Skip to main content
Let’s discuss: Teaching students about discussions
Journal of the Scholarship of Teaching and Learning (2013)
  • Eve Brank, University of Nebraska-Lincoln
  • Lindsey E. Wylie, University of Nebraska at Omaha
Research consistently demonstrates the benefits of employing classroom discussions; however, there has been less attention given to teaching students about discussions. The current research compared 2 advanced social psychology courses: 1 without (control) and 1 with (experimental) a week devoted to learning about and discussing discussions. Several different indicators showed marked improvements for the experimental group as compared to the control group. The differences between the two classes were particularly noticeable at the beginning of the semester. Even though the control group was able to eventually obtain similar scores, the differences at the beginning of the semester suggest that students in the experimental group benefitted early from the experimental condition. Additionally, measures provided directly by the students demonstrated higher ratings of self-assessment and course evaluations for students enrolled in the experimental class.
  • classroom discussion,
  • discussion,
  • engaged classroom,
  • classroom dynamics,
  • social psychology,
  • engagenement
Publication Date
August, 2013
Publisher Statement
Copyright 2013 by The Trustees of Indiana University. Reproduced with permission from the Journal of the Scholarship of Teaching and Learning (JoSoTL).
Citation Information
Eve Brank and Lindsey E. Wylie. "Let’s discuss: Teaching students about discussions" Journal of the Scholarship of Teaching and Learning Vol. 13 Iss. 3 (2013) p. 23 - 32
Available at: