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5.2.4 Learning as a group process

Learning as a group process occurs through collective tasks and through discussion. It
ties in with the social context of learning, since the effects of group learning depend
upon the mix of those who participate. Our findings suggest that group learning is
particularly effective in terms of promoting psychological health, the formation of
liberal attitudes and in developing communication and teamwork skills. These are
wider benefits that contribute to active citizenship and social cohesion.

Psychological health is sustained and improved because group learning involves
participation by all members of the group, which makes the class more interesting and
enjoyable. Because students are put under pressure to contribute within a supportive
context, their self-esteem and social confidence are boosted.

Group discussions feed into the formation of non-discriminatory attitudes because
students are forced to discuss issues with fellow students whom they would not
communicate with under different circumstances. This teaches students “not to
stereotype people”. Discussions also develop communication and teamwork skills
through throwing together a group of people with similar interests but different
backgrounds and ideas to work together towards common goals, with a tutor as
facilitator and coordinator. One aspect of communication and teamwork skills that
was specifically mentioned as arising from discussion-based learning was the ability
to be “more objective, not to take things personally”.

5.2.5 Subject areas and learning as a group or individual process

Not surprisingly, the effects of learning upon respondents’ lives depended partly upon
the subjects that they had studied. Two dimensions associated with subject area
particularly influenced wider benefits of learning: the extent to which the subject area
prompts learners to examine their current position and thinking critically; and the
extent to which learning occurs as an individual or group process. Below we explore
in quite broad terms the relationship between these two aspects.

Learning as a critical group process emerges in relation to a number of subjects. Some
respondents had studied Humanities and the Social Sciences, and rather fewer talked
about the effects of professional training and the Performing Arts. There were
similarities in their accounts that related to the reflective nature of the subject areas, a
broadened framework of understanding and collective - mostly discussion-based -
teaching styles. Many respondents mentioned that these subjects had prompted them
to question and think independently. Personal growth was achieved as learners
reassessed their location within wider structures - social, political, historical and
professional, affecting their sense of identity and agency. Respondents had adopted
more unprejudiced attitudes and, through the process of group learning, had
developed communication and team working skills and a sense of collective
enterprise.

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