Discuss to learn: a student-focused learning strategy
ISSN: 0040-0912
Article publication date: 26 May 2023
Issue publication date: 13 October 2023
Abstract
Purpose
Traditional teaching strategies are making way for a more collaborative learning style, where students play active roles in their learning process. This work focuses on the discussant role activity in the market research subject in a business administration bachelor's degree as a way of empowering students' role. The discussant activity fosters critical thinking and debate between classmates while also encouraging communication and relational skills.
Design/methodology/approach
Drawing on expectation-disconfirmation theory, this study analysed students' expectations and perceptions before and after the discussant activity. Data were collected through two surveys carried out in class at the beginning and at the end of the course.
Findings
The empirical findings show that interactions in the classroom during the activity contribute to students' final evaluation of the activity and positively affect cross-curricular and subjective learning performance.
Originality/value
Activities that recreate real-life experiences help students in the acquisition of certain key competencies related to their future inclusion in the labour market.
Keywords
Acknowledgements
The authors are grateful for the financial support of the Government of Aragon, research groups S-54 (GENERES) and S-46 (METODO); the Spanish Ministry of Economy and Competitiveness; FEDER and the research project PID2020-118425RB-I00.
Citation
Fandos-Herrera, C., Herrando, C., Jiménez Martínez, J. and Pina, J.M. (2023), "Discuss to learn: a student-focused learning strategy", Education + Training, Vol. 65 No. 5, pp. 697-710. https://doi.org/10.1108/ET-02-2022-0049
Publisher
:Emerald Publishing Limited
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