Can “Debate” Transform Teaching and Learning in Higher Education?

Abstract

The purpose of this study is to examine post-graduate students’ perceptions, feelings, attitudes, and evaluation comments of a debate process they experienced in an Educational Policy, Management and Leadership module during their M.A.(Ed.) studies at a well-known Greek university. Furthermore, it aspires to share the perspective of broadening the teaching methodology in Higher Education using level-appropriate and widely appreciated teaching tools. The study was based on a qualitative design. Findings indicated the benefits gained through the learner-centered structured debate approach emphasized on the development of students’ critical, analytical, and communicational skills and stressed their gradual transformation of attitudes. Respondents also stressed active learning and self-driven study, as opposed to the passive learning attained during lectures. Participants’ positive feelings constitute the vehicle to the formation and/or transformation of attitudes and the implications of these transformations for their personal and professional life.