Table 3.

Responses to “Why discussion-based classes are superior to large lectures”

(23) I think discussion-based courses are superior to larger lectures purely because of the more intimate relationships you are able to develop with your fellow classmates and professors. Traditionally lecture based courses are filled with hundreds of students, and the professor doesn’t even know your name, and the students probably don’t even know the names of their peers sitting in front of and behind them. A discussion-based course allows you the opportunity if you take it to build relationships with your classmates and peers that persist outside of the classroom.

(24) I studied engineering, not management, so I can’t speak specifically to why discussion-based classes are important for an undergraduate management education but I can still talk about my experiences. I always felt more engaged in discussion-based classes than in large lectures because I knew I was a part of the learning, not just a passive observer trying to soak in knowledge. This also motivated me stay on track with readings and to read them more thoroughly so that I could more effectively participate in class. Whenever I would miss a reading, I would feel unable to contribute, as if I had let the class down and this motivated me to stay on top of my own learning. I also think that it is valuable to see how different people think differently on the route to whatever conclusions they are drawing in discussion-based classes. Most classes I took in college emphasized the existence of correct answers and methods of reaching them, but that’s often not the case in real life. I think it’s valuable to have some exposure to talking out complex problems that don’t have a real solution and then having to discuss how other people may have viewed and solved the problem in ways separate from your own. This approach develops critical thinking instead of just memorization and application of rules.

(25) As an introvert, I tend to avoid raising my hand in most traditional lectures because it feels unnecessary and somewhat disruptive. However, in discussion-based lectures, which depend on student participation, I feel empowered to ask questions and share my thoughts. Also, due to the active learning component of discussion-based lectures, I find that I remember much more of the material that I learn in discussion-based lectures as opposed to traditional lectures.

(26) Large lectures do little in the way of offering students the chance to refine essential interpersonal skills.

(27) Allowing student to participate in discussions gives them a chance not only to be an active participant in their learning but also to be in charge of their learning. Students have to come prepared to class to participate in the discussions. This holds them more accountable for out of class work than it would in a large lecture style class. I found a discussion-based class challenged my thinking a lot more than a lecture-based class. In the discussion we would hear from everyone in the class, what they thought, things they would draw from their backgrounds to contribute, and different interpretations of the reading material. It is a lot more eye opening and introduces you to more diversity of thought than you would get hearing from one professor in a lecture.

(28) Discussion-based classes have a way of not only building stronger relationships with your peers, but also opening doors to hearing from multiple perspectives. We really get the chance to spend our discussion time in topics that interest us and we really get to explore everything we want to about it. This is only possible in smaller groups! I’ve had a small share of discussion-based classes at Purdue and I really have walked away from those classes having learned much more than traditional lecture style classes. There is just so much more to take away! Instead of sitting for an hour listening to a professor talk about a topic and go through a set of slides, we really get the chance to delve into those topics in our discussion and leave class having come to a new realization. At the same time, we are also practicing skills that are important in the real world such as, professional discussions, asking important and relevant questions, and building our networks through peer relationships.

(29) Discussion-based classes allow the individual to have the opportunity to form their own thoughts and opinions on topics while also getting insight from other viewpoints. They also allow feedback from both peers and professors in a more intimate setting.

(30) I believe that discussion-based classes forces students to understand the material for themselves. By discussing the topic they are able to formulate their own opinions and it acts as a form of teaching to the other students, thus reinforcing the material. Lectures do not have this capability because it is a passive interaction with the material.

(31) In direct comparison to larger lectures, there are a couple glaring observations that I personally can make. The first one being I didn’t go to the large lectures (unless forced by graded attendance, etc.) because I do not learn best this way. I learn better by actively engaging with material, and I accomplish this best by taking a course that is discussion-based (hard to find) or reading and working problems/theory on my own or with others. Secondly, I viewed the larger lectures as more of a burden due to the attempt of teaching by assigning various homework, quizzes, etc.; whereas, the discussion-based class had 3 assignments for the entire course but required preparation to participate well within class. In my experience, more time was spent working outside of class for the larger lecture style classes than the course that made us prepare before every meeting, and ultimately I am able to recall more of the material from discussion-based classes vs. non-discussion-based classes today. Due to this, I would like to claim that discussion-based classes are more efficient than their larger lecture style counterparts.

(32) Large lecture management classes are no better than in-person PowerPoints. Students can read at home. Discussion based classes are better in that students can apply what they’re learning through discussions that offer real-world context.

(33) Discussion-based classes are superior to larger lectures because they simulate a real-world environment. This is to say, it allows for participants to formulate, defend, and judge ideas in front of others, creating the space to learn from dynamic interactions in a safe and contained environment. The best example to portray the difference between both lecture modalities would be learning how to drive. Imagine a situation where a person had two options to learn how to drive, the first being watching someone doing it, and the second being actually sitting in the car, turning it on, and driving forward in a safe road where there are no cars, obstacles, or pedestrians. Evidently, the person that has had practical training would be much more suitable to take the wheel in case of an emergency compared to someone who has merely seen how to drive.

(34) When comparing to large lectures, discussion-based courses allow for students to build a relationship among each other helping to mitigate the fear of sharing their opinion or verbally engaging in a large lecture. Not only that, but a smaller, discussion-based course allows for more time for students to share their interpretations of the material and contribute their ideas and experiences.

(35) Learning to work with others and discuss ideas openly within the classroom enabled me to diversify my understanding of varying issues. This would not have been possible in a large, lecture-style class. Based on my experience, I could better actively participate in the discussion-based class than in the large lectures, and therefore I could be more stimulated and learn better. For example, to better discuss in the class on a given topic, I had to prepare more for the class and understand fully on a given topic. Even though when I didn’t get to the point before the class, I could catch up in the class while discussing with a lecturer and other students. This naturally boosted my academic achievement.

(36) Whereas, in a large lecture, students are swallowed up by the lack of enthusiasm from their peers and disengaged by a lengthy and boring PowerPoint. Discussion based classes instead encourage engagement by requiring the students to be more involved in their education.

(37) When classes are in large lectures, not only does that encourage lazier students to sit in the back and no pay attention but you end up only hearing one opinion- the lecturer’s. It’s difficult to have discussions in such large groups, much less engage students that are there for the attendance points. Teaching students in a large lecture hall where one voice is heard enlarges the gap between each great new idea that leads to great change.

(38) Discussion-based classes are superior to large lectures because discussion-based learning provides students the opportunity to form their own opinions as well as have their opinions challenged. It’s easy to go to class, sit and take notes, review them and then take an exam but then quickly forget the material. This often happens in large lectures where it’s easy to be distracted when you’re one of hundreds. I have found that students will remain engaged during and after the class when they were participating in a lively discussion going back and forth with other students. It then translates into longer retention of material.

(39) Lecture based classes forfeit any type of nuance, they regularly operate as a glorified list of facts which students are meant to memorize and regurgitate. Discussion based classes are inherently flexible and designed to be different each time, this results in an environment where new ideas are produced and integrated into course material from disparate perspectives and disciplines. By directly interacting with the course material, students gain a much greater appreciation for the ideas they are exposed to in their classes. Professors can’t actually know if the students understand the core idea they’re trying to convey, they have to wait for exams where students regurgitate the same words and terminology that they saw their professors use instead of sharing their own understanding of the topic.

(40) A class that is entirely reliant on lectures can be repetitive, exhausting and non-engaging. Where a discussion-based class is engaging, a better learning environment and more interactive for both the students and professors.

(41) An undergraduate management education aims to prepare a graduate to successfully enter the business world. I believe a discussion-based course better simulates the workplace versus a large lecture format which relies often on multiple choice exams and spoon-feeding information to students which is inconsistent with the demands of a professional setting.