Discuss to learn: a student-focused learning strategy

Abstract

Purpose

Traditional teaching strategies are making way for a more collaborative learning style, where students play active roles in their learning process. This work focuses on the discussant role activity in the market research subject in a business administration bachelor's degree as a way of empowering students' role. The discussant activity fosters critical thinking and debate between classmates while also encouraging communication and relational skills.

Design/methodology/approach

Drawing on expectation-disconfirmation theory, this study analysed students' expectations and perceptions before and after the discussant activity. Data were collected through two surveys carried out in class at the beginning and at the end of the course.

Findings

The empirical findings show that interactions in the classroom during the activity contribute to students' final evaluation of the activity and positively affect cross-curricular and subjective learning performance.

Originality/value

Activities that recreate real-life experiences help students in the acquisition of certain key competencies related to their future inclusion in the labour market.

Citation

Fandos-Herrera, C., Herrando, C., Jiménez Martínez, J. and Pina, J.M. (2023), "Discuss to learn: a student-focused learning strategy", Education + Training, Vol. 65 No. 5, pp. 697-710. https://doi.org/10.1108/ET-02-2022-0049