Robinson, L 2014, 'Age difference and face-saving in an inter-generational problem based learning group' , Journal of Further and Higher Education .
Download (333kB) | Preview
- Accepted Version
This study used Grounded Theory methodology to investigate whether learning in a Problem Based Learning (PBL) group was influenced by student demographic diversity. Data comprised observations, in the form of video footage, of one first year PBL group carried out over the period of an academic year, along with student interviews. Using the concepts of ‘Face’ and Face-Threatening Acts to critically explore student interactions, it appeared that inter-generational issues could reflect and create positions of power. At interview, all individuals constructed themselves as similar to or different from others in the group first and foremost by age suggesting this is a primary concern for students. The data also highlighted many occasions, linked to generational difference, where students failed to share knowledge and experiences or to engage critically in deep exploratory learning. This finding is not reported in the PBL literature.
|Uncontrolled Keywords:||Problem-Based Learning, face, face-saving, inter-generational classrooms, learning interactions|
|Themes:||Subjects outside of the University Themes|
|Schools:||Schools > School of Health Sciences > Centre for Health Sciences Research
Schools > School of Health Sciences
|Journal or Publication Title:||Journal of Further and Higher Education|
|Publisher:||Taylor & Francis|
|Funders:||Non funded research|
|Depositing User:||Dr Leslie Robinson|
|Date Deposited:||16 Jun 2014 12:46|
|Last Modified:||16 Dec 2016 01:38|
Actions (login required)
|Edit record (repository staff only)|