Process or product; Death by OHP or death by groupwork in vocational education

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.