Abstract
This paper presents initial experiences in using online debates as an innovative academic learning technique in multicultural and multilingual communities.
The purpose of the paper is to illustrate the potential of creative and critical learning through debates, and to demonstrate the use of new technologies in achieving such learner outcomes. Description is provided of participant experiences in debates regarding actions and values. The debates were conducted in the Karl Popper format by means of Skype, with audience questions. The debaters were journalism students of the Faculty of Philosophy at the university of Novi Sad, Serbia, and of the University of Bratislava, Slovakia. The following research methodologies were employed: a) theoretical analysis; b) descriptive method; c) group surveys as scientific discussion; e) modelling method, in which a model is offered of Skype-based debates as an innovative distance-learning technique in the context of international exchange of experiences.
Analysis of the group surveys, which were completed by the student debaters and audience, revealed that this form of learning is exceptionally dynamic, creative and demanding. Teams present constructive arguments for and rebuttals against, asking cross-questions in order to identify and resolve inconsistencies, flawed arguments, insufficient data, ambiguities and any other impediments to clear communication and learning. The debate programme has enabled the Department of Media Studies in Novi Sad to conduct quality debates using new digital technologies, and to organise international and bilateral debate tournaments in virtual time and space.
Debate tournaments as a form of intellectual competition require the participants to prepare, to analyse cause and effect, to gather data, to recognise topics of social significance, to formulate arguments, to predict social consequences if a problem remains unresolved, to identify human actions which contribute to the problem, and finally to propose solutions to conflict situations. The same type of analysis is employed by journalists in their investigative work. Therefore it is clear that such debating skills serve as useful tools in learning the process and techniques of analytical journalism. With the addition of the international aspect, the benefits are even greater. This study of the online debating experience of students from Serbia and Slovakia is a modest initial contribution to a new model of learning which merits further attention by researchers. |