The Use of Debates as an Approach to Deliver the Course Entitled "The Impact of US Policy on Integration Processes in Europe in the Post-Bipolar Era"

Autor/in	Korniienko, Alina Yu.
Titel	The Use of Debates as an Approach to Deliver the Course Entitled "The Impact of US Policy on Integration Processes in Europe in the Post-Bipolar Era"
Quelle	In: International Journal of Higher Education, 9 (2020) 2, S.321-329 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Debate; Teaching Methods; Blended Learning; Student Motivation; Academic Achievement; Student Attitudes; College Instruction; Humanities Instruction; Foreign Countries; Foreign Policy; International Relations; Undergraduate Students; Multiple Intelligences; Cognitive Style; Instructional Effectiveness; United States; Europe; Ukraine + Suchen Sie Ihr Suchwort? Debating; Streitgespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Schulleistung; Schülerverhalten; Hochschullehre; Geisteswissenschaftlicher Unterricht; Ausland; Außenpolitik; Internationale Beziehungen; Intelligenz (Psy); Cognitive styles; Kognitiver Stil; Unterrichtserfolg; USA; Europa
Abstract	The purpose of this research was to identify how the use of a debate-based course delivery approach merged with a flipped classroom model influenced the students' academic outcomes and motivation in relation to their intelligence type and how the sampled students perceived the course delivery approach and certain debate-related activities. Sampled students' academic performance records, an evaluation survey to obtain students' feedback on both the course delivery approach and the effectiveness of the activities like 'Think-Pair-Share', 'Write-Pair-Share', 'Illogical story-telling', 'Treasure Hunt', case-study, 'One Minute Paper', 'Attitude/motivation test battery' as intelligence type-based diagnostics of learners' motivation, and a focus-group semi-structured interview were used as the instruments. SPSS 10.0.5 computer statistical package was used to process data. The use of debates to deliver the instructional content to the tertiary students can be considered a three-vector approach capable to bring a positive change to learning motivation, cognitive (intellectual) activity, self-esteem (self-efficacy) of a student and the overall quality of the vocational training system of the historians and lawyers-to-be. This study boosts the methodology of vocational training of the students majoring in humanities like History/Law in terms of fostering the 21st century-competencies and it adds a different perspective to the theory on relation between the type of intelligence and skills. This approach fosters learner autonomy and positive perception of challenging educational activities. It was found that it was prerequisite for the success of the above approach that there was a well-trained debate moderator, and debate-procedure-aware and trained students. The further research is needed in purposeful introduction of NLP training into the above model and examination its impacts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01