Abstract:
The paper examines the validity of collaborative learning and facilitation approaches in
vocational training. For technical training in particular, the use of teaching methods that
value learning process outcomes over the measured achievement of specific knowledge, skills
and attitudes is discussed in relation to underpinning theory and to a competence based
environment.
Emphasis on process outcomes of personal empowerment and self-knowledge / actualisation
is suggested to have been inappropriately transplanted from educational traditions which
have little in common with the (knowledge) demands of vocational training. The importance
of developing the above process outcomes is not questioned, but the confusion between
process and product outcomes and the resulting mismatch of educational methods is argued
to be counter productive to learning and to motivation.
The paper also examines a range of practical considerations associated with over-use and
inappropriate use of collaborative learning and group learning methods. Issues of: valid
assessment, student load and time demands, and catering to learning style preferences are
seen to be crucial to the achievement of a genuine and widespread commitment to lifelong
learning.
