Motivation to participate in collaborative learning:
Motivation to participate in collaborative learning
Age is significantly correlated to score for anti-oppressive practice (5%)
Score for ‘Participate in collaborative learning’ is highly significantly correlated to score for anti-oppressive practice (0.5%)
Ethnic group is significantly correlated to assertiveness (5%)
Qualitative Data Main benefits? Student quotes:
‘ putting partnership skills into practice – clarifying roles, challenging each other, developing shared responsibility..’
‘ working with difference i.e. colleagues’ perspectives, attitudes & ways of working .. helped me to accept these and share my ideas..’
‘ Learning to manage group dynamics and the complexities involved’..
‘ good practice to work as a team with people you don’t know well..’
Qualitative data Main drawbacks? Student quotes:
‘ personalities & levels of participation … although this exists in the workplace managers and supervisors are there to support the group’..’
‘ not being able to complete tasks to my own agenda, timeframe..’
‘ it does not always show the difficulties that occurred and the learning that took place’
Group conflict …. it got nasty and personal..
Analysis in progress
Strong emotions and behaviours experienced in groups
Complexity of process
Focus Group Themes: Tension, safety, control …
‘ It was very difficult .. Lots of tensions, lots of ‘storming’ all the way through..
‘ Two cohorts .. power dynamics going on..’
‘ There was a feeling … “them and us”…’
Maybe they felt it was a safe environment .. the university .. a lot of stuff came out.. they would not have been said in workplace ..’
Focus Group Themes: professional boundaries / identities
'they would be disciplined for some of the things that were said…
‘ work is safe because you know there is some sort of redress…’
‘ in work … always difficult professionals .. [but] always someone higher managing that…’
Possible themes to explore, subject to further analysis:
Facilitation of groups to enhance learning and conflict resolution? – or will this prevent learning?
Greater linking of taught topics with collaborative experience of partnership in action
Relevance of identities within and across professional boundaries?
Impact of physical location on behaviour / identities?
Similarities or differences with Stage 2 data cohort ?
‘ It’s all good in the end. This unit drags
you out of your comfort zone by the throat
and batters you with learning.’ student quote
Correspondence to Louise O’Connor [email_address]
Senior Lecturer in Social Work
Faculty of Health & Social Care, London South Bank University
Learning to learn – the collaborative challenge
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http://www.bournemouth.ac.uk/eds/presentations/conference_2007/caroline_jackson.ppt Accessed online 20 Jan 2008
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