Age difference and face-saving in an inter-generational problem based learning group

Robinson, L

Abstract

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.

Citation

Robinson, L. (2014). Age difference and face-saving in an inter-generational problem based learning group. Journal of Further and Higher Education, 40(4), 466-485. https://doi.org/10.1080/0309877X.2014.984598

• Journal Article Type: Article
• Acceptance Date: Jun 15, 2014
• Online Publication Date: Dec 18, 2014
• Publication Date: Dec 18, 2014
• Deposit Date: Jun 16, 2014
• Publicly Available Date: Dec 16, 2016
• Journal: Journal of Further and Higher Education
• Print ISSN: 0309-877X
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 40
• Issue: 4
• Pages: 466-485
• DOI: https://doi.org/10.1080/0309877X.2014.984598
• Keywords: Problem-Based Learning, face, face-saving, inter-generational classrooms, learning interactions
• Publisher URL: http://dx.doi.org/10.1080/0309877X.2014.984598
• Related Public URLs: http://www.tandfonline.com/toc/cjfh20/current