Our Findings

In both datasets, we found evidence of student achievement of critical thinking, at the expected level for a first-year course. The surprise, for us, was that the single versus multimodality did not make a difference in this outcome.

Survey Data Findings

The survey revealed that students in both sections self-reported achieving the learning outcome. Both sections responded exactly the same on their experience of the classroom debate:

There were also important differences in preference. Section 4 Multimode (88%) enjoyed the classroom debate more than Section 3 Single Mode (75%). When we asked specifically about Stage 3, 10% more students responded that then enjoyed working on the online debate than the Prep Note.

In response to our question about students favourite part of the multi-staged debates, Section 3 liked the classroom debate most and Stage 3, the Prep Note, the least.

Section 3: Single Mode

• • Classroom debate 63%
  • Working with other students 46%
  • Final position & reflection 33%
  • Research 13%
  • Prep Note 13%

Section 4: Multimode

• • Classroom debate 56%
  • Working with other students 52%
  • Online debate 36%
  • Research 20%
  • Final position & reflection 12%

Considering achievement of the learning outcome and preferences together, we found:

• For Section 3, the F2F debate was less enjoyable but more impactful in achieving the learning outcome of critical thinking.
• For Section 4, their thoughts and perspectives were challenged earlier, in the online debate

Our interpretation is that the online debate may be more effective in preparing students for the classroom debate than the individual analysis done in the Preparation Note.

We reported these finding in the two national presentations in May and June, 2023.

Final Assignment Findings

We found that both sections achieved the same level of the learning outcome of critical thinking.

• Critical and Creative Exploration, Section 3 Single Mode: 69, Section 4 Multimode: 71
• Critical Interpretation, Section 3 Single Mode: 68, Section 4 Multimode: 68
• Critical and Creative Engagement, Section 3 Single Mode: 73, Section 4 Multimode: 75
• Critical Reflection, Section 3 Single Mode: 60, Section 4 Multimode: 70

This means that students achieved exactly and very close to the same results from three of the four foci. Students diverged only on Critical Reflection by ten points.

Other Observations Worth Noting

Students achieved higher grades in Section 4, Multimode: 68% vs 65% average final course grade, and 71% versus 65% on the debates final assignment grade. In Stage 3 of the debates, the Section 4 average grade was 74% for their online debate, versus the Section 3 grade of 58% for individual Preparation Notes.

The student experience was better for Section 4, Multimode. They enjoyed the classroom debate more.

Discussion

This was a surprise. It is consistent with the literature that students learn from the engagement of debates.

We hypothesize that an aspect of the debate design is key: students are forced to make ‘pro’ and ‘con’ arguments before and after the debate, during the online debate, and are randomly assigned to each side during the in-person debate. This calls for further study.

Our interpretation of the survey data is that while the online debate did not contribute to critical thinking, it held value on other grounds.