Critical Debate in the Classroom using ICT: An Innovation Proposal with University Students

Abstract

This work presents an exploratory case study demonstrating the results of an intervention proposal carried out with 76 Pedagogy students at the University of Salamanca, with the purpose of investigating the development of argumentation skills and self-regulated learning, and exploring the feasibility of inclusion of this type of activities in the training curriculum. The pedagogical proposal involved conducting a critical debate from a pragma-dialectical perspective, which took place utilizing the collaborative software Digalo. Results are based on the collection of information through various tools, including a final activity report for each debate position, individual introspective reports and a group activity evaluation of the principal elements of the pedagogical activity. Results indicate that the computer-supported intervention favored argumentation skills related to critical debate and the activation of self-regulated strategies. Conversely, students evaluated the pedagogical activity as a learning experience that contributed to the understanding of the subject, although mentioning that some elements needed to be modified and reinforced for a more effective development of the argumentation,