Synopsis
Learning in groups, rather than in lectures, allows students far greater scope to negotiate meaning, express themselves in the language of the subject, and establish a more effective relationship with academic staff.
Yet many tutors find the leadership role required by such teaching very difficult to master and may well fall back on their traditional role of subject expert and prime talker.
This book aims not only to promote understanding of group methods but to develop skills for tutors and students alike, as well as widening the range of possible group experiences. Areas covered in detail include: what is a group?, the place of leadership, developing a collaborative ethos, the process of communication, setting and structuring tasks, and making learning "real."
Case studies and discussion topics add focus and depth, and the author provides more than a dozen training activities to improve group skills. He also goes into the emotional needs and undercurrents so frequently neglected, stressing four qualities crucial to a favorable teaching climate: support, commitment, enjoyment and imagination.
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Review
'This is a truly excellent book. With a solid theoretical underpinning, it is wide-ranging, accessible, practical and, above all, useful...Whatever your role, if you want to enable groups to function and learn well, read and use this book!' - Bob Rotheram, Leeds Metropolitan University, UK
'What a great book! One of the all-time great writers on small group work joins forces with the queen of online learning. This book is readable, theoretically rigorous, practical, and excellently presented.' - Trish Greenhalgh, University College London, UK
'The book progresses well from the theoretical underpinning of group behaviour to assessment within groups and pratcial check lists for leaders. The online learning points are well integrated and not viewed as add-ons. In its general framework, the book is extremely coherent with excellent use of bullet points, diagrams, tables and shading to encourage clarity of thought.' - British Journal of Educational Technology
About the Author
Independent Education Constultant, UK University of Leicester, UK
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