Abstract

• In this project, we propose to formally introduce the Socratic method in a peer-learning environment and to study its effectiveness on students’ learning.


• Peer learning has been a well-established practice in higher education which brings gains to both student participants and peer leaders. Since 2009, the General Education Foundation Programme (GEF) has launched the Peer-Assisted Study Session (PASS) program, in which peer leaders facilitate group discussions among participants via various questioning techniques.


• Socratic method was adopted by one of the peer leaders to systematize the questioning process. The method has the advantages of facilitating students’ development of critical thinking, open-mindedness and teamwork. The peer leader has recently been awarded the 2017 Australasian Peer Leader Award by The National Centre for PASS (Australia), in recognition of his use of the Socratic method.


• Encouraged by the positive feedback from students and the international recognition, we are planning to implement peer-led Socratic method in a larger scale to benefit more CUHK students, with the systematic evaluation of its effectiveness in peer learning.


• The project aims to achieve the following outcomes:
• To introduce Socratic method in a peer-learning environment of GEF.
• To identify different strategies in the practice of Socratic method in peer learning.
• To investigate the effectiveness of Socratic method in peer learning through quantitative and qualitative methods.


• The project is expected to result in the following system-level improvements:
  • Fostering students’ critical thinking and open-mindedness.
  • Enhancing students’ communication and leadership skills.
  • Advancing the practice of peer learning at the University.