Learning through discussions: comparing the benefits of small-group and large-class settings
Abstract
The literature on teaching and learning heralds the benefits of discussion for student learner outcomes, especially its ability to improve students' critical thinking skills. Yet, few studies compare the effects of different types of face-to-face discussions on learners. Using student surveys, we analyze the benefits of small-group and large-class discussions in an upper-level political theory course. We also analyze whether the same types of students are likely to participate and reap the benefits of both types of discussions. We find that, overall, participation is higher in small-group discussions, as are students' perceptions of learner outcomes. We also find a more equal participation of students of different ethnic backgrounds in small-group discussions; similarly, previous academic achievements have less influence on discussion participation in small groups.
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Collaborative or co-operative training strategies and active learning techniques such as discussion are more effective than traditional, lecture-style training for acquiring new knowledge, building skills and increasing motivation to continue to improve skills.
“The research literature suggests that collaborative or co-operative training strategies (i.e.working together in small groups towards a common goal) and active learning techniques such as discussion are more effective than traditional, lecture-style training for acquiring new knowledge, building skills and increasing motivation to continue to improve skills.91”
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- Authors
- Pollock, P. H., Hamann, K., & Wilson, B. M.
- Affiliations
- University of Central Florida (US)
- Corresponding author
- Hamann, Kerstin
- Venue
- Journal of Political Science Education
- Publisher
- Informa UK Limited
- Published
- 2011-02-08
- Volume
- 7
- Issue
- 1
- Pages
- 48-64
- ISSN
- 1551-2169 (ISSN-L)
- 1551-2177
- OpenAlex
- W1983864715
- Cited by
- 146
- References
- 41
- Citations by year
- 2026: 7 · 2025: 12 · 2024: 18 · 2023: 12 · 2022: 12 · 2021: 12 · 2020: 6 · 2019: 9 · 2018: 12 · 2017: 10 · 2016: 9 · 2015: 6 · 2014: 8 · 2013: 6 · 2012: 7
- FWCI
- 32.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Political Science Education (publishedVersion)
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- classroom discussion, small group discussion, student participation, critical thinking, political theory courses, ethnicity, prior academic achievement, student perceptions of learning
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