Abstract
The research described in this article explored the efficacy of a novel approach to recreating classroom debates online. Using a structured approach and collaborative group work, the researcher developed an approach that students found very useful in six different dimensions. The research also explored possible differences in perceptions stemming from students’ familiarity with online learning by comparing the perceptions of students enrolled in only online classes with those of students enrolled in primarily on-ground classes. No significant differences in any of the variables were found, indicating the efficacy of the approach for all students.
Highlights
The research described in this article explored the efficacy of a novel teaching strategy to recreate classroom debates online
One of the most interesting innovations employed in the project was the requirement to use Google Docs as the students’ collaboration tool to write up all elements of the online group debate
The contents in Google Docs are automatically saved in real-time and collaborators usually do not have to worry about the loss of their teamwork
Summary
The research described in this article explored the efficacy of a novel teaching strategy to recreate classroom debates online. With proper development and the implementation of engaging online learning activities, students can interact with their instructors and classmates using a variety of online technologies such as Zoom video conferences, Short Message Service (SMS), and Google Docs (Moore, 2016; Zhou, Simpson, & Domizi, 2012). Such studies have shown that asking students to address the instructors’ questions may have limited learning effectiveness (Wolfe & Uribe, 2020). The establishment of structured interaction is strongly needed
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