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Journal articles on the topic 'Classroom discussion'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

LAKSHMI, D. VIJAYA, and ZEHRABI ZEHRABI. "Discussion Skills in ELt Classroom." International Journal of Scientific Research 3, no. 4 (June 1, 2012): 252–53. http://dx.doi.org/10.15373/22778179/apr2014/87.

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2

Stengel, Mitchel, Leah Nolan, David Donnick, Wesley Skym, and Anna Wright. "Best Practices for Teaching Discussion as Part of High School Common Core State Standards." Journal of Communication Pedagogy 2 (2019): 111–18. http://dx.doi.org/10.31446/jcp.2019.20.

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Instructional discussion is a teaching method used in many classrooms across grade levels. In fact, the Common Core State Standards promote the use of instructional discussion in secondary classrooms (Common Core State Standards Initiative, 2018a). Students, however, are not always taught best practices for engaging in a discussion and may feel unprepared to participate. As a result, discussions may not produce the dynamic learning opportunity they are intended to foster. This essay provides 10 tips for high school teachers to prepare students in the high school classroom to engage in a meaningful classroom discussion effectively in order to ensure students are learning and are engaged in a productive manner while meeting the demands of the Common Core Standards.

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3

Dia, Eva Eri, Suyono Suyono, Widodo Hs., and Sunaryo Sunaryo. "RHETORIC STRATEGY IN CLASSROOM DISCUSSION." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (February 23, 2020): 118. http://dx.doi.org/10.26858/retorika.v13i1.9152.

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This article aims to describe the pattern of question strategies and strategies for answering in class discussion activities. The documentation technique is used in collecting data sourced from verbal data, namely the speech of students who present the role as presenters and discussion participants, and lecturers who respond to the results of the discussion. The results of the analysis show that there is a pattern of rhetorical strategies generated in the speech of students in class discussion presentations. The pattern includes question strategies and answer strategies. In the question strategy in class discussion there are four formulas, among others; (1) description + question + marriage - is there in the speech of the audience and questioner ,(2) description + question + explanation is in the lecturer speech, (3) question + description is in the questioner's speech, (4) question + explanation + question is in the speech questioner. Whereas in the strategy of answering in class discussions there are two strategies found, among others; (1) the directanswerstrategy is found in the answering speech and (2) the indirectanswerstrategy is found in the answering speech.

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Beardon, Toni. "Surjections‐‐a classroom discussion." International Journal of Mathematical Education in Science and Technology 22, no. 5 (September 1991): 775–82. http://dx.doi.org/10.1080/0020739910220509.

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Juzwik, Mary M., Martin Nystrand, Sean Kelly, and Michael B. Sherry. "Oral Narrative Genres as Dialogic Resources for Classroom Literature Study: A Contextualized Case Study of Conversational Narrative Discussion." American Educational Research Journal 45, no. 4 (December 2008): 1111–54. http://dx.doi.org/10.3102/0002831208321444.

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Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussion and narrative co-occur, what sorts of oral narratives do narrators tell in discussions? and (e) If discussion and narrative co-occur, how can we characterize the overlap in terms of interaction? In the frequent conversational narrative discussions, where oral narrative and discussion discourse overlapped, teacher and students used various kinds of oral narrative genres to prime, sustain, ratify, and amplify discussion.

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Wilen, William W. "Refuting Misconceptions about Classroom Discussion." Social Studies 95, no. 1 (January 2004): 33–39. http://dx.doi.org/10.3200/tsss.95.1.33-39.

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Jeng, Ling Hwey. "Facilitating Classroom Discussion on Diversity." Journal of Education for Library and Information Science 38, no. 4 (1997): 334. http://dx.doi.org/10.2307/40324195.

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8

Wilson, Mark. "Classroom Assessment: Continuing the Discussion." Educational Measurement: Issues and Practice 37, no. 1 (March 2018): 49–51. http://dx.doi.org/10.1111/emip.12194.

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9

Purtell, Kelly M., Arya Ansari, Qingqing Yang, and Caroline P. Bartholomew. "The Role of Preschool Peers in Children's Language Development." Seminars in Speech and Language 42, no. 02 (March 2021): 088–100. http://dx.doi.org/10.1055/s-0041-1723838.

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AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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Mullins, Sara Brooke. "Establishing a Community of Discourse Through Social Norms." Discourse and Communication for Sustainable Education 9, no. 1 (June 1, 2018): 5–17. http://dx.doi.org/10.2478/dcse-2018-0001.

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Abstract While researchers, educators, state and national organizations, and policy makers are taking strides to help transform traditional mathematics classrooms into inquiry-based classrooms, they fail to address how to bridge the gap between creating discussions to developing mathematical discourse. One key component for producing inquiry-based classrooms is to have effective discussions (Smith & Stein, 2011). However, to have effective discussions, social norms must be in place that promote active participation from students (Sherin, 2002). Therefore, the purpose of this paper is to synthesize educational research on social norms in the mathematics classroom to identify key components teacher educators can focus on to help teachers establish and implement social norms that promote sustainable inquiry-based classrooms. Results suggest social norms must be developed through collaboration of the teacher and students, the classroom environment must be supportive of mathematical discussion, and finally, norms should be (re)negotiated to help change students’ ways of thinking.

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11

Ryczek, Matthew. "Discussion Leadership in the EFL Classroom." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 358. http://dx.doi.org/10.37546/jaltpcp2019-42.

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In this paper I introduce a teaching approach with the aim to improve English language learners’ sense of agency by leading small group discussions. I attempt to demonstrate that by giving students a greater amount of freedom and control over the content of their discussions, their capacity to communicate can improve. This approach was implemented in two 2nd-year English classes at a public university in Japan during the 2018-2019 academic year. In these classes, students regularly presented news articles related to topics they wanted to discuss and led a group of classmates in a discussion of their topic using their own discussion questions. I address how this learning approach was implemented, including guidance for article selection, presentation, and discussion leadership. I conclude with a discussion of the efficacy of this approach based on feedback from a student survey. 本論では、少人数で構成されたグループディスカッションを進めることにより、学習者の主体性の発達を目的とした指導方法を紹介する。学生自身が議論の内容、どのように議論を進めるかを自由に決めることにより、学生のコミュニケーション能力の改善を論証することを試みている。この指導方法は、2018年から2019年に日本の国立大学の2年生を対象とした2つの授業で実践され、これらの授業の中では、各学生が議論したいトピックに関連したニュース記事をグループ内で発表し、議論をしたい質問項目を選び、その質問をもとにディスカッションを進めた。本論では、学生が適切な記事の選択をするように導くための指導方法や、プレゼンテーションの方法、議論の進め方、評価方法など、この学習方法が実際の授業でどのように実践されたかを説明する。この方法の効果は、授業を受講した学生へのアンケート調査による評価をもとに結論づけている。

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Cole, Michele T., Louis B. Swartz, and Daniel J. Shelley. "Threaded Discussion." International Journal of Information and Communication Technology Education 16, no. 1 (January 2020): 16–29. http://dx.doi.org/10.4018/ijicte.2020010102.

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This article presents the results of two studies that focus on the role that threaded discussion plays in student learning. Over a period of three and one-half years, researchers conducted a series of surveys of graduate and undergraduate students at a private, nonprofit university in Southwestern Pennsylvania to determine how students viewed the value of threaded discussions in enhancing their ability to learn course material. Students were asked which types of threaded discussions they preferred; whether they found the threaded discussion to be a better tool for learning than a written assignment; and, which learning environment they felt was more conducive to learning, classroom or online. Results from the combined studies revealed some statistically significant differences based on enrollment status and gender. Upon comparing study results, researchers found statistically significant differences with regard to a preference for classroom versus online instruction and the usefulness of threaded discussions to learning.

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13

Karmels, Phyllis. "Classroom Discussion as a Teaching Strategy." Nurse Educator 20, no. 3 (May 1995): 9. http://dx.doi.org/10.1097/00006223-199505000-00007.

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14

O'Hare, Michael. "Classroom design for discussion-based teaching." Journal of Policy Analysis and Management 17, no. 4 (1998): 706–20. http://dx.doi.org/10.1002/(sici)1520-6688(199823)17:4<706::aid-pam7>3.0.co;2-o.

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Kristine S. Bruss. "Improving Classroom Discussion: A Rhetorical Approach." Journal of General Education 58, no. 1 (2009): 28–46. http://dx.doi.org/10.1353/jge.0.0034.

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16

Reski, Reski. "Strategies in Managing Rapport in Classroom Discussion." EDUVELOP 1, no. 2 (March 15, 2018): 184–92. http://dx.doi.org/10.31605/eduvelop.v1i2.32.

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ABSTRACT This paper aims to find out the strategies, applied by students in classroom interaction particularly in discussion, to maintain their interpersonal rapport as well as to enhance their rapport management with their fellow students. There are five strategies based on Spencer-Oatey (2008) that the interactants apply in social interactions. The strategies are request, compliments, apologies, gratitude and disagreement. The research is done to see whether the students realize the management of rapport in social interaction and their strategies that they would apply in classroom discussion. The research is done by using descriptive qualitative method to identify the students’ strategies in maintaining their interpersonal rapport and enhancing the rapport management with their fellow students. The data was obtained by video-recording the interactions of the students during the classroom discussions and by giving the students some questionnaires. The researcher also applied the participant observation to see the students reactions during the discussion considering that the strategies that the students apply may bring about the rapport threat and enhancement which are subjective evaluations, which depend not simply on the content of the message, but on people’s interpretations and reactions to who says what under what circumstances. The research indicates that the students’ mostly applied strategy is disagremeent and the type of the disagreement is token agreement. In other words, the students tend to hold the rapport enhancement behavior since in expressing their disagreement, they initially expressed their agreement as a token of appreciation. Keywords:classroom discussion, interpersonal rapport, rapport management, rapport orientation

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Reisman, Abby, and Lisette Enumah. "Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse." Journal of Teacher Education 71, no. 5 (February 17, 2020): 551–67. http://dx.doi.org/10.1177/0022487119895503.

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History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers’ capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers’ incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers.

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18

Alozie, Nonye, and Claire Mitchell. "Getting Students Talking." American Biology Teacher 76, no. 8 (October 1, 2014): 501–6. http://dx.doi.org/10.1525/abt.2014.76.8.3.

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Why is it so hard to get students talking in science class? Who is responsible? Are the students unwilling to speak in class? What kinds of supports are helpful for in-the-moment teaching during classroom discussions in science? We present one high school teacher’s facilitation of science discussions while supported by a dialogic discussion structure that was collaboratively developed through professional-development workshops. Our findings provide a real-time teaching tool for teachers working toward integrating inquiry-based science discussions in their classrooms.

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Mendoza, Laura E. "Discussion boards as a culturally responsive tool in the ESL classroom." Research on Education and Media 11, no. 2 (December 1, 2019): 29–37. http://dx.doi.org/10.2478/rem-2019-0019.

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Abstract The inclusion of new digital literacies in the ESL classroom has been growing lately. This study presents information about how beneficial it can be for emergent bilinguals to use an online platform, Blackboard, to engage in thoughtful and meaningful discussion boards. Findings from this qualitative case study show that such online discussion boards help students to not only develop their linguistic abilities, but also to feel valued as they can share their knowledges and experiences as part of the discussions. Discussions in the present study rely on students’ funds of knowledges to promote a more inclusive and multicultural classroom.

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20

Murano, Felicia, and Laura Rivers-Kleppe. "Topic for Discussion: Technology in the Classroom." Hispania 78, no. 3 (September 1995): 560. http://dx.doi.org/10.2307/345304.

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Sowder, Wilbur H. "Fostering Discussion in the Language-Arts Classroom." English Journal 82, no. 6 (October 1993): 39. http://dx.doi.org/10.2307/820163.

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Gregory, Maughn. "New Research on Programs for Classroom Discussion." Questions: Philosophy for Young People 10 (2010): 1–3. http://dx.doi.org/10.5840/questions2010101.

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Lone, Jana Mohr. "Classroom Discussion: The Beautiful and the Ugly." Questions: Philosophy for Young People 17 (2017): 3. http://dx.doi.org/10.5840/questions2017172.

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Gallmeier, Charles P. "Book Review: Discussion in the College Classroom." Teaching Sociology 33, no. 4 (October 2005): 428. http://dx.doi.org/10.1177/0092055x0503300415.

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Hand, Michael. "Framing Classroom Discussion of Same-Sex Marriage." Educational Theory 63, no. 5 (October 2013): 497–510. http://dx.doi.org/10.1111/edth.12037.

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Nieman, Hannah J., Nicholas M. Kochmanski, Kara J. Jackson, Paul A. Cobb,, and Erin C. Henrick. "Student Surveys Inform and Improve Classroom Discussion." Mathematics Teacher: Learning and Teaching PK-12 113, no. 12 (December 2020): e91-e99. http://dx.doi.org/10.5951/mtlt.2019.0141.

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Parham, Chris. "Living Newspaper in the English Discussion Classroom." JALT PIE SIG: Mask and Gavel 7, no. 1 (December 2018): 27–37. http://dx.doi.org/10.37546/jaltsig.pie7.1-2.

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Since 2003, the Japanese government has been urging universities to improve and reform the way they teach English to develop young people who can actively and immediately work in global contexts after graduation (MEXT, 2003). Some universities are using drama in the English language classroom to nurture students’ creativity, cooperation, and confidence. As has been shown, drama brings a multitude of psychological and communicative benefits – it helps students think about pronunciation, meaning, emotion, motivation, cooperation, confidence, and active participation, all of which can help to promote language acquisition and the spontaneous use of language (Miccoli, 2003; Ranzoni, 2003; Sato, 2001; Shapiro & Leopold, 2012; Zyoud, 2010). With a background in theatre and some useful drama resources at my disposal, I have been seeking ways to give my English classes a communicative and performative edge, and this article examines how I tried to incorporate a drama activity into my university discussion class.

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Vogler, Jane S., Diane L. Schallert, Yangjoo Park, Kwangok Song, Yueh-hui Vanessa Chiang, Michelle E. Jordan, SoonAh Lee, et al. "A Microgenetic Analysis of Classroom Discussion Practices." Journal of Literacy Research 45, no. 3 (September 2013): 211–39. http://dx.doi.org/10.1177/1086296x13499846.

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Carlock, Randel S. "A Classroom Discussion with James R. Cargill." Family Business Review 7, no. 3 (September 1994): 297–307. http://dx.doi.org/10.1111/j.1741-6248.1994.00297.x.

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This interview with James R. Cargill was compiled from question-and-answer sessions during undergraduate and MBA-level family business management courses taught at the University of St. Thomas, Minneapolis, Minnesota. He offers a down-to-earth perspective on family enterprise that resonates with family business students and parents. Mr. Cargill is a director, major shareholder, and retired senior vice president of Cargill, Inc., America's largest family enterprise.

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Green, C. F., E. R. Christopher, and J. Lam. "Developing discussion skills in the ESL classroom." ELT Journal 51, no. 2 (April 1, 1997): 135–43. http://dx.doi.org/10.1093/elt/51.2.135.

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Soltys, Steve, and Scott McClintock. "Freakatistics - Discussion Assignments for the Statistics Classroom." PRIMUS 24, no. 1 (December 7, 2013): 81–94. http://dx.doi.org/10.1080/10511970.2013.849784.

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Benjamin, Ludy T. "Defining Aggression: An Exercise for Classroom Discussion." Teaching of Psychology 12, no. 1 (February 1985): 40–42. http://dx.doi.org/10.1207/s15328023top1201_11.

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Quinn, Robert J., and Zhixia You. "Improving Classroom Discussion Using an Innovative Structure." College Teaching 58, no. 3 (June 17, 2010): 116. http://dx.doi.org/10.1080/87567550903252744.

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오연주 and 김종훈. "Participant Students’ Cognition of Discussion in Public Issues-Centered Classroom Discussion." Theory and Research in Citizenship Education 44, no. 2 (June 2012): 101–27. http://dx.doi.org/10.35557/trce.44.2.201206.004.

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35

Du, Yanxia. "Discussion on Flipped Classroom Teaching Mode in College English Teaching." English Language Teaching 11, no. 11 (October 13, 2018): 92. http://dx.doi.org/10.5539/elt.v11n11p92.

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Flipped classroom is now one of the most highly valued models in universities. From domestic and foreign research, flipped classroom can provide language input for students’ autonomous learning via modern information technology, which creates more opportunities for classroom output activities and eventually can effectively improve the teaching effect of College English. This paper analyzes the concept of flipped classroom, summarizes the advantages and disadvantages of flipped classroom teaching model in College English teaching from the existing problems in English teaching, and focuses on the innovative exploration of flipped classroom for college English teaching ideas based on the characteristics and theoretical basis of flipped classroom teaching model. This paper is expected to provide implications for the implementation of the flipped classroom teaching model in College English teaching in China, so as to promote the reform of College English teaching, perfect the flipped classroom teaching model to adapt to the form of College English teaching in China, and lay the foundation for implementation of flipped classroom on a large scale.

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Thor, Der, Nan Xiao, Meixun Zheng, Ruidan Ma, and Xiao Xi Yu. "An interactive online approach to small-group student presentations and discussions." Advances in Physiology Education 41, no. 4 (December 1, 2017): 498–504. http://dx.doi.org/10.1152/advan.00019.2017.

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Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by having students present and discuss online using VoiceThread, a cloud-based presentation and discussion tool. First-year students pursuing a Doctor of Dental Surgery degree were assigned into small groups to present physiology content and to discuss that content online. This assignment was similar to traditional student classroom presentations, with the exception that the entire assignment was conducted online. The primary purpose of this exploratory study was to investigate the impact of the online format on the discussion quality. Another purpose of the study was to examine students’ perceptions of using VoiceThread for presenting and learning, as well as the online interactions between the presenter and audience. Students posted a higher number of questions and comments than required by the assignment. The questions from students were also higher level questions, and the answers to these questions were more thorough compared with what we had previously observed in classroom presentations. The survey results showed that students preferred using VoiceThread for presenting, learning from other presentations, and discussing presentation content over performing this process in the classroom. Preliminary findings suggested that having dental students make presentations and hold discussions online might help address the challenges of student presentations in the classroom.

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Wolery, Mark, and Mary Louise Hemmeter. "Classroom Instruction." Journal of Early Intervention 33, no. 4 (December 2011): 371–80. http://dx.doi.org/10.1177/1053815111429119.

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In this article, the authors focus on issues of instruction in classrooms. Initially, a brief definitional and historic section is presented. This is followed by a discussion of four assumptions about the current state of affairs: (a) evidence-based practices should be identified and used, (b) children’s phase of performance should dictate practice selection, (c) naturalistic procedures should be used, and (d) play is a defensible curricular domain. Three challenges (instructional, experimental, and resources) are noted.

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Rishel, Carrie W., Jiyoung K. Tabone, Helen P. Hartnett, and Kathy F. Szafran. "Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children." Children & Schools 41, no. 4 (October 2019): 239–48. http://dx.doi.org/10.1093/cs/cdz017.

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Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

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Pica, Teresa, and Gay N. Washburn. "Negative Evidence in Language Classroom Activities." ITL - International Journal of Applied Linguistics 141-142 (January 1, 2003): 301–44. http://dx.doi.org/10.2143/itl.141.0.2003192.

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This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

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40

Beauvois, Margaret Healy. "Computer-Assisted Classroom Discussion in the Foreign Language Classroom: Conversation in Slow Motion." Foreign Language Annals 25, no. 5 (October 1992): 455–64. http://dx.doi.org/10.1111/j.1944-9720.1992.tb01128.x.

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Hsieh, Hui Min, Wei-Ning Wang, Chan Yi Jui, Wen Ching Yang, Jou Huai Lin, and Li Chun Liu,. "The Flipped-Classroom in Nutrition Intern Clinical Training." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 601. http://dx.doi.org/10.1093/cdn/nzaa048_007.

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Abstract Objectives Flipped-classroom has been widely used in various teaching fields in recent years. It is a learner-centered teaching method. The application of the flipped-classroom model in nutrition intern clinical training is not universal. We implemented this teaching approach to the core training courses and evaluate its efficacy, benefit, and outcome. Methods We designed 3 topics of basic clinical course included diabetic, chronic kidney disease, and cancer. The flipped-classroom consisted of e-learning outside of the classroom, followed by an in-class interactive session with problem-based discussion and case-based discussion. Preceptors assisted the discussion process, guided the right direction. Trainees presented their report after discussion. Preceptors gave feedback at the end of each lesson. Finally, trainees and preceptor finished the evaluation of the course, other learners, and preceptors. Results A total of 10 trainees attended the courses. The average score of knowledge, skill, and attitude was 9.01, 8.90, 8.88 respectively from the trainees’ evaluation. Knowledge, skills, and attitudes get A or higher scores from preceptors. The trainees have a very high evaluation of the Flipped-classroom. They believe that Flipped-classroom is interesting, deepens their impression of relevant knowledge, and from the performance of their peers can provide more personal thinking. The preceptors thought the Flipped-classroom as active learning allows students to become the protagonists of teaching activities. Trainees prepared in advance and participate in discussions actively. Many scenarios can be integrated into the process and let teaching have more flexibility. Conclusions Flipped-classroom is an active learning education that guides learners to have a sense of accomplishment at each stage and achieves superior clinical care advantages through excellent education. Funding Sources Nil

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Alzubaidi, Mohammad A., and Mwaffaq Otoom. "Discussion-facilitator: towards enabling students with hearing disabilities to participate in classroom discussions." International Journal of Technology Enhanced Learning 10, no. 1/2 (2018): 73. http://dx.doi.org/10.1504/ijtel.2018.088337.

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Alzubaidi, Mohammad A., and Mwaffaq Otoom. "Discussion-facilitator: towards enabling students with hearing disabilities to participate in classroom discussions." International Journal of Technology Enhanced Learning 10, no. 1/2 (2018): 73. http://dx.doi.org/10.1504/ijtel.2018.10008598.

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44

Rehman, Rehana, Satwat Hashmi, Rozmeen Akbar, and Syeda Sadia Fatima. "Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052091085. http://dx.doi.org/10.1177/2382120520910853.

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Flipped classroom (FCR) is an active learning pedagogical method in which the students prepare prior to class using different modalities, for example, reading materials and videos, and afterward spend the time in class discussing the content and reinforcing the concepts. We chose to replace one problem-based case on “Shock” with flipped-style teaching in the respiration circulation module of a private medical university. Our objective was to use the clinical presentation of “Shock” to open a window to interrelate basic science concepts of cardiovascular physiology and pathology. It aimed to merge the case-based discussion with small-group discussions in the form of FCR activity. The qualitative study gives an overview of comments of facilitators, observers, and leadership of the Department and University obtained during focus group discussions and in-depth interviews. Thematic analysis of responses emphasized the importance of FCR as an effective teaching learning modality, which can be made more effective by careful selection of topic and provision of facilities to support technology-enhanced learning. The discussions with facilitators, observers, and leadership revealed its usefulness through student’s engagement and increased participation to build learning of the key concepts. Student satisfaction in these activities can be enhanced by construction of knowledge acquired in non–face-to-face component with substantial pre-reading materials, videos, peer discussions, quizzes, and prompt feedback.

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BFN, Mary L. Allen, Irene Matthews, Steven A. Estep, Cornelia R. Pepoy, Charles R. Cooper, and Carla J. Hobaugh-Smith. "Booksearch: Television Series and Videotapes for Classroom Discussion." English Journal 81, no. 3 (March 1992): 85. http://dx.doi.org/10.2307/820208.

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Pence, Laura E., Emily Greene, and Harry E. Pence. "Using a Google Jockey To Enhance Classroom Discussion." Journal of Chemical Education 87, no. 3 (March 2010): 254–55. http://dx.doi.org/10.1021/ed800105f.

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Sawyer *, R. Keith. "Improvised lessons: collaborative discussion in the constructivist classroom." Teaching Education 15, no. 2 (June 2004): 189–201. http://dx.doi.org/10.1080/1047621042000213610.

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Solomon, Joan. "Classroom Discussion: a method of research for teachers?" British Educational Research Journal 11, no. 2 (January 1985): 153–62. http://dx.doi.org/10.1080/0141192850110207.

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Greer, J. E., E. P. McElhinney, and J. E. Harris. "A Study of Classroom Discussion in Religious Education." British Journal of Religious Education 11, no. 2 (March 1989): 92–102. http://dx.doi.org/10.1080/0141620890110206.

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刘, 孝艳. "Discussion on Effective Classroom Teaching of Advanced Mathematics." Creative Education Studies 06, no. 06 (2018): 529–32. http://dx.doi.org/10.12677/ces.2018.66087.

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