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Questioning: a path to student learning experience

Wilson Ozuem (University of Gloucestershire, Gloucester, UK)
Geoff Lancaster (London School of Commerce, London, UK)

Education + Training

ISSN: 0040-0912

Article publication date: 13 July 2015




The purpose of this paper is to investigate connections between questioning, learning, achievement and conscious knowledge and beliefs held by tutors and how these are applied in a teaching/learning situation.


The design of this study involved the authors listening to, but not participating in, classroom teaching sessions followed by individual in-depth discussions with tutors and students to ascertain how best to advance learning and achievement.


Responses generated from questioning and dialogue helps tutors realign their teaching in response to the needs of learners including comprehending life issues and solving problems. Tutors should consider “think-pair share strategy” in their delivery.

Research limitations/implications

Research was limited to one specific location, the sample was self-selected and limited to tutors who volunteered to take part in the investigation. A greater number of experimental locations with 100 per cent participation would have enhanced the validity of the findings.

Practical implications

Learners need to be motivated to ask questions and be encouraged to become involved in discussions. Questioning and dialogue provide a framework for sharing educational objectives with students and charting their progress and this can lead to a better framework for delivery and understanding.

Social implications

If tutors can better realign their teaching in response to the needs of learners including comprehending life issues and solving problems then this can lead to a more focused learning experience.


The work was based on empirical investigations of tutors and learners in group and individual situations and the findings have been reported.



Ozuem, W. and Lancaster, G. (2015), "Questioning: a path to student learning experience", Education + Training, Vol. 57 No. 5, pp. 474-491.



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Copyright © 2015, Emerald Group Publishing Limited

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