Debate Activities in the Learning Process. Experiences and Implications from the Learning Process of Economics Students

Abstract

The change in the dynamics of the national economy and its business environment require modifications in the educational models and methodologies compatible with an ongoing learning process based on the student towards the development of necessary generic competences for a good job performance.  This study aims at designing, implementing and systematizing debate experiences in course syllabuses for economics being updated following a student-centered educational model. . The activities were carried out at the Faculty of Economics and Business at the University of Bio-Bio, Chile .Alternative versions of debates based on group characteristics and a specific a set of evaluation criteria were proposed. In addition, a protocol containing the phases of the activity, logistics and equipment use was developed. The results suggest that student motivation is a key factor for a successful debate when the formation of groups is intentional. This experience proves that it is possible to carry out debates in numerous courses defining alternative protocols and giving incentives based on rewards and penalties in the correct direction. It can also be concluded that activities must be conducted systematically throughout the training process. It is also necessary to foster the active participation of academics and explicitly specify the "debate" as a formal activity as part of the evaluation criteria in the  proposed -course syllabi.