PreprintArticleVersion 1Preserved in Portico This version is not peer-reviewed
Are the Sequential Interactive Effects of Two Active Learning Strategies Synergistic? The Use of the Socratic Method of Questioning and Ability Based Learning Techniques to Enhance Student Learning
Version 1
: Received: 19 April 2019 / Approved: 24 April 2019 / Online: 24 April 2019 (12:44:14 CEST)
How to cite:
Carroll, L.S.L. Are the Sequential Interactive Effects of Two Active Learning Strategies Synergistic? The Use of the Socratic Method of Questioning and Ability Based Learning Techniques to Enhance Student Learning. Preprints2019, 2019040273. https://doi.org/10.20944/preprints201904.0273.v1
Carroll, L.S.L. Are the Sequential Interactive Effects of Two Active Learning Strategies Synergistic? The Use of the Socratic Method of Questioning and Ability Based Learning Techniques to Enhance Student Learning. Preprints 2019, 2019040273. https://doi.org/10.20944/preprints201904.0273.v1
Carroll, L.S.L. Are the Sequential Interactive Effects of Two Active Learning Strategies Synergistic? The Use of the Socratic Method of Questioning and Ability Based Learning Techniques to Enhance Student Learning. Preprints2019, 2019040273. https://doi.org/10.20944/preprints201904.0273.v1
APA Style
Carroll, L.S.L. (2019). Are the Sequential Interactive Effects of Two Active Learning Strategies Synergistic? The Use of the Socratic Method of Questioning and Ability Based Learning Techniques to Enhance Student Learning. Preprints. https://doi.org/10.20944/preprints201904.0273.v1
Chicago/Turabian Style
Carroll, L.S.L. 2019 "Are the Sequential Interactive Effects of Two Active Learning Strategies Synergistic? The Use of the Socratic Method of Questioning and Ability Based Learning Techniques to Enhance Student Learning" Preprints. https://doi.org/10.20944/preprints201904.0273.v1
Abstract
If students do not fully apply themselves, then they may be considered responsible for the result of being inadequately prepared. +- Nevertheless, student outcomes are more likely to reflect a combination of both effort and systematic problems with overall course architecture. Deficiencies in course design result in inadequate preparation that adversely and directly impacts students’ productivity upon entering the workforce. Such an impact negatively influences students' ability to maintain gainful employment and provide for their families, which inevitably contributes to the development of issues concerning their psychological well-being. It is well-documented that incorporating active learning strategies in course design and delivery can enhance student learning outcomes. Despite the benefit of implementing active learning techniques, rarely in the real world will it be possible for techniques to be used in isolation of one another. Therefore, the purpose of this proposed study is to determine the interactive effects of two active learning strategies because, at a minimum, technique-pairs more accurately represent the application of active learning in the natural educational setting. There is a paucity of evidence in the literature directed toward investigating the interactive effects of multiple active learning techniques that this study is aimed at filling. The significance of this research is that, by determining the interactive effects of paired active learning strategies, other research studies on the beneficial effects of using particular active learning technique-pairs will be documented contributing to the literature so that ultimately classroom instruction may be customized according to the determination of optimal sequencing of strategy-pairs for particular courses, subjects, and desired outcomes that maximize student learning.
Keywords
Active Learning, Pedagogy, Student Learning, Interactive Effects, Education
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
