Dialogue-based peer learning of educational topics in a university classroom

Abstract

This article aims to determine the feasibility of a course on education-related topics based on dialogue-based peer learning (DBPL). According to the literature, the procedures of DBPL are as follows: (1) read texts, (2) formulate individual opinions, (3) express individual opinions in turns, (4) ask and respond to questions, (5) adjust personal opinions. A quantitative survey, an open-ended question on learning perceptions and four paper-and-pencil tests on educational topics were employed to determine the effectiveness of the course for participants’ learning. Most of the participants performed well in the tests and perceived the benefits of the DBPL method for comprehension and for critical thinking on educational topics. The first three steps in the procedure outlined above were identified as key to the results of the study.

Cognitive Justice and the Effective Use of the Principles of Good Teaching at Grade 10 Accounting

“…This is the context that makes teaching and learning in the classroom accessible and equitable to the orientation of learners as knowers. The study acknowledges the fact that learners come to the classroom with the pre-existing knowledge from their different backgrounds (Liu, 2020). So, in order to accommodate their different knowledges in the classroom, the teacher has to create space for their diversity (Johnson & Hinton, 2019).…”