Belonging, Achievement and Student Satisfaction with Learning: The Role of Case-Based Socratic Circles

Autor/inn/en	Fisher, Rosemary L.; Machirori, Tafadzwa Leroy
Titel	Belonging, Achievement and Student Satisfaction with Learning: The Role of Case-Based Socratic Circles
Quelle	In: Innovations in Education and Teaching International, 58 (2021) 1, S.25-35 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fisher, Rosemary L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2019.1675528
Schlagwörter	Sense of Community; Academic Achievement; Student Satisfaction; Case Method (Teaching Technique); Instructional Effectiveness; Undergraduate Students; Public Speaking; Student Attitudes; Active Learning; Discussion (Teaching Technique); Learner Engagement + Suchen Sie Ihr Suchwort? Schulleistung; Case method; Fallmethode; Unterrichtserfolg; Vortrag; Schülerverhalten; Aktives Lernen
Abstract	We investigate the effectiveness of combining Socratic Circles with case-based learning in an undergraduate class as a means of both helping students overcome their reluctance to speak publicly and to experience the deep learning associated with case-based learning. Using partial least squares modelling (n = 84) this combination of pedagogies returns statistically encouraging results influencing desirable learning outcomes of perceptions of achievement, sense of belonging and overall satisfaction. Furthermore, statistical results demonstrate the presence of a sense of belonging in the class and perceptions of achievement explain the relationship between this pedagogy and satisfaction with learning. We conclude this active, authentic teaching strategy does achieve meaningful learning outcomes for students and may be a powerful teaching strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01