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

dc.contributor.author	Park, Caroline L.
dc.contributor.author	Kier, Cheryl A.
dc.contributor.author	Jugdev, Kam
dc.date.accessioned	2015-04-10T20:09:25Z
dc.date.available	2015-04-10T20:09:25Z
dc.date.issued	2011-09
dc.identifier.citation	Park, C., Kier, C., & Jugdev, K. (2011. Debate as a learning tool. Canadian Journal of Learning and Technology 37(3), 1-17.	en
dc.identifier.uri	http://hdl.handle.net/2149/3475
dc.description.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.	en
dc.language.iso	en	en
dc.publisher	Canadian Journal of Learning and Technology	en
dc.subject	Teaching strategy	en
dc.subject	Instructional approach	en
dc.subject	Debate	en
dc.subject	Instructional techniques	en
dc.title	Debate as a Teaching Strategy in Online Education: A Case Study	en
dc.type	Article	en