Let It Flow: Redefine “Good” Discussion in Higher Education Classroom

This qualitative study was designed to assess learning-oriented class discussion in the classroom setting at the university level, identify its characteristics, and develop key criteria to assess the type of class discussion which most benefits university classroom learning. This study employed a gr...

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Bibliographic Details
Published in:The international journal of learning in higher education 2014, Vol.20 (4), p.39-49
Main Author: Boyanton, Dengting
Format: Article
Language:English
Subjects:
Qualitative research
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Summary:This qualitative study was designed to assess learning-oriented class discussion in the classroom setting at the university level, identify its characteristics, and develop key criteria to assess the type of class discussion which most benefits university classroom learning. This study employed a grounded theory method with an emergent design using two research methods: participant observation and individual interview. This research was conducted with two Multicultural Education courses in the Education Department of G University, a public university located on the east coast of the United States. This study identified four criteria to assess learning-oriented class discussion. Specifically, these criteria are that the students/teachers are: 1) readiness; 2) motivation; 3) engagement; and 4) outcome.
ISSN:2327-7955
2327-8749
DOI:10.18848/2327-7955/CGP/v20i04/48707