Potential of Group Discussion as a means of Developing Students’ Lifelong Learning Skills in Tanzanian Higher Education Institutions: Lecturers’ Perspectives
Abstract
Institutions and governments across the globe have been invariably striving to promote the vision of lifelong learning for years now. In some institutions, the discourse on the development of graduates’ lifelong learning skills has been linked with debates about improving the quality of teaching and learning using collaborative and group learning approaches. However, despite the wide acceptance of the use of group discussion in higher learning institutions of teaching and learning to promote students’ lifelong learning capacity, there have been mixed feelings on the potential of group discussion for developing this capacity, especially in the face of challenges such as a shift in student demographics and the changing pattern of university admissions. The conviction of the majority of higher education institutions which use group discussion in teaching and learning is its potential for promoting students’ high quality learning. The purpose of this paper was to assess the function of group discussion in teaching and learning, and university lecturers’ views on groups’ potential for improving undergraduates' learning using a qualitative approach.
Key words: Lifelong learning, self-directed learning, Group discussion, teaching and learning
Full Text:
PDFReferences
Ardichvili, D. (2001). Lev SemyonovichVygosky 1896 -1934 in Palmer, J.A.,Ed. (2001). Fifty modern thinkers in education. London: Routledge, 37 – 44.
Aspin, D., Chapman, J., Hatton, M., &Sawano, Y. (2001).Introduction and overview. In D. Aspin, J. Chapman, M., Hatton & Y. Sawano (Eds.), International Handbook on Lifelong Learning (pp. xvii-xlv). London: Kluwer Academic Publishers.
Barnett, R. (1992). Improving Higher Education: total quality care, London: The Society for research into higher education & Open University.
Becher, T. (1989).Academic tribes and territories: intellectual enquiry and the culture of discipline. Buckingham: Open University.
Bennett, N. & Dunne, E. (1990). Talking and Learning in Groups, New York: Macmillan Press.
Bjerkaker, S., &Summers, J. (2006). Learning democratically: using study circles. Leicester: NIACE.
Bogdan, R., &Biklen, S. (1998). Qualitative research in education: n introduction to theory and methods. London: Sage.
Brown, P. (2000). Group processes,2nd ed. Oxford: Blackwell publishing.
Candy, C., Crebert, G., & O'Leary, J. (1994).Developing lifelong learners through undergraduate education. Canberra: National Board of Employment, Education and training.
Chapman, J., & Aspin, D. (1997).The School, the Community and Lifelong Learning. London: Cassell.
Chriac, E. (2011). Research on group work in education, New York: Nova science publishers.
Cinnamon, H., Gillespie, D. Littig, P. (2010).University students’ attitudes about learning in small groups after frequent participation, Active Learning in Higher Education, 11 (1), 9-20.
Clark, T. (2005).Lifelong, life-wide or life sentence? Australian Journal of Adult Learning,45 (1), 48 -62.
Cotton, J. (1995). The Theory of learners: n introduction London: Kogan Page.
Dehmel, A. (2005). The role of vocational education and training in promoting lifelong learning in Germany and England. Oxford: Symposium Books.
Duke, C. (2002). Universities and knowledge society. In D. Instance, H. G. Schuetz& T. Schuller (Eds.), International Perspectives on Lifelong Learning: from recurrent education to the knowledge society (pp. 154-164). London: The Society for Research into Higher Education.
Galton, M. & Williamson, J. (1992).Group-work in the primary school, London: Routledge.
Gellman-Danley, B., & Fetzner, M. (1998).Asking really tough questions: Policy issues for distance learning. Online Journal of Distance Learning Administration, retrieved from http://www.westga.edu/~distance/danley11.html.
Gillies, R., & Ashman, A. (2003).A historical review of the se of groups to promotesocialisation and learning. In R. Gillies & A. Ashman (Eds.), Cooperative learning: The social and interaction outcomes of learning in group (pp. 1 -18). London: Routledge.
Glanes, G. J., Adams, K., & Brilhart, J. K. (2004).Effective groupdiscussion: theory and discussion. Boston: McGraw Hill..
Gunn, V. (2007).Approaches to Small grouplearning and teaching, University of Glasgow, retrieved from http://www.gla.ac.uk/media/media_12157_en.pdf.
Hassanien, A. (2006). Student experience of groupwork and groupassessment in highereducationJournal of Teaching in Travel & Tourism,61, 17-39.
Henkin, I., &Persson, D. (1993). Faculty as gate-keepers: Non-academic staff participation in university governance. Journal of Educational Administration,30(2), 52-69.
Hillyard, C., Gillespie, D., & Littig, P., (2010). University students’ attitudes about learning in small groups after frequent participation. Active Learning in Higher Education, 11(1), 9–20.
Husen, D. (2002). Education in 2000 and 2025: Looking back to the future. In D. Instance, H. G. Schuetz & T. Schuller (Eds.). International on : rom recurrent education to the knowledge in society. The Society for Research into Higher Education, .(pp. 25-31.
Jaques, D. (1984). Learning in groups, in Hills P. (Ed) (1984). New patterns of learning, London: CroomHelm.,
Johnson D.W. & Johnson R.T. (1989).Cooperation and competition: Theory and research. Edina, Minnesota: Interaction Book Company.
Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: critical review of research on the teaching beliefs and practices of university academicsReview of Educational Research,72(2), 177-228.
Karau, S. and Williams K. (1993). Social loafing: Meta –analytic review and theoretical integration. Journal of Personality and Social Psychology, 65(4), 681-706.
Knapper, C., & Cropley, A. J. (2000).Lifelong learning in higher education (3rded.). London: Kogan Page.
Latane, B, Williams. K& Harkins, S. (1979). Many hands make light the work The causes and consequences of social loafing, Journal of Personality and Psychology, 37(6), 446-61.
Liden, R., Wayne, S. Jaworski, S and Bennett, N. (2004). Social loafing: A field investigation. Journal of Management,30 (2), 285-304.
Longworth, N., & Davies, W. (1996).Lifelong learning: New vision, new implications, new roles for people, organisations, nations and communities in the 21st century. London: Kegan Page.
Maclachlan, K., & Osborne, M. (2009).Lifelong Learning, Development, knowledge and identity. Compare: Journal of Comparative and International Education, 39 (5), 575-583.
Marton, F., & Säljö, R. (1976a). On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology,46 (3), 4-11.
Mwaikokesya, M. (2014).Undergraduate students’ Development of lifelong learning attributes in Tanzania. (PhD), Glasgow: University of Glasgow.
Osborne, M., & Thomas, E. (2003).An overview of university continuing education in Europe.In M. Osborne & E. Thomas (Eds.).Lifelong learning in a Changing continent: Continuing education in the universities of Europe (pp. 486-528). Leicester: NIACE.
Orazbayeva, B. (2017). The Role of Universities in Promoting and Providing Lifelong Learning: DUK’s strategic approach, Retrieved at https://blog.uiin.org/2017/07/the-role-of-universities-in-promoting-and-providing-lifelong-learning-duks-strategic-approach/
Springer, L., Stanne, M. E. & Donovan, S. S. (1999). ‘Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A Meta-Analysis. Review of Educational Research, 69 (1), 21–51.
Stymne, I. (1992). The Structure of work: Analyzing Interaction in small task groups. Stockholm University.
Topping, K. (2005). Trends in peer learning, educational psychology.An International Journal of Experimental Educational Psychology, 25(6), 631-645.
Trigwell, K. (2003). Judging university teaching. Journal of Academic Development, 6(1), 65-73.
UDSM (2017). Facts and Figures 2011/12 - 2016/17, Directorate of Planning and Development, Retrieved at https://www.udsm.ac.tz/sites/default/files/facts_and_figures_report_june_2018.pdf
Vermunt, J. (2003). The power of learning environments and the quality of students’ learning. In DeCorte, L. Verschaftel, N. Entwistle& J. Merrienboer (Eds.). Powerful learning environments: unravelling basic components and dimensions. Pergamon: EARLI.
Wilson, J, Goodman, P. Cronin, M. (2007).Group learning. Academy of Management Review,32 (4) 1041-1059.
Refbacks
- There are currently no refbacks.