Exploring Maieutic Instruction

2022 ◽  
pp. 105-120
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Instructional Strategy ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Socratic Method ◽  
Modern Conception ◽  
Probing Questions

General views of the Socratic Method consist of it being a dialectical exchange based on probing questions concerning a topic. While this definition may prove practical, it may not do justice to the broad nature and practice of the instructional strategy. It is, therefore, equally important to explore how maieutic questioning grounds the Socratic Method as a viable instructional strategy. By realizing the maieutic process as giving birth to discoveries, educationists and students are given a clearer framework in implementing the Socratic Method in educational experiences. In further elucidating this claim, this chapter first draws from the maieutic practice found in Plato's dialogues. Second, the chapter explores research on maieutic questioning in teaching and learning experiences. Lastly, a recognition of both Socrates' original maieutic practice and the modern conception of it are advanced as strategies educationists can implement in their courses.

Moving to the Worldvirtual

2011 ◽  
pp. 1-14
Author(s):  
Richard E. Riedl ◽  
Terry McClannon ◽  
Amelia W. Cheney
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Classroom Experience ◽  
Face To Face ◽  
Brick And Mortar ◽  
The Ideal

The traditional classroom has been considered the ‘ideal’ setting for teaching and learning, and innovations which challenge that structure are under a great deal of scrutiny. As the tools for online learning become more sophisticated, as in the case of 3D immersive worlds, it is time to stop using the brick-and-mortar classroom experience as the litmus by which all educational experiences are measured. This chapter will discuss some significant differences between face-to-face and online learning experiences, as well as some unique affordances provided by virtual worlds for constructivist learning experiences.

The Socratic Way and Adult Learning

2019 ◽  
pp. 110-123
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Sense Of Self ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Strong Sense ◽  
Socratic Method ◽  
Self Directed Learning ◽  
Directed Learning

Adult learning experiences seem to be influenced by the activity of self-direction on the part of their learners. Adult learners come to educational encounters motivated and possessing a strong sense of self and learning objectives. However, other educational experiences require teachers of adults to assist in the development of self-directed learning (SDL) in their learners. This chapter explores the possibility of how Leonard Nelson's theories concerning the Socratic method can initiate the possibility of SDL (self-teaching) in adult learners.

The Socratic Way and Adult Learning

2021 ◽  
pp. 303-312
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Sense Of Self ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Strong Sense ◽  
Socratic Method ◽  
Self Directed Learning ◽  
Directed Learning

Adult learning experiences seem to be influenced by the activity of self-direction on the part of their learners. Adult learners come to educational encounters motivated and possessing a strong sense of self and learning objectives. However, other educational experiences require teachers of adults to assist in the development of self-directed learning (SDL) in their learners. This chapter explores the possibility of how Leonard Nelson's theories concerning the Socratic method can initiate the possibility of SDL (self-teaching) in adult learners.

Confronting Positionality

Journal ◽  
1969 ◽  
Vol 2 (1) ◽  
Author(s):  
Judith Okely
Keyword(s):  
Teaching And Learning ◽  
Educational Experiences ◽  
Embodied Knowledge ◽  
Engaged Learning ◽  
Time And Space ◽  
Subjective Knowledge ◽  
The Individual ◽  
Participant Observer

Drawing on a multiplicity of learning, teaching and educational experiences, I argue that understanding positionality, or the specificity of each individual, triggers necessary unlearning. Confronting hitherto hidden, subjective knowledge may be the means to recognize grounded learning as ethnocentric and time and space specific. The individual may learn positionality through unexpected contrast, especially through anthropology. The anthropologist is the participant observer, analyst and writer - no managerial delegator, but directly engaged. Learning through engaged action, anthropologists unlearn what they have consciously and unconsciously absorbed from infancy. New embodied knowledge is often gained through making mistakes in other unknown contexts, thus fostering unlearning. This article explores the above themes through an autobiographical account of experiences of both teaching and learning.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience

2021 ◽  
Vol 13 (15) ◽  
pp. 8414
Author(s):  
Martín Bascopé ◽  
Kristina Reiss
Keyword(s):  
Stem Education ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Education For Sustainability ◽  
Southern Chile ◽  
Teachers And Students ◽  
Local Actors ◽  
One Year ◽  
Sustainability Challenges ◽  
Attitudinal Changes

This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.

Educational Principles of Community-based Education

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1259-1263
Author(s):  
Kenneth B. Roberts
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Medical School ◽  
Needs Assessment ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Community Based ◽  
Community Based Education ◽  
Primary Focus ◽  
School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

scholarly journals The Future of American Undergraduate Education

2018 ◽  
pp. 33
Author(s):  
Michael S. McPherson ◽  
Francesca B. Purcell
Keyword(s):  
Undergraduate Education ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
College Education ◽  
National Strategy ◽  
Completion Rates ◽  
Promising Practices ◽  
Arts And Sciences ◽  
The Future

For all of the doubts raised about the benefits of a college education, it delivers on its promises of greater individual and social prosperity. This article provides an overview of work by the American Academy of Arts and Sciences’ Commission on the Future of Undergraduate Education Progress, which offers a national strategy to improve the college student experience. It argues that teaching and learning need to be prioritized so that all students have high-quality postsecondary educational experiences that incorporate a blend of liberal arts and vocational skills. Efforts around improving completion rates and making college more affordable need additional action and there are promising practices to lead the way.

Sign in / Sign up

Export Citation Format

Share Document