The Impact of Marketing Debates on Oral Communication Skills

Combs, Howard W.; Bourne, Graham

doi:10.1177/108056998905200209

Cited by 9 publications

(4 citation statements)

References 3 publications

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“…Research on experiential teaching methods indicates that these approaches appear to optimize student learning better than more passive methods like lectures (Combs and Bourne, 1989;Whiteman and Nielsen, 1986). Research on experiential teaching methods indicates that these approaches appear to optimize student learning better than more passive methods like lectures (Combs and Bourne, 1989;Whiteman and Nielsen, 1986).…”

Section: Attributes Of High-quality Learning Experiencesmentioning

confidence: 99%

Attributes of high‐quality intensive courses

Scott¹

2003

New Dir Adult Contin Educ

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Intensive courses have become a mainstay of higher education. Defined as semester-or quarter-equivalent classes offered in compressed, accelerated, or condensed formats, most colleges and universities now offer intensive classes alongside traditional semester-length classes. Although intensive courses have become quite common, many academic and administrative pundits condemn their use and claim that these formats sacrifice academic rigor and learning for student convenience and higher enrollments. Although they offer little research to support their claims, many colleges and universities continue to schedule classes based on assumptions and tradition rather than solid empirical evidence.Recent research, however, suggests that intensive course formats can be effective alternatives to traditional formats. Scott and Conrad's review (1992) of the intensive course research and studies published since their review (Caskey, 1994;Wlodkowski and Westover, 1999) indicate that intensive courses yield equivalent, and sometimes superior, learning outcomes when compared to matched traditional-length courses. Moreover, under some conditions, intensive courses can lead to a more rewarding learning experience for students than traditionally scheduled classes (Scott and Conrad, 1992;Scott, 1995Scott, , 1996.This chapter explores how students experience intensive courses differently than they do traditional scheduling formats and the factors that contribute to high-quality intensive course experiences. These insights emanate from a qualitative study (Scott, 1994) that compared two matched sets of college classes: an intensive and a semester-length English and marketing class. Each set of classes was taught by the same instructor and

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Section: Attributes Of High-quality Learning Experiencesmentioning

confidence: 99%

Attributes of high‐quality intensive courses

Scott¹

2003

New Dir Adult Contin Educ

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“…Some students may contribute more within the session in terms of preparation and presentation which may be related to their interest level and acquired knowledge of the topic 14 while others may participate less, 31 hence the degree of learning may thus vary to some extent. Additionally, the use of debates may lead to perceived and oversimplified categorical responses to different topics as mere right/wrong or true/false, 36 , 37 which may influence the process of learning. If the one is keen to defend a point and sway others simply to win the debate, the learner may lose the opportunity to weigh different factors and appreciate nuances regarding the topic.…”

Section: Discussionmentioning

confidence: 99%

Use of Debate as a Pedagogical Tool in Psychiatry Residency Teaching: A Cross-Sectional Study

Chew¹,

Seet²,

Sim³

2021

AMEP

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Purpose Despite the potential benefits of the use of debate as a teaching tool in promoting active self-directed and reflective learning, there are few studies examining its use within postgraduate training including psychiatry residency training. We aim to study this pedagogical tool and hypothesize that within psychiatry residency training, preference for the use of debates during teaching of a common topic is associated with better learning processes and outcomes such as better motivation, engagement of the learners, promotion of critical thinking and understanding of the subject content. Subjects and Methods All second-year psychiatry residents from 2015 to 2019 who underwent a specific teaching session on “Neurobiology of Psychosis” (which was conducted using debate) were administered a study questionnaire following the session. Between-group comparisons, correlational and path analyses were conducted to examine the relationship between use of debate and specific learning processes and outcome. Results Overall, 66 out of 80 (82.5%) residents participated in the survey. The preferred use of debate was associated with better motivation, engagement, facilitation of critical thinking, understanding, equipping and better overall rating of the teaching session. Path analyses found that the relationship between preference for debate as a teaching tool and overall rating of the teaching was partially mediated by better engagement, felt relevance to the learning needs and better understanding. Conclusion The effectiveness of debate as perceived by psychiatry residents is consistent with self-determination and related learning theories and extant literature on its use as a pedagogical tool. This behoves the need to consider more of its use alone or in combination with other teaching methods in enhancing learning outcomes within psychiatry residency teaching and other training programmes.

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“…Thus, the debate method promotes students' active engagement with materials as well as higher-order thinking. In fact, the debate method has been found to be among the best teaching methods to stimulate critical thinking and increases students' confidence in their public speaking skills (Combs and Bourne, 1989;Rodriguez-Dono and Hern andez-Fern andez, 2021). By having to assess and critique arguments of the opposing team, the method gives students the opportunity to practice professional disagreeing.…”

Section: The Debate Methodsmentioning

confidence: 99%

Sustainability teaching using case-based debates

Georgallis

Bruijn

2022

JIEB

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Purpose Given today’s pressing societal challenges, business schools are increasingly expected to incorporate sustainability in their curricula. Yet, while research on corporate sustainability is on the rise, there is less innovation in teaching methods as most institutions rely on traditional methods to teach sustainability in the classroom. This paper aims to present the case-based debate as an appropriate teaching method for exposing students to the complexity of business sustainability issues. Design/methodology/approach The pedagogical background of the traditional case method and the debate method have been analyzed to provide an integrated understanding of the benefits of combining the two in the case-based debate. Building on the authors’ experiences from using case-based debates in the classroom, the paper describes what a case-debate is and how it can be implemented. Findings The paper offers a practical tool that can be used to teach sustainability in business schools and other educational institutions. Case-based debates can elicit active participation, support the development of students’ critical thinking skills and improve reflexivity by compelling students to seriously and actively engage with opposing viewpoints on a given issue. Originality/value This paper presents a hybrid approach for sustainability teaching that combines the benefits of the traditional case method with those of an in-class debate. The case-based debate method has received little attention in educational research and business sustainability teaching practice but can serve multiple teaching objectives relevant to sustainability teaching.

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The Impact of Marketing Debates on Oral Communication Skills

Cited by 9 publications

References 3 publications

Attributes of high‐quality intensive courses

Attributes of high‐quality intensive courses

Use of Debate as a Pedagogical Tool in Psychiatry Residency Teaching: A Cross-Sectional Study

Sustainability teaching using case-based debates

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