Engineering:Action based learning questions

From HandWiki

Action-based Learning Questions are questions that are based on the approach of Action learning where one solves real-life problems that involve taking action and reflecting upon the results. There are two types of questions - Closed Questions and Open Questions. Closed questions involve a technique which does not allow the respondents to develop their response, they can just say 'Yes' or 'No' whereas Open questions allow the respondents to expand or explore in their response. Action-based learning questions are beneficial in the education system.

Overview

One of the keys to effective Action learning is asking the 'right question'. When asked to the right people at the right time, these questions result in obtaining the necessary information. The Action Learning process, which primarily uses a questioning approach, can be more helpful than offering advice because it assumes that each person has the capacity to find their own answers.

Normally, the purpose of asking a question is to obtain information. However, in Action Learning, the purpose is to help someone else to do one or more of the following:

  • Think more deeply
  • Explore new options and perspectives
  • Reflect in order to make better choices and decisions

Types of Questions

Closed Questions

Closed questions involve a technique which does not allow the respondents to develop their response. It can do so by limiting respondents with a strict, limited list of answer choices. Answers are mostly monosyllabic words or short phrases. For example, some closed questions can only be answered by a “Yes” or “No”.

Closed questions should not be interpreted as simple questions. They can be of varying levels of difficulty, and may make the respondent think before answering. Take this phrase for example: "When two quantities are dependent on each other, does an increase in one always leads to an increase in the other?".

Usage Of Closed Questions:

  • To give facts
  • To help keep control of the conversation with the questioner
  • To open up a conversation

Open Questions

Open questions allow the respondent to expand or explore in their response, and do not have a single correct response. This gives the respondent the freedom to discover new ideas, consider different possibilities, and decide on the course of action which is right for them.

Open-ended questions are not always long - they may be short as well as open-ended. Shorter questions often have equal or greater impact than longer ones. When asking shorter questions, it is easier to be perceived as abrupt or even rude. When questioning an Action Learning set, it is important to be aware of one's tone and language. The goal is usually to ask challenging questions, or to challenge the respondent's perspective.

Usage Of Open Questions:

  • To encourage discussion of opinion and feelings.
  • To think and reflect
  • To give control of the conversation to the respondent
  • To expand upon a closed question
  • To aid in the realization of the depth of a situation
  • To help to learn more about an individual

Benefits in Education

  • To help students organize their thoughts
  • To assist students as they analyze causes and effects
  • To provide opportunities for students to use evaluative thinking skills
  • To incite students to listen to the ideas of others, synthesize information, and form opinions on the issue at hand
  • To aid students' memories
  • To direct self feedback for an individual

References

  • http://changingminds.org/techniques/questioning/open_closed_questions.htm
  • Schuman, Howard; Presser, Stanley (1979). "The Open and Closed Question". American Sociological Review 44 (5): 692–712. 
  • Thalheimer, W. (2003, January). The learning benefits of questions. Retrieved September 12, 2015, from http://www.worklearning.com/ma/PP_WP003.asp
  • Hale, R.I. 2003 How Training Can Add More Value to the Business, part 1, Industrial and Commercial Training, Volume 35, No. 1, pp. 29–32.
  • Hale, R.I. 2003. How Training Can Add More Value to the Business, part 2, Industrial and Commercial Training, Volume 35, No. 2, pp. 49–52.




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