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The authors added debates in two adolescent psychology classes in the southern region of the United States that were heretofore a lecture class. There were approximately 45 students in each of the classes, including both undergraduate and graduate students, and debate teams consisted of four to five members. Each debate was allotted one class perio...
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... topics for consideration in the Spring semester included: whether adolescents should take SSRIs for depression, whether the HPV vaccine should be mandatory for young adolescent girls and whether divorce or disruption in family structure during adolescence has a detrimental effect on development (Rye & Drysdale, 2009). For a more extensive list, see Table 1. Should the HPV vaccine be mandatory for young adolescent girls? 4 ...
Citations
... In addition, dialogue and discussion are a fundamental part of human beings, consequently, fostering learning and understanding in such a social process as debate can contribute to the development of social abilities of the learners [9]. Debates can be implemented in various disciplines, such as accounting [3], marketing [4], both for adult learning [2] and for adolescents [10]. The application of such an approach in the STEM field is rarer, even though some peculiar cases are reported in literature, e.g., the authors in [11] propose the debate for discussing ethical issues in the degree of Biomedical Engineering, [12] presents the use of debate in English Foreign Language course, and [13] illustrates the model of mathematical debate. ...
... Moreover, they are an active learning process focusing the educational event on the learners (Ang et al., 2019). Their educational value is well documented in learners' perceptions (Bonwell and Eison, 1991 p. 45-46), educators' observations (Bonwell, 1996) and learning outcomes (Malone and Michael, 2018). ...
... Educational debates improve communication skills (Doody and Condon, 2012), the ability to think critically (Doody and Condon, 2012), attitudes to complex fields (Malone and Michael, 2018), motivation (Hartin et al., 2017), leadership (Hartin et al., 2017), and general academic performance (Malone and Michael, 2018). They focus on high-level intellectual processes; Analysis, Evaluation, and Creation, thus achieving a more advanced level of knowledge (Scannapieco, 1997). ...
... Educational debates improve communication skills (Doody and Condon, 2012), the ability to think critically (Doody and Condon, 2012), attitudes to complex fields (Malone and Michael, 2018), motivation (Hartin et al., 2017), leadership (Hartin et al., 2017), and general academic performance (Malone and Michael, 2018). They focus on high-level intellectual processes; Analysis, Evaluation, and Creation, thus achieving a more advanced level of knowledge (Scannapieco, 1997). ...
... They facilitate adult learning via constructivist (Ang et al., 2019), social (Kennedy, 2007) and transformative learning theories (Kedraka and Kourkoutas, 2018). They are an active learning process focusing the educational event on the learners (Ang et al., 2019), and their educational value is well documented in learners' perceptions (Bonwell and Eison, 1991 p. 45-46), educators' observations (Bonwell, 1996) and learning outcomes (Malone and Michael, 2018). ...
... Educational debates improve communication skills (Doody and Condon, 2012), the ability to think critically (Doody and Condon, 2012), attitudes to complex fields (Malone and Michael, 2018), motivation (Hartin et al., 2017), leadership (Hartin et al., 2017), and general academic performance (Malone and Michael, 2018). They focus on high-level intellectual processes; Analysis, Evaluation, and Creation, thus achieving a more advanced level of knowledge (Scannapieco, 1997). ...
... Educational debates improve communication skills (Doody and Condon, 2012), the ability to think critically (Doody and Condon, 2012), attitudes to complex fields (Malone and Michael, 2018), motivation (Hartin et al., 2017), leadership (Hartin et al., 2017), and general academic performance (Malone and Michael, 2018). They focus on high-level intellectual processes; Analysis, Evaluation, and Creation, thus achieving a more advanced level of knowledge (Scannapieco, 1997). ...
Background: Healthcare professionals must adapt to everyday clinical controversies using their critical thinking and communication skills. Educational debates nurture these skills producing a well-rounded clinician. Their value is well established in healthcare education, yet they are not commonly employed, and there is no literature on their use in undergraduate Psychiatry teaching.
Methods: We planned and implemented a one-off educational debate lesson as part of the teaching program of fourth-year medical students on their Psychiatry clinical placements. We collected and analyzed the students’ feedback.
Results: Although most students had no experience of debates, 79% found the learning event positive. The students also reported improvement in their confidence (58%), oral presentation skills (37%), critical thinking skills (71%) and the ability to cope with conflict (54%). In addition, there was a positive shift in their attitude towards Psychiatry (71%) and the chances of choosing it as a future speciality (33%).
Conclusion: Our results showcase the benefit of using debates in shaping future doctors’ non-clinical skills and practice attitudes. In this paper, we discuss a thematic analysis of students’ feedback comments and reflect on several points in the planning and delivering educational debates. We also include practical recommendations for future applications.
... Under these conditions, the degree of preparedness of the specialist becomes the dominant factor in the education system, determining not only the competitiveness of the personality, but also social adaptation. At the same time, competitiveness of the specialist is a set of goals -concrete requirements of the level of preparedness of the specialist, which are defined as competences Malone & Michael, 2018). ...
This article considers one of the key problems of modern education of professional social work, which isthe formation of psychological and pedagogical competencies of social workers through professional development courses. The organization of professional development courses should be built on the emphasis of formation of competences. It is important to organize courses in such a way that the necessary competencies become the determining condition for the formation of professionalism of social workers as subjects of practical activities. The formation of psychological and pedagogical competences is connected with the mastering, consolidation, application of special knowledge, skills and abilities. The correct organization of professional development courses stimulates practicing social workers to the active search, conscious overcoming the psychological difficulties that stand in the way of solving the problems of people who find themselves in difficult life situations, and formation of the competences necessary in their professional activities. Keywords: competences, psychological and pedagogical competences, social worker, professional development courses, competency-based approach;
... Bonwell (1996) states that active learning enhances learners' interest to analyze, synthesize and evaluate the arguments. Malone and Michael (2018) observe that generally in-class debate is categorized as a kind of collaborative learning, whereas, few scholars named it cooperative learning. However, both the terms can be used interchangeably for each other in the meaning of a technique that encourages learners to work together in a team. ...
... In the context of in-class debate's contribution to learning, Malone & Michael (2018) discuss that through this interactive strategy learning takes place in several ways. These modes include learners' motivation and interest towards the subject (Carroll, 2006), maximum classroom participation and interaction (Elliot, 1993), polish communicative enterprise (Kennedy, 2007) and as an end-product instill critical thinking skill (Landrum, 1991;Parcher, 1998;Roy & Macchiette, 2005;Tessier, 2009;Wiggins & Forrest, 2005;Kennedy, 2007). ...
Diverse learning styles of the learners require instructors to utilize wide variety of instructional strategies to engage their interest and motivation. In-class debate is a systematic instructional strategy utilized to bring the dynamics of social life into the classroom to cultivate learners’ active-involvement in the content of the subject. It hones learners’ range of skills, such as; oral-communication, social-interaction, critical thinking skills and internalization of the course content. For the purposes of present study, the researcher utilized qualitative cum quantitative research tools to collect the data from the participants. An opinionnaire with 14 items was developed with closed ended questions. The instrument was designed to measure four variables, which are tabulated into four sections (See tables 3-6): (a) in-class debate inculcates learners’ collaborative, communicative and cooperative paradigms;(b) it triggers learners’ complete mastery of the course content, i.e., retention, assimilation and understanding, coupled with boosts stack of skills involved in the process; (c) it fosters EFL learners’ ability to critically evaluate and analyze everything; and (d) finally it focuses on learners’ creative and critical thinking skills and make them active and independent pursuers of knowledge. The survey was administered to 87 female EFL learners of Taif University to identify the impacts of debate on their range of academic skills. The findings of the study indicate that in-class debate effectively generates learners’ several skills since it targets their thinking skill, contemplation, reflection and ultimately stimulates their productive, receptive, analytical and critical thinking skills. Yet, more faculties can be activated and maximum results can be obtained, if this interactive strategy is implemented in a structured format with a properly designed rubric focusing on learners’ specific skills.
... The present study also found that the students' involvement in the class improved as they became more excited and enjoyed teamwork activities. Malone and Michael (2018) mention that besides learning to enhance critical and problemsolving skill, using debate can also enhance collaborative skill. ...
Among the four pivotal skills, speaking signifies part of the most essential skill because its role primarily serves as a means of communication. Speaking is an interactive process of developing, creating, constructing and delivering meaning with goal of information exchanges between speaker and hearer. some students still faced some problems to communicate in English. Many students did not show their readiness in speaking English spontaneously. This study aimed at investigating the significant effect of debate technique on students’ speaking competency, this quasi-experimental research employed 70 student participants from two social science classes, who were randomly assigned to the experimental condition and to the control condition. The instruments used for collecting the data were performance of speaking test and rubric for students’ speaking assessment. The data were analysed by using descriptive and inferential analyses. The result of this study shows that the mean score of experimental group is 79.79, while the mean score of control group is 75.25. The result of t test shows that the value of Sig. (2-tailed) is .000, which indicates a significant mean different. Therefore, this study concludes that debate technique affects students’ speaking competency. In addition to it, the contribution to the teaching of speaking as well as implications for future research are also discussed.
In a digitally led society, where social media consumption is constantly increasing, users are confronted not only with positive, but also with toxic content and dynamics like
cyberbullying, racism, hate speech, or fake news [1,2,3]. Oftentimes, users are not
aware of the severity (e.g., racist or homophobic comments) or level of manipulation
(e.g., ideal body image which can be linked to eating disorders, feeding disorders, vigorexia) of specific postings [4,5], or do not know how to protect themselves against
cyberbullying, discrimination or hate speech. On occasions, victims of cyber aggression
even become perpetrators themselves, as they do not find another way out. This is
highly problematic as it can initiate a severe circle expanding the dissemination of toxic
behavior and content. This emphasizes the need to design and develop social media
literacy interventions to raise awareness of the dangers and threats that are hidden
within. To this date, a variety of media literacy initiatives have taken place to promote
digital literacy skills and raise awareness around social media use [6,7]. However, most
current approaches are limited in enabling deep reflection as they provide detached
learning situations, or tend to be centered on more traditional methods [7].
COURAGE [8] introduces a new perspective on social media literacy by proposing
the integration of educational opportunities within a simulated social media platform
(SMP) addressed to adolescents. To successfully achieve this, we propose the use of
virtual learning companions (VLC) that can provide opportunities for users to learn
(e.g., empathy training or information transfer) whilst they naturally explore social media. VLCs can support this notion as they transfer learning with the help of computer simulated characters [9] through interactive chat interfaces. Incorporating this in an
SMP has the potential to allow users to directly interact with social media scenarios and
receive instant support instead of teaching them detached from hazardous situations.
Therefore, rather than using external censorship or restriction, we aim to strengthen
learners' social media self-protection skills through practices targeting their critical and analytical as well as socio-emotional skills, such as empathy, self-awareness, social
awareness, responsible decision-making, and the enhancement of emotional intelligence mediated by a VLC within a SMP
ocial media are a game changer in the communication arena in terms of quan�tity, quality and origin of information users are exposed to. Yet, it’s not clear the
outcome of multiple and continued interactions between users and information
personalisation systems. These systems may skew the distribution of content and
contacts presented to the users. If users are unaware of such mechanisms their
perception of reality especially may be distorted [1–3].
Digital citizenship, intended as the proper and responsible use of digital tech�nologies [4], and media literacy could enable users to critically approach social
media and deal with its threats [5–9].
We propose that a preliminary training with respect to social media threats
is needed for students and that merging educational activities with a guided,
direct, and game-oriented experience of some social media threats [10–13] could
be an effective method to raise students’ awareness of the impact of complex
phenomena, such as information personalisation, social influence, filter bubbles,
and echo chambers [14, 15]. Our intuition is that through direct exposition of
one of the most impacting echo-chamber and filter bubbles consequences, i.e.
when biased sampling distorts users’ unbiased opinions, and its explanation, the
students will become more aware of these mechanisms and their effects
