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Socratic Flipped Classroom: What Types of Questions and Tasks Promote Learning?
Dalarna University, Falun, Sweden.
Dalarna University, Falun, Sweden.
Dalarna University, Falun, Sweden.ORCID iD: 0000-0003-1076-3442
2016 (English)In: Proceedings of the 15th European Conference of e-Learning (ECEL 2016) / [ed] Novotna, J.; Jancarik, A., Academic Conferences and publishing limited , 2016, 41-48 p.Conference paper, Published paper (Refereed)
Abstract [en]

Socratic questioning stresses the importance of questioning for learning. Flipped Classroom pedagogy generates a need for effective questions and tasks in order to promote active learning. This paper describes a project aimed at finding out how different kinds of questions and tasks support students' learning in a flipped classroom context. In this study, during the flipped courses, both the questions and tasks were distributed together with video recordings. Answers and solutions were presented and discussed in seminars, with approximately 10 participating students in each seminar. Information Systems students from three flipped classroom courses at three different levels were interviewed in focus groups about their perceptions of how different kinds of questions and tasks supported their learning process. The selected courses were organized differently, with various kinds of questions and tasks. Course one included open questions that were answered and presented at the seminar. Students also solved a task and presented the solution to the group. Course two included open questions and a task. Answers and solutions were discussed at the seminars where students also reviewed each other's answers and solutions. Course three included online single-and multiple choice questions with real-time feedback. Answers were discussed at the seminar, with the focus on any misconceptions. In this paper we categorized the questions in accordance with Wilson (2016) as factual, convergent, divergent, evaluative, or a combination of these. In all, we found that any comprehensible question that initiates a dialogue, preferably with a set of Socratic questions, is perceived as promoting learning. This is why seminars that allow such questions and discussion are effective. We found no differences between the different kinds of Socratic questions. They were seen to promote learning so long as they made students reflect and problematize the questions. To conclude, we found that questions and tasks promote learning when they are answered and solved in a process that is characterized by comprehensibility, variation, repetition and activity.

Place, publisher, year, edition, pages
Academic Conferences and publishing limited , 2016. 41-48 p.
Series
Proceedings on the European Conference of e-Learning, ISSN 2048-8637
Keyword [en]
flipped classroom, questions, tasks, Socratic questioning
National Category
Information Systems, Social aspects
Identifiers
URN: urn:nbn:se:oru:diva-62316ISI: 000400303700006Scopus ID: 2-s2.0-85000815562ISBN: 978-1-911218-17-3 (print)OAI: oai:DiVA.org:oru-62316DiVA: diva2:1156371
Conference
15th European Conference on E-Learning (ECEL 2016), Prague, Czech Republic, October 27-28, 2016
Available from: 2017-11-13 Created: 2017-11-13 Last updated: 2017-11-15Bibliographically approved

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Hatakka, Mathias

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Citation style
  • apa
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More languages
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