Introducing the discussant role to stimulate debate in the classroom: effects on interactivity, learning outcomes, satisfaction and attitudes

ABSTRACT

Debates can help students to acquire cross-curricular competencies and improve their learning. However, their use in higher education is scarce and students’ acceptance is low. Considering the effectiveness of discussants in scientific conferences, this research introduces the discussant role as a teaching tool to revitalise debate in the classroom. We propose and test a model to analyse the effects of this activity on three important aspects of learning (interactivity, learning outcomes and satisfaction). We examine how these variables determine students’ attitudes towards the two roles that can be adopted in the activity (discussant or discussed) and their overall evaluation. We test the model regarding students’ expectations and perceptions in the aftermath of the activity. Results show significant relationships between interactivity, learning and satisfaction. Moreover, the three factors strongly determine attitudes and overall evaluation of the activity. Differences before and after experiencing the activity are also found.

KEYWORDS:

• Discussant
• discussed
• interactivity
• learning outcomes
• satisfaction
• attitude

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Carmina Fandos-Herrera http://orcid.org/0000-0002-2952-0750

Julio Jiménez-Martínez http://orcid.org/0000-0001-7805-3354

Carlos Orús http://orcid.org/0000-0002-8253-4713

José Miguel Pina http://orcid.org/0000-0002-3422-4542

Additional information

Funding

This work was supported by the Aragón Government and the EU FEDER [grant S-09 (GENERES) and grant S-46 (METODO)]; and Universidad de Zaragoza [grant PIIDUZ_15_377].