Collaborative Learning and Dialogue: Democratic Learning in Adult Education

Abstract

Building on the framework of Peters and Armstrong's (1998) three Types of Teaching/Learning, this article explores the use of dialogue to foster a collaborative and democratic learning experience. There are three conditions under which dialogue can be facilitated as a part of the collaborative learning experience: (a) intent, (b) a dialogical space, and (c) a shared sense of the other. Each of these conditions is examined in detail, and examples from the authors practice as adult educators illustrate the application of these ideals.

Development and Evaluation of a Recovery College Fidelity Measure

“…35,36 However, few participants talked about theoretical aspects of education, such as situated learning 37 and collaborative construction of knowledge. 38 A study interviewing 10 psychiatrists about their views on Recovery Colleges found that they viewed the approach positively as a form of service user involvement, whilst expressing concerns about their approach to risk management and safeguarding issues, and whether they may encourage medication nonadherence. 39 Future research should clarify the extent to which these concerns relates to the specific Recovery College, perhaps assessed using the RECOLLECT Fidelity Measure, or more conceptual concerns relating to the development of nonmedical discourses about, for example, the role of medication and mental health services in recovery.…”

The role of collaborative learning on training and development practices within the Australian Men’s Shed movement: a study of five Men’s Sheds

“…Similarly, in Shed C there was no formal knowledge on how to train, but members would help each other out when needed. Armstrong and Hyslop-Margison (2006) suggest this strategy is critical to be able to evaluate the information delivered and where the men can scrutinise what they have learned and consider how the learning will influence other projects. This is an example of how learners reflect upon their experiences (Jarvis 1999) to gain new understandings of how to approach situations.…”

“…A recent study by Inayat, Amin Inayat, and Salim (2013) of four vocational courses found that collaborative learning practices (group work, team effort, instructor feedback and support material) enhances students' learning experience and leads to positive learning outcomes. Armstrong and Hyslop-Margison (2006) contend there are three conditions under which dialogue can be facilitated as a part of a collaborative learning experience: (a) an intent, (b) a dialogical space and (c) a shared sense of the other. An intent is to understand the goals and objectives of the teacher/trainer.…”

“…A dialogical space is where dialogue needs to be facilitated between the learners in order to make sense of the understandings that each individual brings to our learning experience. A shared sense of the other is where important relationships are formed which promote democratic participation amongst the learners (Armstrong and Hyslop-Margison 2006). Moreover, when training and development opportunities are optimised the training goals need to be visible to all stakeholders (Chang and Huang 2005) and in this study that means all men who are members of Men's Sheds.…”

“…Second, Learning by Sharing includes a discussion style that takes place either between teachers/ trainers and learning or between the learners themselves (Peters and Armstrong 1998). Armstrong and Hyslop-Margison (2006) believe that this strategy is particularly important to be able to critically evaluate the information delivered, through workshops, conferences, training rooms, study circles and community education programmes where individuals can break down the information and analyse each of the parts. The discussion style is favoured by learners who believe that the most effective learning is achieved through life experience, particularly reflected upon experience (Jarvis 1999).…”