Participatory Dialogue and Participatory Learning in a Discussion-Based Graduate Seminar

摘要

This study investigated the participatory learning experiences of mainstream U.S. and Korean international students in a discussion-based doctoral seminar. The author examined the multilayered and complex nature of these experiences by collecting and analyzing data from class discussions, multiple interviews, written artifacts, and field observations. Findings indicated that students' participatory learning varied with regard to discussion, reading, and writing; changed as the activity and context changed; and embodied a “dialogic spirit” for acquiring a disciplinary discourse at the doctoral level. The discussion of these findings provides insights for university faculty to better understand the nature of participatory learning at the doctoral level.