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Eliciting debriefing experiences: A scoping review.

Kim Hua Tan1, Shanty Carmelie Rif2, Fazal Mohamed Mohamed Sultan3

  • 1Taylor's University Lakeside Campus, 47500, Subang Jaya, Malaysia.

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Summary

Effective debriefing strategies use open-ended, higher-order questions to enhance social, cognitive, and instructor presence in learning. This promotes reflection and positive learning experiences for students.

Keywords:
CoICommunity of inquiryDebriefingExperienceReflective questioning techniques

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Area of Science:

  • Educational Psychology
  • Learning Sciences
  • Instructional Design

Background:

  • Debriefing facilitates learner reflection in educational and occupational settings.
  • Effective questioning and positive experiences promote mental health in learners.
  • The Community of Inquiry framework includes social, cognitive, and instructor presence.

Purpose of the Study:

  • To identify effective debriefing questioning techniques and experiences.
  • To address the three presences in the Community of Inquiry framework.
  • To understand their impact on learners in educational or occupational settings.

Main Methods:

  • A scoping review of articles on debriefing strategy and questioning techniques (2002-2020).
  • Searches conducted on Google Scholar, ERIC, ResearchGate, and ScienceDirect.
  • Synthesis of 60 relevant articles after initial screening of 265.

Main Results:

  • Open-ended, higher-order thinking questions are prevalent for stimulating, following up, and clarifying.
  • Learner experiences predominantly involve 'Learning and Making Connections with Learning'.
  • Other key experiences include 'Appropriate Facilitator Guidance', 'Facilitator Skill', and 'Analyzing Thoughts and Feelings'.

Conclusions:

  • Questioning is crucial for facilitating the three presences in the Community of Inquiry.
  • Question types significantly influence the quality of learner experiences.
  • Effective debriefing strategies can be tailored using specific questioning techniques.