Abstract
Discussion-Based Learning (DBL) can be an effective pedagogical tool for student engagement and developing higher-order thinking skills. However, DBL can be a challenging endeavor for college teachers for various reasons. The purposes of this article are to identify those challenges, present three key principles, and share several practical ideas that will help improve discussions in college classrooms.
DOI
https://doi.org/10.15142/vnkz-p273
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Garrett, Christopher E.
(2020)
"Three Key Principles for Improving Discussion-Based Learning in College Classrooms,"
Journal on Empowering Teaching Excellence: Vol. 4:
Iss.
1, Article 8.
DOI: [https://doi.org/]https://doi.org/10.15142/vnkz-p273
Available at:
https://digitalcommons.usu.edu/jete/vol4/iss1/8
