels four, five and six. In this research students at the University of Wolverhampton and the University of East London carried out debates that were comparable in terms of structure and provided their comments in questionnaires. The findings suggest that debate design is influential on students’ in-class debate perspectives. By focusing on specific debate characteristics the paper found variables that influenced students’ perspectives. These variables included the specific needs of the cohort, the purpose of the debate and the relevance to the module and its assessment. The findings show that these variables are significantly influential in whether students value the use of in-class debates. It would appear that in planning debate design it is important to consider these variables first and then consider which debate characteristics would support these variables.
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    • Bonwell, C. and Eison, J (1991), in Kennedy, R. (2007) In-class debates: Fertile ground for active learning and the cultivation of critical thinking and oral communication skills. International Journal of Teaching and Learning in Higher Education. 19 (2), pp.183-90.
    • Boud, D. and Falchikov, N. (1989), in Walker, M. and Warhurst, C. (2000) 'In most cases you sit around very quietly at a table and get lectured at…': debates, assessment and student learning. Teaching in Higher Education. 5 (1), pp.33-49.
    • ______________________________________________________________________________________________________________ e-journal of the British Education Studies Association 26 © BESA 2016
    • ISSN: 1758-2199 Educationalfutures Brown, Wilson Vol.7(2) March 2016 In-class debates in Higher Education _______________________________________________________________________________________________________________ Rowland, S. (1993), in Walker, M. and Warhurst, C. (2000) 'In most cases you sit around very quietly at a table and get lectured at…': Debates, assessment and student learning. Teaching in Higher Education. 5(1), pp.33-49.
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