Adult Learning In Groups
Groups [can] exert powerful influence both to advance and to obstruct learning. A group can be an environment in which people invent and explore symbolic structures for understanding the world, learning from each other and trying out for themselves the discourse of the domain of knowledge they seek to acquire. Alternatively, groups can encourage conformity, squander time and energy on ritual combat, revel in failure, and generally engage in all sorts of fantasy tasks that have little or nothing to do with learning. (Knights 1993, p. 185)
The use of groups has deep historical roots in adult education, and, if asked, most adult educators would say that learning in groups is a fundamental principle of the field. Adult educators use groups frequently in structuring learning experiences, and groups also form the basis for much informal adult learning both within and outside institutional boundaries. Although group theory once played a major role in shaping the field, the topic of learning in groups has been relatively unexamined in the recent literature. This Practice Application Brief provides information that can be used in developing adult learning groups in formal educational settings. First, the nature of learning in groups is considered, followed by discussions of the role of the facilitator and forming groups. Guidelines for structuring group learning experiences for adults conclude the Brief.
The Nature of Group Learning
Little research exists on how learning occurs in groups (Cranton 1996; Dechant, Marsick, and Kasl 1993). Futhermore, when forming groups, adult educators tend to focus on helping learners work effectively together rather than on helping them understand the learning processes that may be occurring in the group (Dechant, Marsick, and Kasl 1993). By drawing on Habermas' domains of knowledge and interests, Cranton (1996) has developed a helpful way of thinking about how groups can accomplish or facilitate different types of learning. Cranton suggests that there are three types of group learning, each affiliated with the following kinds of knowledge proposed by Habermas--
instrumental (scientific, cause-and-effect information)
communicative (mutual understanding and social knowledge)
emancipatory (increased self-awareness and transformation of experience)
As outlined by Cranton, the type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the acquisition of instrumental knowledge is called cooperative. In cooperative learning groups, "the focus is on the subject matter rather than on the inter- personal process .
Waugh, Patricia. "What is Metafiction and why are they saying Such Horrible Things About It?" Metafiction. Ed. Mark Currie. Harlow: Longman, 1995. 39-54.
Learning in groups has historical roots in adult education and many adult educators use group learning as an element of their programs (ibid.). Recently, a form of group learning—cohorts—has emerged as an attractive option for administrators, instructors, and participants alike (Fahy 2002). Cohorts are usually defined as groups of students who enroll at the same time and go through a program by taking the same courses at the same time, a process that is sometimes referred to as lock step (e.g., Chairs et al. 2002; Reynolds and Hebert 1998). A cohort is much more than a structure, however (Norris and Barnett 1994). It is "a tight-knit, reliable, common-purpose group" (Drago-Severson et al. 2001, p. 15) that has foundations in group dynamics, adult development, and adult learning theory (ibid.; Nesbit 2001; Norris and Barnett 1994). This Brief highlights findings from research and theory on adult learning cohorts to examine how cohorts are structured or formed and the experience of the learning process within cohorts. Recommendations for practice are provided.
The Postmodernist movement begun after World War II in which, high and low culture are questionable in the view of society and Art. The postmodernist movement in literature creates a new set of ideals for fiction, such as the metafiction, the fable like representation in novels, the pastiche, irony, and satire. Fredric Jameson speaks about the movement and its theory in his essay “Postmodernism and Consumer Society”. He questions postmodernism in society as it creates the new societal norm of popular culture. On the other hand, Jean Baudrillard analyzes the simulacra of postmodernism in “The Precession of Simulacra”. Baudrillard speaks of the “truth” and “reality” also as a questionable representation for the reader. Yet, both critics agree that postmodernist literature is depthless. Spiegelman’s Maus series is a metafiction, which tells the story of Art Spiegelman’s journey of writing this novel through the present-day retelling of Vladek Spiegelman’s life during the Holocaust. However, as a postmodernist text, Jameson and Baudrillard calls it depthless and an “unreal” representation. Nevertheless, the representation of Maus presents the characteristics of a postmodernist text, but argues that it is not depthless because of the representation of an authoritative view, a historical continuum, and the text does not depict itself as a mode of pop culture.
Another important sign of postmodernism in literature is the abandonment of strict time lines, sometimes called discontinuous time. Often an author will construct a sequence of events that have no time relationships to e...
Cooperative Learning is a method of learning in groups to work on a project together, andthis learning not only will help student to work together with their friend but also will improve their skill in working together to solve a problem or to socialize with people. Cooperative Learning has many impacts and advantages. According Zoltan Dornyei There is other meaningabout cooperative learning on the statement below.
According to social psychologists a group is composed of more than two individuals who depend and interact with each other in some manner (Lessing). Examples of groups include a class, a football team, a cult etc. Groups normally have various similar features including: norms that determine the right behavior, roles assigned to individuals, which determine what responsibilities and behaviors people should undertake, a communication structure and a power structure, which determines how much influence and authority group members have. For example, a class has norms, like the time people should arrive in class. The role of the professor includes teaching, administering exams and inviting discussions. The ro...
In the 1950s, authors tended to follow common themes, these themes were summed up in an art called postmodernism. Postmodernism took place after the Cold War, themes changed drastically, and boundaries were broken down. Postmodern authors defined themselves by “avoiding traditional closure of themes or situations” (Postmodernism). Postmodernism tends to play with the mind, and give a new meaning to things, “Postmodern art often makes it a point of demonstrating in an obvious way the instability of meaning (Clayton)”. What makes postmodernism most unique is its unpredictable nature and “think o...
In conclusion, the use of elements of post modernism add a richness to literature and to the reading experience of the reader. Elements such as irony, magic realism and fragmentation cause people to think and make connections between the literature they are reading and how it relates to their own lives and the lives of the authors and other readers. The short stories studied in Ms. Reynolds 4U English class all contained many effective post modern elements that made students go more in depth with their reading and understanding of noted English literature. Perhaps some people were enlightened and adopted a postmodern view on the world.
Kaes, Anton. "New Historicism: Writing Literary History in the Postmodern Era." Monatshefte 84.2 (1992): 148-58. Web. 10 Nov. 2013. http://www.jstor.org/stable/30161347.
After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took and how role allocation affected, the group dynamics and the working relationships. Finally I will evaluate my work having discussed it with my fellow group members.
Felluga, D. (n.d.). General Introduction to Postmodernism. College of Liberal Arts : Purdue University. Retrieved August 16, 2013, from http://www.cla.purdue.edu/english/theory/postmodernism.
Wong, Ning. “Introduction: Historicizing Postmodernist Fiction.” Narrative 21.3 (2013): 263-270. Academic Search Complete. Web. 30 Oct. 2013.
Jameson, Frederic (1993): Postmodernism. in: Docherty, Thomas. (ed.) Postmodernism a Reader. Cambridge: Harvester Wheatsheaf. pp.70-71
Postmodern literary criticism asserts that art, author, and audience can only be approached through a series of mediating contexts. "Novels, poems, and plays are neither timeless nor transcendent" (Jehlen 264). Even questions of canon must be considered within a such contexts. "Literature is not only a question of what we read but of who reads and who writes, and in what social circumstances...The canon itself is an historical event; it belongs to the history of the school" (Guillory 238,44).
Cooperative learning is learning that occurs when students work in small groups to help each other learn (educational psychology). Throughout my years in the U.S. educational system, I have taken part in cooperative learning system. At times, I have found that it works very well each group member contributes information to the project or the worksheet and we learn off of each other. Other times, I have found that cooperative leaning doesn’t work. I will go in to more detail about why the cooperative learning does and does not work later in this paper. First, I would like to go in to more detail about what cooperative learning is.