Belonging, achievement and student satisfaction with learning: The role of case-based Socratic Circles

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.

KEYWORDS:

• Active learning
• pedagogy
• Socratic Circles
• case-based learning
• SoTL

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Available from author.

Additional information

Notes on contributors

Rosemary L. Fisher

Rosemary L. Fisher holds a PhD exploring passion, resilience, obsession and entrepreneurial success in entrepreneurship. She lectures and researches in entrepreneurship and innovation, and has a particular interest in teaching and learning in the digital economy.

Tafadzwa Leroy Machirori

Tafadzwa Leroy Machirori is an experienced researcher, PhD candidate and teaching assistant whose interests lie in the field of entrepreneurship and more specifically, immigrant entrepreneurship where he is investigating immigrant entrepreneurs in high-tech sectors. Past research has focused on investigating sustainable youth livelihood initiatives and paths to alleviate youth poverty in Zimbabwe.