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Discussion in Postsecondary Classrooms

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  • Curt Dudley-Marling

Abstract

Spoken language is, arguably, the primary means by which teachers teach and students learn. Much of the literature on language in classrooms has focused on discussion that is seen as both a method of instruction and a curricular outcome. While much of the research on discussion has focused on K-12 classrooms, there is also a body of research examining the efficacy of discussion in postsecondary settings. This article provides a review of this literature in order to consider the effect of discussion on student learning in college and university classrooms, the prevalence of discussion in postsecondary settings, and the quality of discussion in these settings. In general, the results of research on the efficacy of discussion in postsecondary settings are mixed. More seriously, researchers have not been explicit about the meaning of discussion and much of what is called discussion in this body of research is merely recitation with minimal levels of student participation. Although the research on discussion in college and university classrooms is inconclusive, some implications can be drawn from this review of the research including the need for future researchers to clearly define what they mean by “discussion.â€

Suggested Citation

  • Curt Dudley-Marling, 2013. "Discussion in Postsecondary Classrooms," SAGE Open, , vol. 3(4), pages 21582440135, November.
    • Handle: RePEc:sae:sagope:v:3:y:2013:i:4:p:2158244013515688
    DOI: 10.1177/2158244013515688
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    References listed on IDEAS

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    1. Elizabeth J. Jensen & Ann L. Owen, 2003. "Appealing to Good Students in Introductory Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(4), pages 299-325, December.
    2. Michael Watts & William E. Becker, 2008. "A Little More than Chalk and Talk: Results from a Third National Survey of Teaching Methods in Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 273-286, July.
    3. Claudia E. Nunn, 1996. "Discussion in the College Classroom: Triangulating Observational and Survey Results," The Journal of Higher Education, Taylor & Francis Journals, vol. 67(3), pages 243-266, May.
    4. Cynthia Benzing & Paul Christ, 1997. "A Survey of Teaching Methods Among Economics Faculty," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(2), pages 182-188, June.
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