Applying Adult Cooperative Learning Underpinning Principles to Learning with Social Media

An Overview and Implications for Research
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 533)

Abstract

Borrowing from Cooperative Learning (CL) elements as well as from principles used in Study Circles (SC) to define Adult Cooperative Learning (ACL), this paper proceeds to examine the applicability of principles to learning with social media. Following the appraisal of the principles in the context of learning with social media, conclusions are drawn on areas worthy of research to provide for conditions favourable to learning cooperatively in the realm of internet technologies and social media networks.

Keywords

Adult Cooperative Learning Study Circles e-Learning Social media 

References

  1. 1.
    Andersson, E., Laginder, A.M., Larsson, S., Sundgren, G.: Cirkelsamhället, Studiecirklars, betydelse för individ och lokalsamhälle. Utbildningsdepartmentet (1996)Google Scholar
  2. 2.
    Bjerkaker, S.: The study circle - a method for learning, a tool for democracy. In: FACE (Forum for the Advancement of Continuing Education) Annual Conference (2003)Google Scholar
  3. 3.
    Bjerkaker, S.: Learning to be democrats. Adults Learn. 15(8), 20–21 (2004)Google Scholar
  4. 4.
    Bjerkaker, S.: The study circle - for learning and democracy. Convergence 39(2/3), 49–60 (2006)Google Scholar
  5. 5.
    Brattset, H.: Adult learning - the study circle as a method. IACE Research Seminar, Kungälv, Sweden, June 24–27, p. 13 (1979)Google Scholar
  6. 6.
    Byström, J.: Alla Open image in new windowinte Studiecirklar (All Study Circles are not Study Circles). Report of the Institute of Pedagogy of Stockholm University, Stockholm (1977)Google Scholar
  7. 7.
    Collay, M., Dunlap, D., Enloe, W., Gagnon, G.W.: Learning Circles: Creating Conditions for Professional Development. Corwin Press, Thousand Oaks (1998)Google Scholar
  8. 8.
    Deci, E.L., Ryan, R.M.: Intrinsic Motivation and Self-Determination in Human Behavior. Perspectives in Social Psychology. Plenum, New York (1985)CrossRefGoogle Scholar
  9. 9.
    Gougoulakis, P., Bogataj, N.: Study circles in Sweden and Slovenia - learning for civic particiaption. In: Frane, A. (ed.) Social Capital and Governance - Old and New Members of the EU in Comparison, pp. 203–235. Lit Verlag, Berlin (2007)Google Scholar
  10. 10.
    Isaacs, W.: Dialogue. In: Senge, P., Kleiner, A., Roberts, C. (eds.) The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization, pp. 357–364. Currency, New York (1994)Google Scholar
  11. 11.
    Isaacs, W.: Dialogue and the Art of Thinking Together: A Pioneering Approach to Communicating in Business and in Life. Currency, New York (1999)Google Scholar
  12. 12.
    Isaacs, W., Smith, B.: Designing a dialogue session. In: Senge, P., Kleiner, A., Roberts, C. (eds.) The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization, pp. 374–385. Currency, New York (1994)Google Scholar
  13. 13.
    Johnson, D.W., Johnson, R.T., Smith, K.A.: Cooperative learning: increasing college faculty instructional productivity. ASHE-ERIC High. Educ. Rep. 20(4), 157 (1991)Google Scholar
  14. 14.
    Kaplan, J.: Vers la construction d’un modèle d’évaluation dans les apprentissages coopératifs autodirigés. Master’s thesis, Aix-Marseille 1 University, Lambesc (2006)Google Scholar
  15. 15.
    Kaplan, J.: Self-direction in cooperative learning - the case of study circles. Ph.D. thesis, Paris 10 University, Nanterre (2009)Google Scholar
  16. 16.
    Kaplan, J.: From self-direction to co-direction in adult cooperative learning. In: Brigham, S.M., Plumb, D. (eds.) Connected Understanding: Linkages Between Theory and Practice in Adult Education, pp. 176–180. Adult Education - Congresses, Montreal (2010)Google Scholar
  17. 17.
    Kaplan, J.: L’autodirection dans les apprentissages coopératifs: Le cas des Cercles d’Étude. Éditions Universitaires Européennes, Sarrebrücken (2010)Google Scholar
  18. 18.
    Kaplan, J.: Co-regulation in technology enhanced learning environments. In: Uden, L., Sinclair, J., Tao, Y.-H., Liberona, D. (eds.) LTEC 2014. CCIS, vol. 446, pp. 72–81. Springer, Heidelberg (2014) Google Scholar
  19. 19.
    Kaplan, J., Carré, P.: Self-direction in study circles - a hypothesis in support of active citizenship in 21st century Europe. In: Lucio-Villegas, E., del Carmen Martinez, M. (eds.) 5th ESREA European Research Conference. Adult Leaning and the Challenges of Social and Cultural Diversity: Diverse Lives, Cultures, Learnings and Literacies, vol. 2, pp. 80–87. Diálogos, Seville (2007)Google Scholar
  20. 20.
    Larsson, S.: Seven aspects of democracy as related to study circles. Int. J. Lifelong Educ. 20(3), 199–217 (2001)CrossRefGoogle Scholar
  21. 21.
    McLuhan, M.: Understanding Media - The Extensions of Man. Routledge, London, New York (1964) Google Scholar
  22. 22.
    Merriam, S.B. (ed.): Non-Western Perspectives on Learning and Knowing. Krieger Pub. Co, Malabar (2007) Google Scholar
  23. 23.
    Merriam, S.B., Caffarella, R.S., Baumgartner, L.: Learning in Adulthood: A Comprehensive Guide. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass, San Francisco (2007) Google Scholar
  24. 24.
    Oliver, L.P.: Study Circles: Coming Together for Personal Growth and Social Change. Seven Locks Press, Cabin John (1987) Google Scholar
  25. 25.
    Oliver, L.P.: Building community through study circles. In: Medel-Anonuevo, C. (ed.) Integrating Lifelong Learning Perspectives, pp. 226–243. UNESCO, Hamburg (2002)Google Scholar
  26. 26.
    Reeve, J., Ryan, R.M., Deci, E.L., Jang, H.: Understanding and promoting autonomous self-regulation: a self-determination theory perspective. In: Schunk, D.H., Zimmerman, B.J. (eds.) Motivation and Self-Regulated Learning : Theory, Research, and Applications, pp. 223–244. Lawrence Erlbaum Associates, New York (2008)Google Scholar
  27. 27.
    Rovai, A.P.: Development of an instrument to measure classroom community. Internet High. Educ. 5(3), 197–211 (2002)CrossRefGoogle Scholar
  28. 28.
    Rovai, A.P.: Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet High. Educ. 5(4), 319–332 (2002)CrossRefGoogle Scholar
  29. 29.
    Ryan, R., Deci, E.L.: Intrinsic and extrinsic motivations: classic définitions and new directions. Contemp. Educ. Psychol. 25, 54–67 (2000)CrossRefGoogle Scholar
  30. 30.
    Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55(1), 68–78 (2000)CrossRefGoogle Scholar
  31. 31.
    Ryan, R.M., Deci, E.L.: The darker and brighter sides of human existence: basic psychological needs as a unifying concept. Psychol. Inquiry 11(4), 319–338 (2000)CrossRefGoogle Scholar
  32. 32.
    Ryan, R.M., Deci, E.L.: Overview of self-determination theory: an organismic dialectical perspective. In: Deci, E.L., Ryan, R.M. (eds.) Handbook of Self-Determination Research, pp. 3–33. University of Rochester Press, Rochester (2002)Google Scholar
  33. 33.
    Sen, A.: The Idea of Justice. Penguin Books, London (2010)Google Scholar
  34. 34.
    Sheldon, K.M., Filak, V.: Manipulating autonomy, competence, and relatedness support in a game-learning context: new evidence that all three needs matter. Br. J. Soc. Psychol. 47(2), 267–283 (2008)CrossRefGoogle Scholar
  35. 35.
    Slavin, R.E.: Cooperative Learning: Theory, Research and Practice. Allyn & Bacon, Needham Heights (1995)Google Scholar
  36. 36.
    Suda, L.: Learning circles: democratic pools of knowledge. ARIS Resour. Bull. 12(3), 1–4 (2001)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Institute of Sciences and Practices of Education and Training (ISPEF)Lumière University Lyon 2LyonFrance
  2. 2.Education, Cultures & Policies (EA 4571) Research UnitLyonFrance
  3. 3.CHArt-UPON (EA 4004) Research UnitParisFrance

Personalised recommendations