In this paper we draw on the concept of dialogic space to understand how structured dialogic opportunities allow students to use educational dialogue to co-construct understanding and develop key communication skills. These skills are crucial in a higher education context both for developing disciplinary understanding and for future employment. However, despite this scholarly evidence, we lack an understanding of how students and educators in HE perceive the benefits of educational dialogue. To address this gap, we interviewed students and teachers about their perceptions of structured discussion sessions. The sessions were part of a larger project in which pairs of students on a Foundation Year programme participated in ten discussions structured around a set of multiple-choice questions over an academic year. Students highlighted that structured discussions allowed them to find a voice, develop confidence, and develop relational skills. Teachers emphasised a heightened linguistic awareness through noting the quality of talk and the importance of educational dialogue in constructing understanding. We conclude with recommendations for educators on how to embed structured dialogic discussions in the curriculum and we provide practical suggestions for activities to support discussion sessions.
Heron et al. (Wed,) studied this question.