Efficiency of the Method of Student Thematic Online Debates in the
Development of Professional Competences in Future Specialists
NATALIIA H. SHARATA, TETIANA V. BEREZOVSKA, TETIANA P. KRAVCHENKO
Department of Ukrainian Studies, Faculty of Accounting and Finance
Mykolayiv National Agrarian University, Mykolaiv
UKRAINE
Abstract: - The transition to distance learning because of the COVID-19 pandemic has led teachers to adapt
effective teaching methods to distance education. Theoretical analysis of scientific works allowed determining
that student debates have significant potential for the development of critical thinking, communication skills.
The aim of the study was to test the effectiveness of the method of student thematic online debates in the
development of professional competencies in future specialists. In the experimental study, several
complementary techniques were used to determine the level of future specialists’ professional competence. The
reliability of the obtained conclusions on the basis of the used methods was ensured by comparing the data
obtained by each method, as well as the representativeness of the sample size and statistical significance of the
experimental data. It is determined that the following competencies can be developed in students through the
method of student thematic online debates: readiness to work in a team, ability to generalize, analyse and
adequately perceive information, ability to communicate according to language norms, reasoned and clearly
build oral and written speech. The study allowed determining that there are certain methodological features of
using the method of student thematic online debates in the distance educational process. The method of debate
is an effective approach to the organization of online learning, which allows obtaining not only theoretical
knowledge, but also gives the possibility of applying them in professional activities in the future. Proof of the
effectiveness of the proposed model of using debate within distance learning is confirmed by the unequivocally
positive dynamics in the experimental group to improve the Value-orientation criterion, Cognitive criterion
Communicative-activity criterion (in particular, at a high level of 13.79%, 7.38%, 11.56% respectively). The
novelty of the presented scientific intelligence in the experimental study of the potential of online debates for
students of agricultural universities, but with the potential to adapt the presented model of organization of the
pedagogical environment for students of other specialties. The research materials can be used by teachers in the
development of distance online courses, heads of distance learning coordination departments in higher
educational institutions. The prospect of further research is studying the effectiveness of thematic online
debates to increase the level of internal learning motivation in future specialists.
Key-Words: - distance learning, online debate, debate method, professional training, future specialists.
Received: May 25, 2021. Revised: November 10, 2021. Accepted: December 18, 2021. Published: January 13, 2022.
1 Introduction
The COVID-19 pandemic has brought significant
changes to education worldwide during 2020. In
Ukraine, the readiness for this process was different.
There were various technical problems, such as the
lack of Internet connection, computers or teaching
materials on the network, and most importantly —
the unpreparedness of teachers for distance learning.
The transition to distance learning has led teachers
to adapt effective teaching methods to distance
education. The search for educational technologies
and methods aimed at the development of
communicative competence in the modern approach
to the training of future specialists in all majors is
relevant.
Communicative competence ensures the success
of the communicative activity of a specialist through
the language means, in accordance with the purpose
and situation of communication within any field of
activity. The concept of communicative competence
is a combination of all components that create
communication situations. This is the necessary
knowledge and skills for students to help understand
and create their own programmes of the language
behaviour.
The method of debate deserves special attention
in the development of communicative competence.
The relevance of this method is due to the
requirements of modern society. Nowadays, it is
important to reveal the individual abilities of a
student as much as possible and to form a
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
191
Volume 18, 2022
professionally and socially competent, mobile
personality on this ground. The future specialist
must be able to make professional social choices
and be responsible for them.
The method of debate is universal in nature, as it
can be filled with any content and used in the study
of any subject. Debate as a technique and a method
has its own characteristics. This is not just a free
exchange of views on any issue, but a formalized
dispute according to certain rules.
Thus, the urgent problem of higher education is
the need to find effective teaching methods in
distance education. This is due to the importance of
developing communication skills of future
specialists in any field of activity, the ability to
defend and argue their own opinion on professional
issues.
The aim of this study is to substantiate and
experimentally test the effectiveness of the method
of student thematic online debates in the
development of professional competencies in future
specialists. The main objectives that follow from the
topicality of the research and need to be addressed
are:
1) study whether the method of student thematic
online debates is effective for the development of
professional competencies in future specialists;
2) identify which competencies can be
strengthened using the method of student thematic
online debates;
3) describe the peculiarities of using the method
of student thematic online debates in the distance
educational process.
2 Literature Review
Online education is a growing field of educational
services, in 2016 more than 30% of college students
studied at least one online course [1]. These
indicators and the further development of this field
of education have increased and will continue to
grow during the coronavirus pandemic as well as the
whole area of social relations and mechanisms of
social niche functioning [2-6]. Studies have shown
that teachers use traditional teaching methods in the
distance teaching without adapting them to the
conditions of distance education, which significantly
reduces the effectiveness of learning [7]. Due to the
peculiarities of distance education, teachers do not
purposefully develop the communicative
competence in future specialists, do not know which
methods are effective [8, 9]. Communicative
competence is a professional quality of a modern
specialist that provides the ability to communicate
competently and effectively, succeed in professional
activities, take a professional dialogic position,
formulate their own judgments and argue them.
Studies [10, 11] note that the effectiveness of the
development of communication skills in future
specialists during distance learning has decreased
significantly.
Debate is a well-known pedagogical technique
that is used to encourage discussion, motivate
students, and this leads to a deeper understanding of
the subject [12]. Author [13] note that online
discussions can be part of a transformational
learning process to improve their knowledge on a
particular topic through social learning. Debate is
often used as a learning strategy in high school, but
little is known about its use in online learning
environments [14]. Debates allow to comprehend
the existing and gain new emotional,
communicative experience [15]. This method
develops students’ skills necessary for effective
communication in any field of human activity [16],
as well as in the future professional activity.
There are several formats of the Debate game:
managerial format, parliamentary debate, legal
debate, Karl Popper debate, political debate,
Russian format, Lincoln-Douglas debate, open
debate, scientific debate, presidential format
(American format). Their difference is the number
of participants, rules and goals of the game [17].
Authors [18] divides the debate into two types:
formal and informal. Their difference is that the
former ones have no rules, and the latter provide
clear regulation. Most often, the first option is used
in professional education [19].
Scholars [20] believe that debate is effective in
acquiring new knowledge and skills, such as
communication, critical thinking, teamwork, which
can be related to processes consistent with adult
learning, motivational, reflective and social theories
of learning. Authors [21] compared the
effectiveness of three different types of online
debates (open discussion, debate, and case-by-case
discussion) to improve critical thinking skills.
Authors [22] found that debate improved students’
achievement in critical thinking. Another study,
[23], covered online discussion assignment in a
graduate program on leadership and found that
students who studied online had a higher level of
participation and success (that is, better performance
and higher grades) than students in traditional
system.
Author [24] also noted that online debates last
longer, providing students with the opportunity to
explore a topic differently — and probably more
deeply — than personal discussions. The author
concludes that online debates can be effective in
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
192
Volume 18, 2022
increasing engagement in course discussion and
encouraging more complex or in-depth reflection on
issues. Authors [25] found that deliberate planning
of debates (e.g., role assignments, expectations)
helped students prepare more thoughtful and critical
arguments. Authors [25] also noted the flexibility of
online debate, which allows students and teachers to
have time to communicate and reflect on the
material. Authors [25] found that the activities of
interprofessional clinical debates had a positive
impact on physicians and pharmacy students, and
improved attitudes toward interprofessional teams.
From the literature review, it follows that debate
as a method of learning in itself has a significant
potential to enhance the activities of students,
stimulating the motivational mechanisms of their
learning activities, a conscious attitude to the
process of acquiring knowledge. In addition, it is the
key to the subject-subject model of building
relationships between all participants in the
educational process. Analysis of previous research
on the use of debate as a method of teaching online
has shown that determination and courage in
expressing their views, willingness to argue their
own position in various life situations, maximum
tolerance in speech and behavior (note that this is
the key to quality classical debates sample) will be
formed only if the use of active dialogic learning
technologies. And debate is just a variant of dialogic
interaction of participants of educational process. In
addition, the whole world today is built on the
principles of tolerance and dialogue, but
constructive controversy, discussion in order to
resolve topical issues by agreement, rather than
force (physical, military, harmful). The search for
consensus and compromise in society remains the
prerogative of the people. Therefore, the debate is
now particularly important for each country. It is in
the form of debates that the parliaments of
traditional democracies work, debates are elements
of the election campaign, and the subject of debate
is studied in the most prestigious educational
institutions in the whole world [9-11, 13].
Thus, based on the analysis of literature sources
and certain advantages, we advanced the hypothesis
that using the method of student thematic online
debates can have a positive impact to increase the
level of professional competencies of future
specialists.
3 Methods and Materials
The experimental study involved several
complementary techniques to determine the level of
communicative competence in future specialists: the
method of Self-Assessment of Communicative
Competence; Incomplete Sentence; Delphi
technique; Ask Questions to the Text
(S.K. Tivikova); methods of assessing
communication and organizational skills
(V.V. Syniavskyi, B.A. Fedorishchin).
The reliability of the obtained conclusions on the
basis of the used methods was ensured by
comparing the data obtained by each method, as
well as the representativeness of the sample size and
statistical significance of the experimental data.
Research methods adequate to the subject of the
research were used.
A correlation analysis was performed to process
the results of the study, using a parametric method
of comparing two samples — Student’s t-test for
independent samples. Statistical data processing was
performed using SPSS 10 for Windows, Excel.
The subjects of the study were students majoring
in 071: Accounting and Taxation, 072: Finance,
Banking and Insurance, 073: Management, aged 17-
19, who are studying in the 1st and 2nd year full-
time. The Mykolayiv National Agrarian University
was chosen as the experimental base of the research,
1,128 students made up the general population.
After calculating the size of the required
(representative) sample using an online calculator
(with parameters: confidence probability — 85%,
error — 10%), the size of a valid sample was 50
people. This number was the starting point for the
formation of the experimental group (EG) (𝑛 = 24)
and the control group (CG) (𝑛 = 26).
A group of independent experts was formed to
assess the success of student interaction in the
online learning format, who also worked with
students in a conference format on the Google Meet
platform (with microphones and cameras turned off,
as well as nicknames instead of real names). There
were six experts. They were the rector of the
university, two teachers of the Department of
Ukrainian Studies, the head of the Department of
Economic Theory and Social Sciences, the member
of the Department of Public Relations of the
Mykolayiv City Council, two graduate students
majoring in 051 Economics and 073 Management.
The criteria for determining the level of
communicative competence of the future specialist
were identified: value-oriented, cognitive,
communicative-activity. The value-orientation
criterion includes motives, values related to the
interaction of students, their desire to engage in
communication, understanding the importance of
communication for the student’s personality and
their future professional activity. Cognitive criterion
is associated with knowledge of ways of
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
193
Volume 18, 2022
communicative activity. The communicative-
activity criterion provides for the developed
communicative competence and the ability to use it
in accordance with the conditions of professional
and life communication.
There are three levels of communicative
competence of future specialists: low, medium,
high. The description of each level is presented in
Table 1.
Table 1. Levels of communicative competence of future specialists
Criterion
Level
Low
High
Value-
oriented
Passive, participates in the
debate only after repeated
instructions from the teacher
or groupmates. Prepares for
the debate only after repeated
reminders. Not interested in
other people’s views.
Demonstrates unfriendly
attitude towards peers during
the conflict.
Willingly speaks, helps other
participants in the debate. Actively
prepares for debates, selects
information and arguments from
the literature and the Internet.
Respects other people’s views.
Maintains a friendly attitude to
groupmates in case of conflict of
interest.
Cognitive
Hesitates when identifying the
main idea in the text, does not
use scientific terms and
concepts and their definition.
Identifies the main idea in the
text, distinguishes between basic
and secondary information.
Fluent in the text, actively uses
scientific terms and concepts, as
well as their definitions.
Communicative-
activity
Does not identify mistakes in
his/her oral and written
language and does not try to
correct them. Uses everyday
language during the debate.
The speech is dominated by
short answers. Does not see
causal relationships (chains).
Can’t pick arguments.
Independently finds errors in
his/her oral and written language
and corrects them. When
answering, he/she uses scientific
language, the language is
coherent. Gives full detailed
answers, provides evidence of the
correctness of his/her answers.
Confidently builds a causal chain.
Builds a system of arguments in
defence of his/her thesis
The experimental research was carried out in the
study of the subjects of general professional training
Ukrainian Language (by specialization), History of
Ukrainian Culture, Religious Studies, History of
Ukraine, Culturology. In addition, the students'
work was observed within the framework of
studying the courses "Plant Production
Management" and "History of Economics and
Economic Thought" (first-year students), "Macro
and Microeconomics" (second-year students). The
study was organized in three stages during 2020-
2021. The first — theoretical and design stage
(January-May 2020) — involved the selection,
substantiation and theoretical understanding of the
problem and research topic, as well as the
experience of implementing distance education in
the period before the pandemic. The programme and
methodology of the experiment and working
programmes of academic subjects were developed
using the method of thematic online debates. Pre-
experimental measurement was made.
Within the framework of the organization of
training, the students of the control group studied
according to the traditional mixed method, which
provided for the minimum adaptation of traditional
classroom types of work to the conditions of
distance learning. Instead, educational
communicative methods were used to teach the
students of the experimental group: a monologue of
the student with the following discussion,
presentation + speech support, discussion, problem
conversation, etc.
In addition, before the experiment, the students
of the experimental group listened to a special
theoretical and practical blocks. Block 1 (Why
debate? Educational debates as a multifunctional
pedagogical technology. Debate and development of
critical thinking. / The essence and main elements of
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
194
Volume 18, 2022
the debate. Why is debate an interaction, not a
confrontation?). Block 2 (Basics of argumentation.
Effective refutation. The role of questions in the
debate. / We pump up the oratorical muscles. How
to teach students to build persuasive speech. /
Knowledge - in action: debate sparring). Block 3
(Main debate formats and their features. Simulation
of a debate game in the format of Karl Popper, its
analysis. / And who are the judges: the practice of
judging in debates). Block 4 (We gather like-minded
people. Practical possibilities of using debate
technology in the educational space). It was based
on the principles of Critical Thinking Educational
Platform project
(https://www.criticalthinking.expert/).
The second — experimental stage (June-
December 2020) — involved a pedagogical
experiment, online classes in the experimental group
were intensified using the method of student
thematic debates. Debates were held with students
in practical online classes, topics and roles were
given to students in advance in order to provide
them with quality training, teachers of academic
subjects provided guidance for the debate. An
experimental measurement was performed at this
stage. The third stage — generalization (January-
September 2021) — provided for the processing of
measurement data, interpretation of statistical
indicators. The obtained results were compared with
the expected and previous research on the selected
problem, recommendations were developed and the
results of the study were documented at this stage.
4 Results
The next task of our study was to carry out pre-
experimental measurement. In order to test the
effectiveness of the method of student thematic
online debates, it was necessary to determine the
initial level of communicative competence of future
specialists according to the methods specified in the
methodological background of the study.
Analysis of the results on the level of
communicative competence of students of
agricultural university at the stage of the
observational experiment showed that of the 50
people who participated in Self-Assessment of
Communicative Competence, a low level was found
in 51% of students; medium level — in 31%; high
level — in 12% of students. In the context of this
method, students assessed their level of
communicative competence on a 9-point scale from
1 to 9. The lowest score based on students’ self-
esteem was “set” by the following methods of action
in communicative competence: readiness to use one
of the foreign languages (OK-2); ability and
readiness for public speeches, argumentation,
discussion and controversy (OK-12); ability and
willingness to use basic techniques, methods and
means of obtaining, storing, processing information,
willingness to use a computer as a means of
working with information (OK-11). In addition, the
students tested their communicative skills online by
the resource “Communication Skills Assessment –
Test Yourself!” (https://www.findcourses.com/). Its
structure is organized over testing general
communicative skills and professional
communicative skills. For example, questions like
“It's okay to interrupt others if you feel passionately
about the topic of discussion” with variants of
answer “Strongly agree” / “Agree” / “Neither agree
or disagree” / “Disagree” / “Strongly disagree”
perfectly fits our theme and vector of research.
Besides, this kind of work integrated also a foreign
language communicative context that is strongly
demand in the context of nowadays private life,
studying and professional activity.
Based on the summative stage of the pedagogical
experiment, a conclusion was made about the need
to develop communicative competence based on the
use of online debate methods. Teachers do not
purposefully develop communicative competence in
the course of distance learning during the pandemic
referring to the lack of time and conditions of
distance learning, do not consider their subject
decisive for the development of such competence,
do not fully use the arsenal of innovative teaching
methods in distance education.
Analysis of the results of the state of the
students’ communicative competence shows that it
is insufficiently developed for future professional
activity and individual development. They have a
weak idea of the culture of communication,
organizational and communication skills, have
difficulty regulating their behaviour, do not fully
seek to develop the qualities necessary for full
communication. This is especially difficult under
the conditions of unrealistic and remote
communication. Students feel trapped in the course
of interpersonal interaction, public speaking, rarely
engage in dialogue, are afraid to speak during online
classes, as a rule, interaction with groupmates is
template and formal. Teachers do not sufficiently
use interactive teaching methods (business and role-
playing games, discussions, trainings, case studies,
situation analysis, etc.) during online classes, which
confirmed the need to develop a methodology for
the development of communicative competence
based on thematic online debates.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
195
Volume 18, 2022
Determining the levels of communicative
competence of future specialists based on the
application of the method of thematic online debates
in the experimental stage are shown in Table 2.
Table 3 shows an increase in communicative
competence of future specialists.
Table 2. The results of a one-factor CFA model applied to the test distributed by ethnic groups and social
groups
Levels
Value-orientation criterion
Cognitive criterion
Communicative-activity criterion
EG
CG
EG
CG
EG
CG
High
29.17 %
15.38 %
45.84 %
38.46 %
50.00 %
38.46 %
Medium
54.16 %
34.62 %
45.84 %
42.31 %
37.50 %
42.31 %
Low
16.67 %
50.00 %
8.32 %
19.23 %
12.50 %
19.23 %
Table 3. The descriptive statistics and coefficients of reliability based on the Cronbach’s reliability coefficient
and composite reliability coefficients and drawn from ethnic groups and social groups
Levels
Value-orientation criterion
Cognitive criterion
Communicative-activity criterion
EG
CG
EG
CG
EG
CG
High
8.33 %
3.85 %
12.50 %
3.85 %
25.00 %
3.85 %
Medium
25.00 %
0 %
0 %
0 %
-16.67
%
-3.85 %
Low
-33.33
%
-3.85 %
-12.50
%
-3.85 %
-8.33 %
0 %
From Table 2 and Table 3, which follows from
it, we can trace the positive dynamics in the
development of communicative competencies of
students in the experimental group. Thus, the
experiment managed to improve the
communicative-activity criterion the most (since the
respondents were students of agricultural
universities, for us this criterion was the most
important - given the pragmatic purpose of using
speech by these students as a tool of influence and
self-realization in future professional activities).
Thus, according to the Communicative-activity
criterion, the increase was as much as 25%. It is
noteworthy that the increase at a high level meant a
significant decrease in the percentage distribution in
the risk zone (especially the low level of formation
of communicative competencies). For example, due
to the increase in the quality of the value-orientation
criterion at the middle and high levels, the low level
of this criterion in the experimental group became
lower by as much as 33.33%. Such dynamics can be
considered as a considerable achievement and the
main indicator of efficiency of the applied
techniques.
As for the control group, although in the ratio of
high / low level of communicative competence the
dynamics here is also positive, but not as clearly
defined as in the students of the experimental group.
The communicative-activity criterion also improved
the most within this group. This testifies to the
generally correct pedagogical approach to the
organization of students' education in the disciplines
indicated earlier in the section “Materials and
methods”. However, the comparison of the results
with the data of the respondents of the experimental
group is the best evidence in favor of the method of
using online debates to improve communicative
competencies better in the shortest possible time.
In addition, the results are drafted in a comparing
format in the figures below by criteria of the
estimated communicative competences (Figs. 1-3).
Fig. 1: Value-orientation criterion: comparison of
the results of the experimental and control groups
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
196
Volume 18, 2022
Fig. 2: Cognitive criterion: comparison of the results
of the experimental and control groups
Fig. 3: Communicative-activity criterion:
comparison of the results of the experimental and
control groups
Analysis of the results of developing
communicative competence in future specialists
through thematic online debates suggests that the
share of students with high and medium
understanding of the importance and value of
communicative competence (value-oriented
criterion) significantly increased in the course of
formative experiment. There were significant
changes in the cognitive criterion that describes
students’ knowledge of the essence of
communicative competence. The share of students
with a high level of communicative-activity criteria
also increased compared to the control group: (high
level: EG — 50.00%; CG — 38.46%), which
indicates the ability to dialogue, cooperate, join the
group activity. Analysis of the data shows that there
were no significant changes in the distribution of
students according to the selected criteria in the
control group. If compare the results of both groups
with concerning the high criterion, it is obvious that
the difference of 13.79%, 7.38%, 11.56% according
to the value-orientation, cognitive and
communicative-activity criteria, respectively,
clearly indicate in favor of the online method
debates within distance learning.
Tables 4-6 show the results of checking the
samples for normality for three different criteria.
The analysis of the given data showed that all or the
majority of conditions necessary to consider
distribution close to normal are fulfilled in all
considered samples.
Table 4. Verification of samples for normality for the value-orientation criterion
Before the experiment
After the experiment
Indicator
CG (26)
EG (24)
Indicator
CG (26)
EG (24)
Assim.(S k )
0.581748
0.511168
Assim.(S k )
0.356661
-0.14781
Excess (Ex )
0.252049
-0.099401
Excess (Ex )
-0.12787
-0.05496
Math.exp. (x )
0.542308
0.547917
Math.exp. (x )
0.553846
0.61875
Median (Me )
0.5
0.525
Median (Me )
0.525
0.6
St.dev. (S )
0.128602
0.150708
St.dev. (S )
0.13109
0.100879
Kvar (V )
0.237138
0.275056
Kvar (V )
0.23669
0.163037
x +-S
73.08%
66.67%
x +-S
69.23%
70.83%
x +-2S
92.31%
95.83%
x +-2S
96.15%
95.83%
x +-3S
100.00%
100.00%
x +-3S
100.00%
100.00%
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
197
Volume 18, 2022
Table 5. Verification of samples for normality for the cognitive criterion
Before the experiment
After the experiment
Indicator
КГ (26)
ЄГ (24)
Indicator
КГ (26)
ЄГ (24)
Assim.(S k )
0.054367
-0.299141
Assim.(S k )
0.118966
0.075288
Excess (Ex )
0.313417
0.118258
Excess (Ex )
0.402022
0.370542
Math.exp. (x )
0.623077
0.61875
Math.exp. (x )
0.640385
0.664583
Median (Me )
0.625
0.625
Median (Me )
0.65
0.65
St.dev. (S )
0.152467
0.119612
St.dev. (S )
0.140014
0.101595
Kvar (V )
0.2447
0.193313
Kvar (V )
0.21864
0.15287
x +-S
73.08%
75.00%
x +-S
69.23%
70.83%
x +-2S
92.31%
95.83%
x +-2S
92.31%
91.67%
x +-3S
100.00%
100.00%
x +-3S
100.00%
100.00%
Table 6. Verification of samples for normality for the communicative-activity criterion
Before the experiment
After the experiment
Indicator
КГ (26)
ЄГ (24)
Indicator
КГ (26)
ЄГ(24)
Assim.(S k )
-0.04143
-0.472294
Assim.(S k )
-0.21556
-0.14993
Excess (Ex )
0.237139
0.045227
Excess (Ex )
-0.02173
0.206992
Math.exp. (x )
0.642308
0.608333
Math.exp. (x )
0.638462
0.672917
Median (Me )
0.65
0.6
Median (Me )
0.65
0.675
St.dev. (S )
0.150128
0.118566
St.dev. (S )
0.132897
0.105273
Kvar (V )
0.233732
0.194904
Kvar (V )
0.208151
0.156443
x +-S
69.23%
70.83%
x +-S
65.38%
70.83%
x +-2S
92.31%
95.83%
x +-2S
96.15%
91.67%
x +-3S
100.00%
100.00%
x +-3S
100.00%
100.00%
As can be noticed in Table 4, the values seven
items We used Student’s t-test to test the hypothesis
of statistically significant differences in the level of
competence of students before and after the
experiment. Tables 7-9 show the results of the
hypothesis test for three different criteria.
Table 7. Hypothesis testing for the value-orientation criterion
CG
EG
Мd
0.011538462
Мd
0.070833333
Sum of
sq.
0.061538462
Sum of
sq.
0.234583333
σd
0.049613894
σd
0.100991462
t
1.19
t
3.43604341
t cr
2.056
t cr
2.064
Table 8. Testing the cognitive criterion hypothesis
CG
EG
Мd
0.017307692
Мd
0.045833333
Sum of sq.
0.239711538
Sum of sq.
0.249583333
σd
0.09792069
σd
0.10417029
t
0.901262652
t
2.155476002
t cr
2.056
t cr
2.064
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
198
Volume 18, 2022
Table 9. Hypothesis testing for the communicative-activity criterion
CG
EG
Мd
-0.003846154
Мd
0.064583333
Sum of sq.
0.264615385
Sum of sq.
0.332395833
σd
0.10288156
σd
0.120216441
t
-0.190623213
t
2.631856523
t cr
2.056
t cr
2.064
For all three criteria, the hypothesis of
statistically significant differences in the levels of
communicative competence of students before and
after the experiment was confirmed for the
experimental group and not confirmed for the
control group. The parametric analysis of the results
obtained using Student’s t-test for related
populations, confirmed our hypothesis for each of
the criteria, and therefore, the introduction of
thematic online debates in distance learning gave a
positive result, the study was effective.
5 Discussion
Thus, the potential of the method of student
thematic online debates for the development of
professional competencies in future specialists was
revealed as a result of the pedagogical experiment.
Our findings are similar to author [26]. The study
confirmed that the inclusion of students in an active
position provides a method of debate in solving
educational and professional problems, which
significantly increases the level of communicative
competence and quality of education in general. The
effectiveness of the debate, as defined by authors
[27] is consistent with self-determination and
relevant theories of learning and the available
literature on their use as a pedagogical tool. The
results of the experiment proved the hypothesis of
the study.
The research hypothesis that using the method of
student thematic online debates can have a positive
effect to increase the level of professional
competencies of the future specialist was confirmed
both by quantitative (its indicators are given in the
previous paragraph) and by qualitative analysis of
experimental results. In particular, a group of
independent experts who were involved in assessing
the effectiveness of the use of debate as a method of
teaching within the distance format of the
educational process, at the final discussion
summarized that Debate is a way to form a student
as a speaker. In addition, at the same time the path
to an active position in life. The ability to publicly
prove one's opinion, choose one's own way of
solving a certain problem and convince others of its
expediency is very necessary in modern life for a
person who is not indifferent - both an adult and
every child.
Debate is a tool for developing critical thinking
and speaking skills. Greater results, however, will
be achieved by those who learn to find
contradictions in topics, build arguments protected
from attacks, seek and find support for them, but
also listen carefully to counter-arguments and think
about answers. In other words, this result is
achieved by those students who think
independently. While estimating the success of
acting in the framework of online debats the experts
paid attention exactly of the highlighted criteria.
Using the method of student thematic online
debates, students can develop the following
competencies: willingness to work in a team, the
ability to generalize, analyse and adequately
perceive information, the ability to communicate in
accordance with language norms, reasoned and clear
oral and written speech. The study by authors [26]
also found that discussion helps to develop the skills
necessary for effective interaction both in the
professional sphere and in everyday life, develop the
ability to think critically, the ability to work in a
team and focus on the essence of the problem. The
results obtained by authors [27, 28] proved that
debate is a favourable pedagogical technique for
improving argumentation skills.
There are certain features of using the method of
student thematic online debates in the course of
distance education. When assigning roles, the
teacher must take into account the language training
and psychological characteristics of students.
Students, for their part, do not always show
sufficient demands and fairness in communicating
with partners. During debates, participants do not
always know how to control their emotional state,
especially in conflict situations, to respond flexibly
to various unforeseen turns during the game.
Debate is a modern and effective method of
organizing online learning. The application of this
method is effective because it allows you to
successfully apply the acquired theoretical
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
199
Volume 18, 2022
knowledge, consolidate the skills to freely conduct
dialogues and discussions on a given professional
topic.
Due to the variety of debate formats, they can be
used at different stages of learning and in any area
of student training. This pedagogical technology
increases students’ motivation to learn language
independently and encourages conscious action in
communicative situations, as debate improves
declarative ability, argumentative ability, idealistic
moral judgment, and realistic moral judgment [29,
30].
The debate method develops critical thinking
[31], it helps students learn to act in the interests of
the group, show respect for the views of
interlocutors, be able to defend their opinions,
which contributes to team building. Our conclusions
are also confirmed by the conclusions of Mitchel et
al. [14]. Future specialists learn to make decisions,
understand problems, navigate in the information
world through this method.
The success of a debate is largely determined by
a topic that incorporates at least two conflicting
positions. The teacher carefully think through the
tasks of the dispute, anticipates possible options
and, most importantly, the conclusions that students
should come to as a result of the discussion.
However, we agree with authors [32, 33] that the
peculiarity of the discussion is that it is not
necessary to find a final solution to the problem. In
pedagogical terms, it is extremely important when
choosing the topic of debate to ensure that the
subject of the conversation was quite serious,
encouraged participants to think, to the desire to
find the truth. The purpose of debates is to create an
indicative background for creative research and
independent decisions.
It is believed that no less important role in the
organization of experimental research was played by
the introductory theoretical and practical training,
which was conducted for students of the
experimental group. Since these are first- and
second-year students who became respondents in
the current study, it was extremely important to
explain to them the essence of the debate as a way
of interaction. In preparation for the experiment and
summarizing its results, we also widely used the
methodology of debate, which is disseminated by
IDEA (International Debate Education Association),
which is the center of strategy, concept and forms of
debate for young people. Karl Popper.
The uniqueness of the useful effect of the debate
for the education of students of higher education is
due to the fact that it is a curriculum of in-depth
knowledge of the world; conflict-free problem
solving program; training in democratic procedures
and tolerance; preparation of program participants
for public activities; program of extracurricular
organization of student youth; program of
intellectual competitions.
6 Conclusions
Distance learning is a modern pedagogical
technology, which has become increasingly relevant
during the pandemic. Reforming the education
system to an online format provides for the search
for new alternative and effective technologies for
organizing the educational process. One of the
problems of distance communication is the
formation of communicative competence of a future
specialist - a component of professional
competence.
The modern world is dialogical in nature. The
reasons for such dialogue are the cognitive and
emotional interest of man, the need to transmit and
perceive information, the need for constant
communication with certain objects, actions,
processes.
Thus, an information and communication field is
created, in which we are all. A person can open
wide horizons for his thoughts and actions, if he is
ready for joint reflection, for dialogue. Dialogue
means creating something new when everyone wins.
Debates as a method allow you to master the skills
of public speaking, analytical and critical thinking,
learn to present your point of view in a structured
and reasoned way, the opportunity to develop
students' leadership qualities. However, perhaps the
most important functional and professional role of
debate for distance learning is to stimulate activity
and motivation of students.
The study gave grounds to conclude that the method
of debate is an effective approach to the
organization of online learning, which allows to
obtain not only theoretical knowledge, but also the
possibility of applying them in professional
activities in the future. Debates can be used as an
educational technology that will not only promote
maximum interest of students in the material, but
also help to develop a number of special skills, such
as: experience of rational behaviour in conflict
situations, oral and public speaking skills, self-
confidence, ability to quickly navigate the situation
and defend their point of view.
Participants develop the skills necessary for
effective communication through debate. Thematic
online debates provide: active involvement of the
applicant in higher education in the search for
educational and cognitive activities, the organization
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
200
Volume 18, 2022
of training based on intrinsic motivation;
organization of joint activities, partnerships; provide
dialogic communication between the teacher and
students in the process of acquiring new knowledge.
Proof of the effectiveness of the proposed model of
using debate within distance learning is confirmed
by the unequivocally positive dynamics in the
experimental group to improve the Value-
orientation criterion, Cognitive criterion
Communicative-activity criterion (in particular, at a
high level of 13.79%, 7.38%, 11.56% respectively).
The research materials can be used by teachers in
the development of distance online courses,
guarantors of educational programmes, heads of
departments for coordination of distance learning in
higher educational institutions, methodological
centres for organizing master classes, refresher
courses. etc.
The current study focuses on the quantitative and
qualitative determination of the impact of online
debate methods on the communicative competencies
of students of agricultural universities. We consider
the study of the effectiveness of thematic online
debates to increase the level of motivation to train
future specialists as a prospect for further research.
But it is equally important to determine how this
method affects the acquisition of subject
professional competencies. This may become a
prospectus for further research. It would also be a
good idea to organize group research and organize
team debates between students based on a
comparison of agricultural research results. The
overall success of the study also prompts the idea of
organizing and systemizing methodological
materials and publishing a manual on the use of
online debates as a form of organization of
educational activities for university students.
References:
[1] Seaman, J. E., Allen, I. E., and Seaman, J.
Grade increase: Tracking distance education
in the United States. Babson Survey Research
Group, 2018. Available online:
https://onlinelearningsurvey.com/reports/grad
eincrease.pdf (accessed 9.10.2021).
[2] Pramono, Ch. A., Manurung, A. H., Heriyati,
P., and Kosasih, W. Analysis of The Influence
of Entrepreneurship Capability, Agility,
Business Transformation, Opportunity on
Start-Up Behavior In E-Commerce
Companies, In Indonesia During The Covid
19 Pandemic", WSEAS Transactions on
Business and Economics, Vol. 18, 2021,
pp. 1103-1112.
[3] Chernova, V. Yu., and Degtereva, E. A.
Forecast of Development of the Dual-Use
Industrial Products Market, WSEAS
Transactions on Business and Economics,
Vol. 17, 2020, pp. 987-992.
https://doi.org/10.37394/23207.2020.17.97
[4] Eldar, A. G. Problems of Financial and
Investment Support Modelling of the
Regional Social and Economic Development,
WSEAS Transactions on Business and
Economics, Vol. 17, 2020, pp. 741–752.
http://dx.doi.org/10.37394/23207.2020.17.72
[5] Faniran, T. S., Bakare, E. A., Potucek, R., and
Ayoola, E. O. Global and Sensitivity Analyses
of Unconcerned COVID-19 Cases in Nigeria:
A Mathematical Modeling Approach, WSEAS
Transactions on Mathematics, Vol. 20, 2021,
pp. 218–234.
http://dx.doi.org/10.37394/23206.2021.20.23
[6] Erlina, Yu., and Elbaar, E. F. Impact of
Covid-19 Pandemic on Local Rice Supply
Chain Flow Patterns in Kapuas Regency,
Central Kalimantan, Indonesia, WSEAS
Transactions on Business and Economics,
Vol. 18, 2021, pp.941–948.
https://doi.org/10.37394/23207.2021.18.89
[7] Bakhov, I., Opolska, N., Bogus, M.,
Anishchenko, V., and Biryukova, Y.
Emergency Distance Education in the
Conditions of COVID-19 Pandemic:
Experience of Ukrainian Universities,
Education Sciences, Vol. 11, No. 7, 2021, p.
364. https://doi.org/10.3390/educsci11070364
[8] Fojtík, R. Problems of distance education,
ICTE Journal, Vol.7, No. 1, 2021, pp.14–23.
[9] Zhou, L., Wu, S., Zhou, M., and Li, F.
'School’s Out, But Class’ On', The Largest
Online Education in the World Today: Taking
China’s Practical Exploration During The
COVID-19 Epidemic Prevention and Control
As an Example, Best Evidence in Chinese
Education, Vol. 4, No. 2, 2020, pp. 501-519.
[10] Alawamleh, M., Al-Twait, L. M., and Al-
Saht, G. R. The effect of online learning on
communication between instructors and
students during Covid-19 pandemic. Asian
Education and Development Studies, 2020.
Available online:
https://www.uwinnipeg.ca/remote-
hub/docs/effect-online-
learningoncommunication-instructor-
student.pdf (accessed 9.10.2021).
[11] Albrahim, F. A. Online teaching skills and
competencies, Turkish Online Journal of
Educational Technology-TOJET, Vol. 19, No.
1, 2020, pp. 9-20.
[12] Mont, M. The Use of Debates in Higher
Education Classrooms, Adult Education
Research Conference, 2014. Available online:
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
201
Volume 18, 2022
https://newprairiepress.org/aerc/2014/roundta
bles/23 (accessed 7.10.2021).
[13] Rogers-Estable, M., Cavanaugh, C.,
Simonson, M., Finucane, T., and McIntosh, A.
Effective Online Discussions. Virtual
Learning Design & Delivery, 2015. Available
online. In:
https://www.ck12.org/user:bWVzdGFibGUz
N2VkdUBnbWFpbC5jb20./book/Virtual-
Learning-Design-and-Delivery/. (accessed
9.10.2021).
[14] Mitchel, E.T. Using debate in an online
asynchronous social policy course, Online
Learning, Vol. 23, No. 3, 2019, pp. 21-33.
https://doi.org/10.24059/olj.v23i3.2050
[15] Smirnova, Z.V., Kamenez, N.V., Vaganova,
O.I., Kutepova, L.I., and Vezetiu E.V. The
experience of using the webinar in the
preparation of engineering specialists,
Amazonia Investiga, Vol. 8, No. 18, 2019, pp.
279-285.
[16] Abernathy, C. and Forestal, J. The Use of
Debates in Political Science Courses, Journal
of Political Science Education, Vol.17, No. 3,
2021, pp. 343-355,
https://doi.org/10.1080/15512169.2019.16560
82
[17] Debate formats. Dem club, 2021. Available
online: URL: http://www.debater.ru/ab2-
formats.htm (accessed 11.10.2021).
[18] Vaganova, O. I. Organization of practical
classes in a higher educational institution
using modern educational technologies,
Amazonia Investiga, Vol. 8, No. 23, 2019, pp.
81-86.
[19] Vaganova, O.I., Konovalova, E., Abramova,
N.S., Lapshova, A.V., and Smirnova, Z.V.
Increasing the level of teachers' readiness for
pedagogical project, Amazonia Investiga, Vol.
8, No. 22, 2019, pp. 286 –294.
[20] Ang, R. X., Chew, Q. H., Sum, M. Y.,
Sengupta, S., and Sim, K. Systematic review
of the use of debates in health professions
education–does it work? GMS journal for
medical education, Vol. 36, No. 4, 2019.
https://doi: 10.3205/zma001245
[21] Richardson, J. C., and Ice, P. Investigating
students’ level of critical thinking across
instructional strategies in online discussions,
Internet and Higher Education, Vol.12, No. 2,
2010, pp. 52–59.
https://doi.org/10.1016/j.iheduc.2009.10.009
[22] Garrison, D. R., Anderson, T., and Archer, W.
Critical thinking, cognitive presence, and
computer conferencing in distance education,
American Journal of Distance Education,
Vol. 15, No. 1, 2001, pp. 3–21.
https://doi.org/10.1080/08923640109527071
[23] Weeks, P. P. Examining online debate and
discussion, Academic Exchange Quarterly,
Vol. 17, No. 1, 2013, pp. 55–59.
[24] Mutiaraningrum, I., and Cahyono, B. Y.
Online debate in argumentative writing
course: Potentials and challenges,
International Journal of Language and
Linguistics, Vol.2, No. 4, 2015, pp. 43– 54.
[25] Steuber, T. D., Andrus, M. R., Wright, B. M.,
Blevins, N., and Phillippe, H. M. Effect of
Interprofessional Clinical Debates on
Attitudes of Interprofessional Teams,
PRiMER: Peer-Review Reports in Medical
Education Research, Vol.5, 2021.
https://doi.org/10.22454/PRiMER.2021.15414
9
[26] Vaganova, O. I., Tsyganova, L. V.,
Chelnokova, E. A., Lapshova, A. V., and
Turchina, L. A. Technology "Debate" as
a tool for communicative competence
development, Amazonia Investiga, Vol. 9, No.
27, 2020, pp. 367-375.
https://doi.org/10.34069/AI/2020.27.03.40
[27] Chew, Q. H., Seet, X. Y., and Sim, K. Use of
Debate as a Pedagogical Tool in Psychiatry
Residency Teaching: A Cross-Sectional
Study, Advances in Medical Education and
Practice, Vol. 12, 2021, p. 871.
https://doi.org/10.2147/AMEP.S320614
[28] el Majidi, A., Janssen, D., and de Graaff, R.
The effects of in-class debates on
argumentation skills in second language
education, System, Vol. 101, 2021, p. 102576.
https://doi.org/10.1016/j.system.2021.102576
[29] Malloy, J. A., Tracy, K. N., Scales, R. Q.,
Menickelli, K., and Scales, W. D. It’s not
about being right: Developing argument
through debate, Journal of Literacy Research,
Vol. 52, No. 1, 2020, pp. 79–100.
https://doi.org/10.1177/1086296X19896495
[30] Cariñanos-Ayala, S., Arrue, M., Zarandona,
J., and Labaka, A. The use of structured
debate as a teaching strategy among
undergraduate nursing students: A systematic
review, Nurse Education Today, 2021, p.
104766.
https://doi.org/10.1016/j.nedt.2021.104766
[31] Nurakhir, A., Palupi, F. N., Langeveld, C.,
and Nurmalia, D. Students’ views of
classroom debates as a strategy to enhance
critical thinking and oral communication
skills, Nurse Media Journal of Nursing, Vol.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
202
Volume 18, 2022
10, No. 2, 2020, pp. 130-145.
https://doi.org/10.14710/nmjn.v10i2.29864
[32] Ivanova, N. L., and Korostelev, A. A. The
impact of competitive approach on students'
motivation in sport, Amazonia Investiga, Vol.
8, No. 18, 2019, pp. 483-490.
[33] Oliinyk, O., Bilan, Y., Mishchuk, H., Akimov,
O., and Vasa, L. The impact of migration of
highly skilled workers on the country’s
competitiveness and economic growth,
Montenegrin Journal of Economics, Vol. 17,
No. 3, pp. 7-19, 2021.
https://doi.org/10.1016/10.14254/1800-
5845/2021.17-3.1.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en
_US
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.21
Nataliia H. Sharata, Tetiana V. Berezovska,
Tetiana P. Kravchenko
E-ISSN: 2224-3496
203
Volume 18, 2022