Abstract
ABSTRACTThe benefits of in-class discussion, a form of active learning, are well-documented; in particular, discussions allow students the opportunity to learn from their peers. Yet students often treat discussions as ‘down’ or ‘free’ time. If students are not taking notes during discussion and reviewing those notes later on, they may not be learning much from this activity, despite their professed understanding of its value. This article reviews the benefits of discussion and the important functions of note-taking before introducing an online weekly reflection assignment that was designed to motivate students to take notes during discussion, particularly on their peers' contributions. An analysis of past weekly reflection text and survey data from students confirms the utility of the assignment. Intended and unintended benefits of the weekly reflection assignment are shared, as well as its limitations. The conclusion offers suggestions for future areas of research to complement this study.
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