ABSTRACT
Formal debating is a process for argumentation with a long history of use in classroom settings to promote students' development of skills associated with influencing others. In an online, 14-week, MN nursing course, modified formal debate procedures and rules were used to address contemporary issues in nursing. A qualitative descriptive study of student's reflections about engaging in the debate process was conducted involving 24 of 48 students representing three sections of this course taught by three professors during the 2009-2010 academic year. On analysis, the data revealed five categories of outcomes: 1) Risk Taking; 2) Defence of a Position; 3) Coverage of all Aspects; 4) Skill and Knowledge Transfer; and 5) Critical Thinking. Additionally, factors that influenced each of these outcomes are described. Study findings support the compelling benefits of debating in online learning environments using a format modified for use online.
Subject(s)
Computer-Assisted Instruction , Education, Nursing, Graduate/methods , Internet , Persuasive Communication , Adult , Attitude , Canada , Female , Humans , Middle Aged , Program Evaluation , Risk-Taking , Thinking , Transfer, PsychologyABSTRACT
In both healthcare and education, basing one's practice upon research evidence, has become very important. This paper presents the findings from a descriptive analysis of graduate students' perceptions of the practice of posting their scholarly work to a class discussion forum, where it can be read by their peers. The resulting themes are described and discussed in relation to the balance of a model of rhetorical stance or a rhetorical triangle. This will be of interest to instructors facilitating courses with online capacity.
