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How to Use Socratic Questioning in Order to Promote Adults' Self-Directed Learning
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Katsara, Ourania; De Witte, Kristof – Studies in the Education of Adults, 2019
This article discusses the teachers' role in self-directed learning (SDL) -- a central concept in adult education. We explore the use of Socratic questioning to develop critical thinking, which is the outcome of SDL in problem-based learning (PBL). In particular, we analyse 11 adult learners' reflective journals in relation to a Socratic seminar.…
Descriptors: Questioning Techniques, Teaching Methods, Adult Learning, Independent Study
Effects of Staff and Student Tutors on Student Achievement.
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Moust, Jos C.; Schmidt, Henk G. – Higher Education, 1994
A study at the University of Maastricht (Netherlands) law school found that students (n=200) tutored by other students showed improved academic achievement as high as those (n=207) taught by staff tutors. Data were gathered from overall assessment of essay question responses and a more elaborate propositional analysis of a sample of responses.…
Descriptors: Academic Achievement, Comparative Analysis, Foreign Countries, Higher Education
The Academic Progress of Foreign Students: Study Achievement and Study Behaviour.
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Jochems, Wim; And Others – Higher Education, 1996
A study of 170 foreign university students in the Netherlands shows that while their success rate was similar to native students', it took them more time to complete examinations, and language proficiency and home-country selection procedures were major factors in achievement. Implications for foreign student policy are explored, and a mentor…
Descriptors: Academic Achievement, College Students, Comparative Analysis, Foreign Countries
Influence of Tutors' Subject-Matter Expertise on Student Effort and Achievement in Problem-Based Learning.
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Schmidt, Henk G.; And Others – Academic Medicine, 1993
A study of 336 staff-led, problem-based tutorial groups in a European university health sciences program found that students who were tutored by subject-matter experts achieved somewhat better and spent more time on self-directed learning. In addition, tutoring skill and content knowledge were important in effective tutoring. (Author/MSE)
Descriptors: Academic Achievement, Allied Health Occupations Education, Foreign Countries, Group Instruction