The purpose of this descriptive comparative study was to assess the types and level of questions asked by 30 randomly selected tutors and their 314 students in context-based learning tutorials as part of a Baccalaureate Nursing program. Thirty 90 minute tutorials were audio-taped, transcribed and subsequently coded using the Questioning Framework specifically designed for this study. The Questioning framework includes types of questions (procedural, information seeking, exploration and elaboration, probing, yes/no, multifaceted and double barreled), which aim to capture their function and purpose and levels of questions (knowledge, comprehension, application, analysis, synthesis, and evaluation)that require various cognitive activities. Although all types and levels of questions are important as part of the teaching and learning process, the questions that most facilitate critical thinking are those framed at the analysis, synthesis and evaluation levels as well as the types of questions that are used to explore and probe. Students' questions were primarily framed at the knowledge level (82.89%). Less than one percent of their questions were at the higher levels of analysis, synthesis and evaluation. The majorities of students' questions were aimed at seeking information (57.45%) or required a yes/no response (22.98%). Questions asked by the tutors did not differ much from those of the students. The majority of tutors' questions were identified at the knowledge and comprehension levels (78.5%). Only 5.5% of the questions asked reflected analysis, synthesis and evaluation. Like their students, a greater percentage of the tutors' questions were framed to seek information (28.48%. The results of this study suggest that both educators and students need support in learning to frame differrent levels and types of questions.
(Key words: context based learning, critical thinking, nursing education, questioning)
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