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Journal articles on the topic 'Discussion'

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Published: 4 June 2021
Last updated: 15 June 2025

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1

Rainero, David M. "Some discussion about discussions." Journal of Oral and Maxillofacial Surgery 52, no. 1 (1994): 98–99. http://dx.doi.org/10.1016/0278-2391(94)90038-8.

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2

O'Driscoll, E. S. T. "Discussion." Global Tectonics and Metallogeny 4, no. 4 (1995): 189–93. http://dx.doi.org/10.1127/gtm/4/1995/189.

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Struchkova, Natalia, and Aimar Ventsel. "Reflections and Thoughts about the Social and Cultural Role of Alcohol." Folklore: Electronic Journal of Folklore 61 (August 2015): 177–84. http://dx.doi.org/10.7592/fejf2015.61.discussion.

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Ventsel, Aimar, and Natalia Struchkova. "Can We Talk About Post-Soviet Science?" Folklore: Electronic Journal of Folklore 63 (April 2016): 121–26. http://dx.doi.org/10.7592/fejf2016.63.discussion.

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Funk, Dmitriy, and Irina Nam. "Contemporary Transformations of Ethnology/Anthropology in Russia: An Invitation to Further Discussion." Folklore: Electronic Journal of Folklore 70 (December 2017): 225–38. http://dx.doi.org/10.7592/fejf2017.70.discussion.

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Khuman, Dr Prakash. "Group Discussion." Indian Journal of Applied Research 3, no. 4 (2011): 127–28. http://dx.doi.org/10.15373/2249555x/apr2013/41.

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Pakombong, Hendrik. "PENINGKATAN KETERAMPILAN DISKUSI PADA MATERI CERAMAH MELALUI MODEL PEMBELAJARAN TWO STAY TWO STRAY." sarasvati 3, no. 2 (2021): 203. http://dx.doi.org/10.30742/sv.v3i2.1594.

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This study aims to improve the discussion learning process and improve discussion skills of class XI students of SMA Negeri 1 Muara Wahau through the Two Stay Two Stray learning model. The Two Stay Two Stray learning model was chosen because it can stimulate and encourage students to actively speak to convey ideas / ideas in discussion activities. The subjects of this study were students of class XI MIPA SMA Negeri 1 Muara Wahau. The data in this study were obtained through observation, interviews, student discussion skills tests, field notes, and documentation. Data were analyzed using qualitative descriptive techniques. The validity of the data was obtained through the validity (democratic, process, dialogic, results) of interview transcripts, observation sheets, discussion assessment sheets, and photos of activities. The results of the research obtained are the percentage of discussion skills indicators achievement has increased in each cycle. The students' average ability in discussing before the implementation of the action was categorized as lacking. However, after implementing the action for two cycles, the students' average ability in discussion was categorized as excellent. The results showed: (1) in the process, discussion learning has increased significantly. Prior to the implementation of the action, students were still not actively discussing and were not able to cooperate properly during the discussion. After the implementation of the action, students become active and able to work well together during discussions; (2) in product terms, students in discussions during the pre-action with an average score of 10, 63 and at the end of the implementation of the action, namely cycle II to 20.88. Students' ability in discussing has increased by 10.25
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Kornfield, Sarah, and Kristen Noack. "Speed-Discussion: Engaging students in class discussions." Communication Teacher 31, no. 3 (2017): 162–66. http://dx.doi.org/10.1080/17404622.2017.1314527.

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BLOOMFIELD, ROBERT. "Discussion of Detecting Deceptive Discussions in Conference Calls." Journal of Accounting Research 50, no. 2 (2012): 541–52. http://dx.doi.org/10.1111/j.1475-679x.2012.00448.x.

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Young, R. W., C. R. Twidale, and J. T. Hutton. "Silcrete and basalt - discussion." Zeitschrift für Geomorphologie 37, no. 1 (1993): 113–15. http://dx.doi.org/10.1127/zfg/37/1993/113.

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Surendra, Nanda, and James W. Denton. "“Discussion‐less” discussion databases." Journal of Systems and Information Technology 11, no. 2 (2009): 131–49. http://dx.doi.org/10.1108/13287260910955101.

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Sanket, Pagadpalliwar, Gupta Anjali, Wabale Nikhil, Bedre Sagar, and Gadekar Supriya. "Comparing Online Discussion Forums to Traditional In-Person Discussions." International Journal of Innovative Science and Research Technology 8, no. 3 (2023): 2082–86. https://doi.org/10.5281/zenodo.7809296.

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The purpose of this research paper is to compare an online discussion forum developed by us with traditional in-person discussions. With the increasing popularity of online communication tools, there is a growing need to compare the effectiveness of online discussion forums with traditional in-person discussions. This paper will describe the design and implementation of our online discussion forum and compare the benefits and drawbacks of traditional in-person discussions. The study will employ a mixed-methods approach, using quantitative and qualitative data collection methods to explore the relative effectiveness of these two forms of communication. The paper will also examine the best practices for implementing and managing online discussion forums and identify areas for further research. The results of this study will provide insights into how to effectively implement and manage online discussion forums and inform decisions about which type of communication is best for specific situations.
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Modan, Gabriella, and Seuli Bose Brill. "Engaging death: Narrative and constructed dialogue in Advance Care Planning discussions." Communication and Medicine 11, no. 2 (2015): 153–65. http://dx.doi.org/10.1558/cam.v11i2.18616.

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Advance Care Planning (ACP) remains extremely low in the US, due to numerous institutional and cultural barriers and discomfort in discussing death. There is a need for guidance about how patient and healthcare providers can effectively engage in ACP discussion. Here we analyze the linguistic strategies that focus-group participants use when discussing ACP in detailed ways. Prevalent linguistic structures in effective ACP discussions were loved ones’ end-of-life narratives, hypothetical narratives, and constructed dialogue. In elucidating spontaneous, unprompted approaches to effective discussion of end-of-life issues, such research can help to dislodge communicative barriers to ACP so that more people are prepared to engage the process.
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Herbert, Linda, and Steven Hardy. "Implementation of a Mental Health Screening Program in a Pediatric Tertiary Care Setting." Clinical Pediatrics 58, no. 10 (2019): 1078–84. http://dx.doi.org/10.1177/0009922819862613.

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We evaluated the acceptability and usefulness of brief mental health screening during pediatric subspecialty clinic visits. Patients (8-17 years) and parents (of patients 5-17 years) in pediatric allergy, immunology, and hematology clinics completed the PROMIS (Patient-Reported Outcomes Measurement Information System) Pediatric Profile. Medical providers reviewed results and interpretations to guide discussion of mental health during visits. Almost all providers (96%) reported discussing mental health during visits but fewer parents (60%) said this discussion occurred. All parents who reported that mental health discussions occurred liked that this happened. Some parents (25%) who said no mental health discussion occurred wished it had. Most parents strongly agreed that screening completion was easy and appropriate. Most providers (79%) believed the screening was useful and 87% reported using screening results to guide discussion. Brief electronic mental health screening in pediatric subspecialty clinics is feasible, useful in guiding discussion, and viewed favorably by providers and parents of children with chronic illnesses.
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Dung, Phan Thị Lê. "NÂNG CAO HIỆU QUẢ SỬ DỤNG PHƯƠNG PHÁP THẢO LUẬN NHÓM TRONG DẠY VÀ HỌC MÔN LỊCH SỬ ĐẢNG CỘNG SẢN VIỆT NAM". Journal of Science Educational Science 69, № 1 (2024): 33–42. http://dx.doi.org/10.18173/2354-1075.2024-0004.

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Using appropriate teaching methods to improve students’ learning results is important in universities. This study points out measures to improve the effectiveness of group discussion methods in teaching and learning the History of the Communist Party of Vietnam curriculum at Hanoi National University of Education. The quantitative paradigm was used, through which an experimental design was applied to the experimental group. Convenience sampling was used to collect 383 students in the experimental group and 187 students in the control group. The data was collected by using pre- and post-test examinations, and a validated questionnaire. The results showed that the group discussion method improved students' interests and learning outcomes. The lecturer had the main role in controlling the group discussion while the students were still the center of the group discussion. The students were encouraged and properly directed to participate in group discussions by dividing the class into small groups (8-10 students/group) discussing the same topic; informing students in advance about the discussion topic; correcting the students’ presentation of their opinions in class; helping the students form ideas during the discussion; and bringing out discussion topics close to the students' preferred choices
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McQuade, Casey N., Michael G. Simonson, Kristen A. Ehrenberger, and Amar Kohli. "Developing a Web-Based Asynchronous Case Discussion Format on Social Media to Teach Clinical Reasoning: Mixed Methods Study." JMIR Medical Education 9 (August 9, 2023): e45277. http://dx.doi.org/10.2196/45277.

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Background Case-based learning conferences are valuable to trainees, but growing clinical demands hinder consistent attendance. Social media increasingly acts as a venue for trainees to supplement their education asynchronously. We designed and implemented a web-based asynchronous clinical case discussion series on the Twitter social media platform to fill this educational gap. Objective The aim of this mixed methods study is to examine the nature of interactions among web-based case discussion participants and assess local attitudes regarding the educational intervention. Methods Starting in February 2018, we posted clinical vignettes to a dedicated Twitter account with the prompt “What else do you want to know?” to stimulate discussion. The authors replied in real time when case discussion participants requested additional details. Additional data about the case were posted at regular intervals to the discussion thread to advance the overall case discussion. Participants were asked to explain their reasoning and support their conclusions when appropriate. Web-based engagement was assessed using Twitter Analytics. Participants’ posts were qualitatively analyzed for themes, with special attention to examples of using clinical reasoning skills. A codebook of types of participant posts and interactions was refined iteratively. Local engagement and attitudes at our institution were assessed by surveying internal medicine trainees (n=182) and faculty (n=165) after 6 months. Results Over a 6-month period, 11 live case discussions were engaged with by users 1773 times. A total of 86 Twitter profiles spanning 22 US states and 6 countries contributed to discussions among participants and the authors. Participants from all training levels were present, ranging from students to faculty. Interactions among participants and the case moderators were most commonly driven by clinical reasoning, including hypothesis-driven information gathering, discussing the differential diagnosis, and data interpretation or organization. Of 71 respondents to the local survey, 29 (41%) reported having a Twitter account. Of the 29 respondents with Twitter accounts, 17 (59%) reported participating in the case discussions. Respondents agreed that case participation increased both their clinical reasoning skills (15/17, 88%) and clinical knowledge (13/17, 76%). Conclusions A social media–based serialized case discussion was a feasible asynchronous teaching method for engaging web-based learners of all levels in a clinical reasoning discussion. Further study should examine what factors drive trainee participation in web-based case discussions and under what circumstances asynchronous discussion might be preferred over in-person teaching activities.
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Pintova, Sofya, Ryan Leibrandt, Cardinale B. Smith, et al. "Conducting Goals-of-Care Discussions Takes Less Time Than Imagined." JCO Oncology Practice 16, no. 12 (2020): e1499-e1506. http://dx.doi.org/10.1200/jop.19.00743.

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PURPOSE: To describe the length of encounter during visits where goals-of-care (GoC) discussions were expected to take place. METHODS: Oncologists from community, academic, municipal, and rural hospitals were randomly assigned to receive a coaching model of communication skills to facilitate GoC discussions with patients with newly diagnosed advanced solid-tumor cancer with a prognosis of < 2 years. Patients were surveyed after the first restaging visit regarding the quality of the GoC discussion on a scale of 0-10 (0 = worst; 10 = best), with ≥ 8 indicating a high-quality GoC discussion. Visits were audiotaped, and total encounter time was measured. RESULTS: The median face-to-face time oncologists spent during a GoC discussion was 15 minutes (range, 10-20 minutes). Among the different hospital types, there was no significant difference in encounter time. There was no difference in the length of the encounter whether a high-quality GoC discussion took place or not (15 v 14 minutes; P = .9). If there was imaging evidence of cancer progression, the median encounter time was 18 minutes compared with 13 minutes for no progression ( P = .03). In a multivariate model, oncologist productivity, patient age, and Medicare coverage affected duration of the encounter. CONCLUSION: Oncologists can complete high-quality GoC discussions in 15 minutes. These data refute the common misperception that discussing such matters with patients with advanced cancer requires significant time.
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Lee, Daehyun. "Designing an online discussion and debate class model for Korean languege learners for academic purposes." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 18 (2023): 843–54. http://dx.doi.org/10.22251/jlcci.2023.23.18.843.

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Objectives This study is to propose an online discussion and debate teaching learning models for academic purposes. To this end, review models used in existing discussions and debates that are used in existing discussions and debates suitable for learners in digital era and discussion classes suitable for learners.
 Methods In this study, the preceding studies on teaching learning about teaching learning, discussions on teaching learning, discuss what area using discussions and debates, discuss what areas such as learning, discussion and debate.
 Results The existing academic purpose discussion class model analyze the validity and suitable model, analyze what suitable model can be used in online, and establish a prerequisite for application.
 Conclusions In this study, it was designated based on online discussion and debate, based on online discussion and soil based on the proposed model based on the proposed model. Next, I would like to propose a class model can be used among real-time and discussion areas.
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Bagus Amirullah and Syifaurrahmah. "Implementation of Group Counseling Services Using Discussion Techniques to Increase Student Learning Motivation." Feelings: Journal of Counseling and Psychology 1, no. 2 (2024): 123–30. http://dx.doi.org/10.61166/feelings.v1i2.17.

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This research is a qualitative study. Data collection was carried out using observation, interview and documentation methods. The data analysis used is triangulation. This research aims to: 1. find out the application of group counseling using discussion techniques to increase learning motivation given to class VIIIB Madrasah Tsanawiyah An-Najah 1 Karduluk Pragaan Sumenep students. 2. to find out the impact of the group counseling process with discussion techniques in increasing learning motivation for class VIII B Madrasah Tsanawiyah An-Najah 1 Karduluk Pragaan Sumenep students. The research result is that the implementation of group counseling services using discussion techniques provided to class VIII B students at Madrasah Tsanawiyah An-Najah 1 Karduluk Pragaan Sumenep has been carried out well, carried out regularly once a month involving all class VIII B students, apart from being carried out in an official discussion forum (room) guidance counseling using this discussion technique is also sometimes carried out outside the room, in the form of casual conversations with students. The impact of group counseling services with discussion techniques in increasing learning motivation for class VIII B Madrasah Tsanawiyah An-Najah 1 Karduluk Pragaan Sumenep students is: a. Class VIII B students at Madrasah Tsanawiyah An-Najah 1 from the start lacked enthusiasm for learning and were often indifferent to learning by carrying out group counseling using discussion techniques and seemed more enthusiastic when carrying out discussions, because teachers in carrying out discussions often gave rewards to discussion participants, either in the form of praise or small gifts that can attract students' enthusiasm for active learning. b. Class VIII B An-Najah 1 students appear to be increasingly motivated to learn and hone their knowledge by discussing, because teachers as facilitators try to instill a sense of mutual respect between fellow students.
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Monk, David J. "Discussion: Reply to the discussion." Leading Edge 41, no. 6 (2022): 423–25. http://dx.doi.org/10.1190/tle41060423.1.

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It was interesting to read the comments by Vermeer (2022) and look back at the history of seismic acquisition and processing over the last 12 years since the first paper on Fresnel zone binning (FZB) was published. The ideas actually go back further and were a part of 3D binning software developed by QC Tools in the 1990s. Given that Vermeer makes many references to papers I have published and starts the discussion with the statement: “This paper comments on two papers by Monk on Fresnel zone binning,” it would seem appropriate that I reply. Things have certainly changed, and perhaps it is now time to review some concepts that may be outdated.
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Mommaerts, Maurice Y., Frank Lippens, Johan V. S. Abeloos, and Lucas F. Neyt. "A discussion about the discussion." Journal of Oral and Maxillofacial Surgery 58, no. 10 (2000): 1198. http://dx.doi.org/10.1053/joms.2000.16440.

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Olszaniec, Włodzimierz. "Notes And Discussions/Discussion: Two Suggestions In The Ciris." Phoenix 77, no. 1-2 (2023): 157–61. http://dx.doi.org/10.1353/phx.2023.a926368.

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Vlasova, Olga A. "Philosophy of psychiatry: quarter of a century in discussions." Neurology Bulletin LII, no. 2 (2020): 12–19. http://dx.doi.org/10.17816/nb34610.

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The papers presents the discussion field of a young branch of the philosophy of science the philosophy of psychiatry. As an interdisciplinary platform in the dialogue of sciences, schools and individual professionals, it unites psychiatrists and philosophers, psychologists and social workers in discussing on crucial issues. The paper analyses a multiple field of discussion of the philosophy of psychiatry, separating two stages of its brief development: the stage of institutionalization and fixing of problems (1995‒2005) and the stage of expansion (2005 present). Modern discussions are studied on the most important thematic blocks: (1)the methodology of human research; (2)the philosophical basis of psychiatric classification; (3)psychiatric ethics. The work presents the first complete and specialized review of discussions of the philosophy of psychiatry in Russian.
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Flynn, Nora K. "Toward Democratic Discourse: Scaffolding Student-Led Discussions in the Social Studies." Teachers College Record: The Voice of Scholarship in Education 111, no. 8 (2009): 2021–54. http://dx.doi.org/10.1177/016146810911100808.

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Background/Context Discussion in classrooms has been cited as an activity integral to active participation in a democracy. Much research into classroom practice reveals that recitation, not discussion, is the most common form of classroom discourse. How teachers conceive of discussion, what they actually do when they attempt discussion with students, and how they are taught to implement discussions are all inquiries that uncover the actual workings of discussion within classrooms. This article addresses students’ experiences in discussion and how one teacher scaffolds instruction in discussion in order to achieve a more democratic discourse in her classroom. Purpose/Objective/Research Question/Focus of Study This article traces one teacher's research into what students experience during class discussions and how their responses led her to inquire into her own practice of implementing discussion-based activities in a content-area course. She seeks a more “democratic” classroom in which genuine discussion among equal peers is possible because the skills underlying discussion are taught. Scaffolding the teaching of discussion skills throughout a year of a world studies class allowed for students to take a more active and engaged role in discussion and expand their vision of active participation and a “good” discussion while grounding their discussion in historical content. Setting A public selective enrollment secondary school in Chicago was the site of this action research. Population/Participants/Subjects Eighty-eight students enrolled in ninth-grade Honors World Studies took part in this study. Research Design This study uses action research, or teacher inquiry into classroom practices and instructional responses to findings. Its data are qualitative in nature. Data Collection and Analysis Data were collected in the form of student reflections after discussions with peers, teacher observations during student-led discussions, and student–teacher debriefings after discussion activities.
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Krisnan, Alice Shanthi Kasawi, Purwarno Purwarno, and Andang Suhendi. "Communicative Guanxi: Making Online Discussion Forums Come Alive." International Journal of Social Science Research 10, no. 2 (2022): 179. http://dx.doi.org/10.5296/ijssr.v10i2.19953.

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The present study contributed to understanding the interactive language strategies that highlighted interactivity that leads to online Guanxi that facilitates interactivity in online discussion forums. Online discussion forums were selected for this study because this is where forum members come to seek and share information collaboratively. By using the analytical framework of Herring’s Computer-Mediated Discourse Analysis (CMDA), the study carried out a qualitative analysis of the naturally occurring data that was gathered from several online discussion forums discussing academic topics; the study investigated the language strategies that emerged from the data that seem to encourage interactivity in the online discussion forum. Interactivity was highlighted because it was observed that this variable was essential to keep the online discussion forum interaction on-going by encouraging the members to post. This study found that interactivity does not simply occur but must be intentionally built or worked upon in online discussion forums. Therefore, to increase interactivity in online discussion forums, forum members actively post to have discussions on-going. The study found that online Guanxi was necessary to increase interactivity in online discussion forums. Online Guanxi was formed when forum members felt the presence of others, and they trusted that the forum members would be able to share information that would be helpful. The whole process of seeking, sharing, and exchanging information was done by respecting one another’s “face”.
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LAKSHMI, D. VIJAYA, and ZEHRABI ZEHRABI. "Discussion Skills in ELt Classroom." International Journal of Scientific Research 3, no. 4 (2012): 252–53. http://dx.doi.org/10.15373/22778179/apr2014/87.

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Kapadia, Raju, Mita Agustina, and Niya Fitarsih. "Implementation of Online Problem-Based Learning And Nursing Students' Engagement With Modified Online Discussion With Seven Jumps (MOODS7)." Jurnal Keperawatan Terpadu (Integrated Nursing Journal) 5, no. 1 (2023): 1. http://dx.doi.org/10.32807/jkt.v5i2.376.

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The problem-Based Learning method is a problem-oriented case-based learning approach recommended for nursing education This study describes the trial application of the Problem-Based Learning learning method in the online system. The seven jumps discussion, usually done face-to-face and conventionally, in this study, was changed to an online forum by going through the same seven stages. The purpose of this study is to describe and assess the effectiveness of the online discussion process using Modified Online Discussion With Seven Jumps (MOODS7) application. The quasi-experimental method was carried out on 47 students of the DIII Nursing study program. They were given seven jumps online discussion discussing the case scenario of diabetes mellitus in the medical-surgical nursing field. The mood7 application is a medium for inputting cases, dividing small groups, and discussing via chat. Data analysis using T-Test counted every good discussion at each stage of the seven jumps. Student’s involvement was identified through the Online Student Engagement Scale. The MOODS7 obtained 273 valid chats conducted by five small groups during the discussion. The intervention group showed an increased ability to think critically in solving vignette problems with a significant mean pre-post p-value (0.001>0.005). Online discussions with the Mood7 application are suffucient to help students understand learning content better, be more active, and participate in making learning more enjoyable. The implementation of seven jumps with MOODS7 can be applied to nursing students. An online discussion is an option for increasing engagement and in accordance with the characteristics of learners in era of information and technology.
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Moore, Ryan C., and Jason C. Coronel. "Interpersonal Discussion and Political Knowledge: Unpacking the Black Box via a Combined Experimental and Content-Analytic Approach." Human Communication Research 48, no. 2 (2022): 230–64. http://dx.doi.org/10.1093/hcr/hqac002.

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Abstract Over 130 studies have examined the relationship between interpersonal political discussion and political knowledge, generally finding that discussion can increase people’s level of political knowledge (Amsalem & Nir, 2019). However, two important questions remain unanswered: (a) Do some types of political discussions facilitate greater levels of political knowledge than others? (b) Do people retain knowledge gained from political discussions? In this study (N = 96), we addressed these questions using a novel methodological approach that combines a lab experiment, in which we manipulated the occurrence of political discussion, with a systematic content analysis of participants’ discussions (N = 1,080 distinct instances of discussions). We found that discussions involving confirmatory feedback and cueing were associated with greater levels of political knowledge than other types of discussions. Furthermore, knowledge gains from discussion were not retained after a short delay. Our study lays the theoretical and methodological groundwork for future investigations into the “black box” of political discussion.
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Okraj, Zofia. "Kultura twórczych dyskusji. Komunikat z badań eksperymentalnych." Kultura i Edukacja 101, no. 1 (2014): 72–98. http://dx.doi.org/10.15804/kie.2014.01.04.

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The article presents the results of experimental research on the culture of creative thinking that consists of its: characteristics, purposes, contents, principles, forms, methods of discussions, and didactic means used to activate students’ creative thinking. The research has also allowed to learn how important in the process of stimulation of students’ creative thinking are such conditions as: atmosphere of discussion, appearance of critical expressions destroying ideas (“idea killers”), and moderators’ personality traits. The main results of the described cycle of creative discussion are: stimulation of students’ creative thinking, teaching students the culture of creative discussion and strategy of “attacking” problems by generating many various and original ideas to solve problems, increasing students’ awareness of their own potential of creativity, and obtaining the ability of discussing and cooperating in teams / groups.
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Foong, Deborah P. S., and Duncan A. McGrouther. "An Internet-based discussion forum as a useful resource for the discussion of clinical cases and an educational tool." Indian Journal of Plastic Surgery 43, no. 02 (2010): 195–97. http://dx.doi.org/10.1055/s-0039-1699434.

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ABSTRACT Introduction: An Internet-based group of plastic surgeons was formed in India in February 2001. It has 1290 members and seeks to facilitate online discussion. These discussions were reviewed to assess their value in education and aiding patient management. Materials and Methods: All messages and discussions between August 2007 and July 2008 were examined retrospectively. Data were collected regarding topics, replies, and use of clinical images. Results: A total of 2217 messages were exchanged within 330 separate discussions (mean = 6.7 messages per discussion, range = 0–45). A total of 164 discussions contained photographs (50%). Mean number of photographs per discussion was five (range = 0–34). Discussions included requests for advice on complex cases (40%), interesting cases and their management/outcome (25%) and courses/conferences (30%). Topics discussed include training/courses (26.7%), cleft (15.4%), aesthetics (13.1%), trauma (12.5%), head and neck (8.4%), cutaneous (6.4%), perineal/genital reconstruction (6.1%), and scar management (4.7%). Discussion: Forums like this facilitate discussion between individuals in remote locations. They provide easy access to the expertise of a large cohort of highly experienced surgeons. Most discussions were clinical, involving challenging situations. The discussions are open and nonjudgmental, hence encouraging contribution and healthy debate. We encourage its use as an educational tool and a platform for discussion.
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Opincane, Marite. "DEVELOPMENT OF DISCUSSION SKILLS FOR PRIMARY TEACHERS IN TRAINING STUDENTS AT ENGLISH CLASSES." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 200. http://dx.doi.org/10.17770/sie2014vol1.758.

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<p>The development of discussion skills is one of the most essential aims in the acquisition of foreign languages. Discussion skills are essential both for students in study process and for teachers in their professional work. The objective of the research is to investigate the improvement and perfection of discussion skills as well as motivate students to participate in discussions using the structured discussions, perfecting the discussions skills and acquiring the ESP vocabulary. Every discussion has to be purposeful and well-structured. The university lecturers have to perfect the skills of discussion planning, management and analysis. The results acquired proved that students’ discussion and listening skills, as well as the knowledge of ESP vocabulary increased. However, some other language skills, particularly the fluency that is based on the knowledge of the language structures did not improve considerably.</p>
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Cole, Michele T., Louis B. Swartz, and Daniel J. Shelley. "Threaded Discussion." International Journal of Information and Communication Technology Education 16, no. 1 (2020): 16–29. http://dx.doi.org/10.4018/ijicte.2020010102.

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This article presents the results of two studies that focus on the role that threaded discussion plays in student learning. Over a period of three and one-half years, researchers conducted a series of surveys of graduate and undergraduate students at a private, nonprofit university in Southwestern Pennsylvania to determine how students viewed the value of threaded discussions in enhancing their ability to learn course material. Students were asked which types of threaded discussions they preferred; whether they found the threaded discussion to be a better tool for learning than a written assignment; and, which learning environment they felt was more conducive to learning, classroom or online. Results from the combined studies revealed some statistically significant differences based on enrollment status and gender. Upon comparing study results, researchers found statistically significant differences with regard to a preference for classroom versus online instruction and the usefulness of threaded discussions to learning.
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Rahayu, Tri Andayani. "Implementation of Small Group Discussion Method as an Effort to Improve Student Learning Outcomes in English Subjects for Junior High School." Journal Intellectual Sufism Research (JISR) 6, no. 1 (2023): 35–48. http://dx.doi.org/10.52032/jisr.v6i1.158.

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This research is classroom action research with two ( II) cycles which aims to determine the improvement in learning outcomes and responses of class IX-B students at SMP Negeri 21 Surabaya in learning the material. Agreement and Disagreement through models Small Group Discussio n . Data collection methods include observation, questionnaires and tests . Subject study is participant educate class IX-B SMPN 21 Surabaya Academic Year 2023/2024. Object study is enhancement results learn and respond students on the material Agreement and Disagreement through models Small Group Discussion. Research result showing that in cycle I the percentage completeness Study student reached 64% and rising to 88% in cycle II. Response student to application method Small Group Discussion showing positive response . _ Therefore can concluded that application method small group discussions can increase learning outcomes and student responses _ significant to the eye Middle School English lessons This research is classroom action research with two ( II) cycles which aims to determine the improvement in learning outcomes and responses of class IX-B students at SMP Negeri 21 Surabaya in learning the material. Agreement and Disagreement through models Small Group Discussio n . Data collection methods include observation, questionnaires and tests . Subject study is participant educate class IX-B SMPN 21 Surabaya Academic Year 2023/2024. Object study is enhancement results learn and respond students on the material Agreement and Disagreement through models Small Group Discussion. Research result showing that in cycle I the percentage completeness Study student reached 64% and rising to 88% in cycle II. Response student to application method Small Group Discussion showing positive response . Therefore can concluded that application method small group discussions can increase learning outcomes and student responses significant to the eye Middle School English lessons
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34

Blankenship, Whitney G. "Talking It Out: Online Discussion Forums in the Social Studies Classroom." Social Studies Research and Practice 11, no. 1 (2016): 136–57. http://dx.doi.org/10.1108/ssrp-01-2016-b0009.

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As most teachers realize, classroom discussions have limitations including time restraints, reserved participants, or domineering discussants. With the advent of Web 2.0, the opportunities for class discussion have expanded to include synchronous and asynchronous discussion boards, blogs, and wikis. Discussion forums, as an extension of classroom discussions and activities, allow teachers to target multiple social studies skills while giving students opportunities to expand their own historical understandings via peer interaction. Whether the goal is to address specific historical thinking skills or push students to think about what it means to be an active citizen in a diverse society, discussion forums can play an integral role in the development of students’ understanding of society. I describe the reasons for expanding discussion into these new mediums and provide examples of students’ online discussions. Recommendations are offered for teachers who would like to begin using discussion forums in their own classrooms.
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35

Segovia Nieto, Laura Milena, and Andrés Fernando Ramírez Velandia. "Empathy from a “4E cognition” perspective: the problem of lynching." Adaptive Behavior 27, no. 1 (2018): 101–4. http://dx.doi.org/10.1177/1059712318811900.

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Discussions about intersubjectivity can be traced back to philosophical discussions of the 19th century. In recent years, disciplines such as neuroscience, social cognition, and phenomenology have discussed “empathy” in terms of the ability for human connection. More recently, researchers are discussing the definition of empathy, especially the relationship between empathy and the motivation to seek another’s well-being. In this discussion, psychological theories conceived empathy as a factor of prosocial behavior. Other researchers such as Bloom consider empathy as an unfit moral guide, while yet others attempt to remove the caring condition from the equation of empathy. In this article, we aim to contribute to the discussion on empathy discussions by analyzing lynching, a form of collective violence sometimes seen in the South American context. We suggest that lynching, as well as other phenomena of collective violence, presents specific challenges for the conceptualization of empathy, and that those challenges could be tackled from the perspective of “4E cognition.”
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36

Hofstetter, Wayne L. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 842–43. http://dx.doi.org/10.1016/j.jtcvs.2020.11.107.

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37

Woo, Y. Joseph. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 944–46. http://dx.doi.org/10.1016/j.jtcvs.2020.12.028.

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38

Van Arsdell, Glen S. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 1091–93. http://dx.doi.org/10.1016/j.jtcvs.2020.11.170.

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39

Colli, Andrea. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 957–58. http://dx.doi.org/10.1016/j.jtcvs.2020.11.177.

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40

Kelly, Rosemary F. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 742–44. http://dx.doi.org/10.1016/j.jtcvs.2020.11.167.

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Taggart, David P. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 1017–18. http://dx.doi.org/10.1016/j.jtcvs.2020.11.077.

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42

Coselli, Joseph S. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 913–15. http://dx.doi.org/10.1016/j.jtcvs.2020.11.174.

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43

Cooper, Joel D. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 851–52. http://dx.doi.org/10.1016/j.jtcvs.2020.12.029.

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Milewski, Rita C. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 883–84. http://dx.doi.org/10.1016/j.jtcvs.2020.10.164.

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Blackmon, Shanda H. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 830–32. http://dx.doi.org/10.1016/j.jtcvs.2020.10.126.

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46

Belli, Emre. "Discussion." Journal of Thoracic and Cardiovascular Surgery 161, no. 3 (2021): 1147–48. http://dx.doi.org/10.1016/j.jtcvs.2020.10.167.

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47

Smadja, Claude. "Discussion." Le Carnet PSY 151, no. 2 (2011): 51. http://dx.doi.org/10.3917/lcp.151.0051.

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Diatkine, Gilbert. "Discussion." Le Carnet PSY 173, no. 6 (2013): 35. http://dx.doi.org/10.3917/lcp.173.0035.

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Gustin, Pascale. "Discussion." Le Carnet PSY 181, no. 5 (2014): 46. http://dx.doi.org/10.3917/lcp.181.0046.

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Rojas-Urrego, Alejandro. "Discussion." Le Carnet PSY 207, no. 4 (2017): 42. http://dx.doi.org/10.3917/lcp.207.0042.

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