Socratic, Traditional, and Experiential Instructional Methods for Adult Learners Enrolled in a Plant Production Extension Program

The traditional lecture-based instructional method is a foundational style used almost universally in conventional classroom instruction and professional extension courses (John et al., 2007). Although this method is effective for a wide range of audiences, its overuse or misapplication can result in poor achievement of learning outcomes (Caudron, 2000). The Socratic and experiential learning methods use a student-centered learning approach that is effective for development of critical thought and problem solving proficiencies that may be more appropriate for adult learners enrolled in extension programs (Parkinson and Ekachai, 2002). A six-week plant production extension short course was developed and delivered in Spring 2014 at the Mid-Florida Research and Education Center using a mixture of Socratic, traditional, and experiential instructional methods. At the start of the course, 85% of students stated a preference for a mixture of instructional methods. Behavioral changes documented with pre- and post-tests demonstrated high achievement of learning outcomes when a mixture of instructional methods was used. At the conclusion of the course, students maintained strong support of mixed instructional techniques. Results support continued use of a variety of instructional methods for adult learners enrolled in extension programs.