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

Abstract

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.