Using Debate in an Online Asynchronous Social Policy Course

Authors

  • Elissa Thomann Mitchell University of Southern Indiana

DOI:

https://doi.org/10.24059/olj.v23i3.2050

Keywords:

asynchronous, online debate, teaching social policy

Abstract

This paper presents the use of a debate in an online asynchronous social policy course.  Debate is frequently used as an instructional strategy in higher education, but little is known about the use of this tool in an online learning environment.  Participants (N = 36) completed an online debate assignment and both qualitative (reflection papers) and quantitative (survey) data was gathered to learn about the effectiveness of the assignment, and what students learned, liked, and disliked about the project.  A majority of students reported the debate assignment helped them further understand course concepts, understand concepts better than lecture or reading would have, use or improve critical thinking skills, and improve collaboration among students in the course.  Key themes from qualitative data are also reported, as well as recommendations for using this assignment in other courses.  

Author Biography

Elissa Thomann Mitchell, University of Southern Indiana

Dr. Elissa Mitchell is an Assistant Professor of Social Work at the University of Southern Indiana where she teaches courses on macro practice, policy, and diversity, as well as intro to social work and foundations courses. 

https://twitter.com/profetmitchell 

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Published

2019-09-01

Issue

Vol. 23 No. 3 (2019)

Section

2019 OLC Conference Special Issue

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