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In-Depth Information
Progressive Pedagogies
Progressive pedagogies are instructional methods which are deliberate and planned
goal-oriented activities where the learning outcomes, the teacher's and the students'
roles and activities are clearly defined, and described. Research on diverse uses
of instructional methods in face-to-face settings have revealed that, under some
conditions, it is possible to move learners from low levels of learning (e.g., rote
learning/memorization of data and facts) to higher levels of learning (e.g., under-
standing of complex and abstracted phenomenon through critical, creative, and
complex thinking skills). It has also been suggested that students who use active
and diverse learning strategies are more likely to acquire sophisticated levels of
understanding than students who do not use active and diverse learning strategies
(Williams, 2002).
The progressive pedagogies explored in this chapter were diverse and intention-
ally selected instructional methods with the aim of providing students with some
dilemma or perplexity as a result of an authentic problem (based on an actual event
or events) and included the following components identified by Tenenbaum, Naidu,
Jegede, and Austin (2001) as necessary to achieve higher thinking patterns: (1) argu-
ments, discussions, debates, (2) conceptual conflicts and dilemmas, (3) sharing ideas
with others, (4) materials and measures targeted toward solutions, (5) reflections and
concept investigation, (6) meeting student needs, and (7) making meaning, real-life
examples.
Following is a brief overview of each pedagogical intervention that was investi-
gated for its effects on facilitating higher levels of learning. The Internet commu-
nication tool used to facilitate these pedagogical interventions was asynchronous,
text-based group fora (WebCT group discussion).
The Nominal Group Technique.
The nominal group technique is a democratic
decision-building process designed to improve problem solving skills in a large
group setting (Seaman & Fellenz, 1989). This pedagogical intervention typically
begins with a presentation of a well-formed problem posed to students who are then
asked to generate and prioritize their ideas about a solution. Students list ideas until
their suggestions have been exhausted. The instructor then asks those students with
extreme views to reconsider their ideas. Underpinning this instructional method
is the assumption that a question and response technique, will prompt students to
reflect on issues they might have disregarded as insignificant.
Debate
. Debates are structured discussions in which reasons involving two or
more opposing sides of an issue, proposition and/or proposal are presented. This
is then followed by consideration of the implications of the issues presented, and
sometimes a vote process ensues (Renner, 1999). The formal debate has an agreed
upon set of rules and traditional procedures beginning with a presentation by two
groups with opposing positions, followed by rebuttals from each group that both
defend their own position and attack the position of the opposing team. This instruc-
tional method is designed to enhance students' confidence and ability to express
viewpoints, as well as help develop coherent organization and precise expression of
ideas (Kanuka & Kreber, 1999).
