STLHE 2023 Abstract

Debates are a well-documented learning activity for fostering critical thinking. Does the mode of delivery in the design of team debates make a difference? Our SoTL study investigates this question using two sections of an introductory sociology course, comparing multimode (online and face-to-face) team debates in one section to a face-to-face team debates in the other section. A key advantage in online portion of the team debate is that students must cite scholarship to show their evidentiary sources. Both sections, however, are forced to argue both sides of the debate. Based on quantitative and qualitative data on student learning, our preliminary findings will be presented. The significance of this study is to advance knowledge of the affordances and limitations of different modes of delivery for learning activities and a specific learning outcome.