Adding Value

Abstract

Research finds that fostering reflective deliberation in classes ensures that students reach a high level of achievement in their courses. This chapter evaluates student peer reflective exchanges across a four-year institution and a community college and both face-to-face and online modes of instruction at these differing institutions. Significant evidence reveals that regardless of institution type, students deliberate with academic reflectivity yet deliberate with greater reflectivity in face-to-face classes across both institutions. This study concludes that offering deliberative strategies are a viable means to offer pedagogical content across different modes of instruction and at differing institutions, a concern for educators and administrators in this digital age.