Let It Flow: Redefine “Good” Discussion in Higher Education Classroom

By Dengting Boyanton.

Published by The International Journal of Learning in Higher Education

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Article: Electronic $US5.00

This qualitative study was designed to assess learning-oriented class discussion in the classroom setting at the university level, identify its characteristics, and develop key criteria to assess the type of class discussion which most benefits university classroom learning. This study employed a grounded theory method with an emergent design using two research methods: participant observation and individual interview. This research was conducted with two Multicultural Education courses in the Education Department of G University, a public university located on the east coast of the United States. This study identified four criteria to assess learning-oriented class discussion. Specifically, these criteria are that the students/teachers are: 1) readiness; 2) motivation; 3) engagement; and 4) outcome.

Keywords: Class Discussion, Discussion Definition, Learning-oriented Discussion, University Teaching and Learning, Classroom Learning

The International Journal of Learning in Higher Education, Volume 20, Issue 4, November 2014, pp.39-49. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.157MB).

Dr. Dengting Boyanton

Assistant Professor, Curriculum & Instruction, Long Island University C. W. Post, Flushing, New York, USA

Dr. Dengting Boyanton is an Assistant Professor of Educational Psychology in the School of Education at the Long Island University (C. W. Post, New York). She received her Ph.D. in Educational Psychology from the University of Virginia. Dr. Boyanton has been interested in the areas of cognition and student learning for many years. She has given many presentations and workshops on student learning in both national and international conferences including American Psychological Association Convention, American Educational Research Association Conference, British Psychological Society Convention, Canadian Psychological Association Convention, International Conference on Learning, and others. Dr. Boyanton has earned many honors in her academic career, most recently the AERA Division C (Learning & Instruction) New Faculty Mentoring Program Fellowship with Dr. Richard Mayer (AERA Vice President) as her mentor, the Curry School of Education Fellowship, the A. L. Bennett Endowed Scholarship, the Virginia Governor’s Fellowship, and the Dupont Fellowship. Dr. Boyanton is currently a member of the American Psychological Association (APA) and American Educational Research Association (AERA). Dr. Boyanton has also successfully directed five programs at UVa including UVa Culturefest, Study Break, Chinese Traditional Dance Team, and Chinese Corner. She was also the founder of the latter two programs.