title: Outcomes of modified formal online debating in graduate nursing education.
abstract: Formal debating is a process for argumentation with a long history of use in classroom settings to promote students' development of skills associated with influencing others. In an online, 14-week, MN nursing course, modified formal debate procedures and rules were used to address contemporary issues in nursing. A qualitative descriptive study of student's reflections about engaging in the debate process was conducted involving 24 of 48 students representing three sections of this course taught by three professors during the 2009-2010 academic year. On analysis, the data revealed five categories of outcomes: 1) Risk Taking; 2) Defence of a Position; 3) Coverage of all Aspects; 4) Skill and Knowledge Transfer; and 5) Critical Thinking. Additionally, factors that influenced each of these outcomes are described. Study findings support the compelling benefits of debating in online learning environments using a format modified for use online.
authors: Athabasca University. virginia@athabascau.ca
authors: Virginia
authors: V
authors: Vandall-Walker
authors: Caroline L
authors: CL
authors: Park
authors: Kim
authors: K
authors: Munich
mesh_terms: D000328:Adult; D001290:Attitude; D002170:Canada; D003194:Computer-Assisted Instruction; D004511:Education, Nursing, Graduate / Q000379:methods*; D005260:Female; D006801:Humans; D020407:Internet; D008875:Middle Aged; D010565:Persuasive Communication; D015397:Program Evaluation; D012309:Risk-Taking; D013850:Thinking; D014163:Transfer, Psychology