Learning to Listen and Listening to Learn: One Student's Experience of Small Group Collaborative Learning

Autor/inn/en	Remedios, Louisa; Clarke, David; Hawthorne, Lesleyanne
Titel	Learning to Listen and Listening to Learn: One Student's Experience of Small Group Collaborative Learning
Quelle	In: Australian Educational Researcher, 39 (2012) 3, S.333-348 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-012-0064-x
Schlagwörter	Video Technology; Speech Communication; Tutor Training; Problem Based Learning; Educational Technology; Listening Skills; Teaching Methods; Cooperative Learning; Case Studies; Interviews; Models; Student Experience; Asians + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Analogiemodell; Studienerfahrung; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	The dialogic nature of small group collaborative learning requires verbal contributions from students to progress individual and group learning. Speaking can become privileged over listening as a collaborative act, and an imbalance in these values can become embedded in the classroom culture to the degree that the core value of listening can be invisible to students new to the learning contexts. The focus of this paper is a single case study of the experience of an international Asian-background student (Korean), learning in a Western (Australian) problem-based learning (PBL) physiotherapy context. Video data and interviews highlight his difficulty with learning to listen and listening to learn, and his privileging of speaking over listening. We question whether failure to signal the importance of listening is the result of the current shift in emphasis to learning through speaking, leading to a subsequent loss of attention to the role of listening in collaborative learning. Further, we question the cultural inclusivity of the PBL educational paradigm and recommend specific tutor training on scaffolding students' listening skills in this dialogic learning context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10