Much confusion surrounds the term 'self-directed learning', which presently describes a process, a goal, a teaching technique, and an outcome of that teaching. As a process, the literature concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected as individuals. The purposes of this study were: (a) to reduce conceptual confusion by creating a typology distinguishing different processes of self-directed learning; (b) to explore the phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on learning, and the complex learning dynamics in group settings. This project arose somewhat differently from typical doctoral research. Data from two unrelated field studies conducted for other purposes, completed before this thesis work began, each illustrated self-directed groups learning informally in the contexts of community action and innovative small workplaces. A subsequent review of the literature indicated a lack of attention to this form of group learning, and the field studies were then re-analyzed from this perspective. As a result of the literature review and data re-analysis (1) a typology emerged from the literature review that divides the process of self-directed learning into three forms, each of which is context sensitive but between which learners can continually move back and forth; (2) it appears that the term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to accord non-credentialed learning the value it deserves, and the second is the difficulty often encountered in transferring knowledge from the site of learning to the site of application. This study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning at all levels and in all contexts, may provide some of the tools necessary for living and learning in the twenty-first century.

In this thesis I explore the effect of introducing group work as one of the methods of teaching and learning in Business Administration I at the Durban University of Technology. Introducing group work was also an attempt to satisfy the needs of the workplace and at the same time incorporate the critical cross-field outcomes in the teaching of this particular subject. I explore the benefits and problems of using group work in higher education. The study was conducted at the Durban University of Technology Riverside Campus with a sample of Business Administration I students, Business Administration III students as well as three lecturers in the Department of Office Management and Technology who lecture at the Durban Campus. The research involved the implementation and the reflections of exposing students to group work over the two cycles. The study was developed with the aim of using more innovative teaching methods than just lecturing. Learners were engaged in the group work project which involved searching for information as a group, doing group presentations, evaluating the presentations and reflecting on the whole process. After analysis of data collected, the process was revised and implemented again with another group of students in the second cycle followed by analysis of long term implications of group work. An exploration of the lecturers' perceptions of using group work as a teaching method was also done. Data was gathered from observations, questionnaires, focus group interviews and analysis of students' test results. Results indicated that despite some problems associated with this method, there is scope for considering a variety of approaches to teaching of the subject Business Administration I, and group work can be one of the methods used. The findings showed that staff and students held positive perceptions on group work, and there were similarities in the benefits of using group work in education as identified by students, lecturers and the literature. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This research report encompasses the development and implementation of a cooperative learning project over four cycles of action research. The context for this research is eleven business communication classes, primarily comprised of Black South African adult learners using English as an additional language. The project was developed in response to national recurriculation for Outcomes Based Education and Curriculum 2005, integrating aspects of the old English syllabus in a meaningful series of business communication activities that gave learners opportunities to interact with and visit local companies. Learners engaged in the project in groups and compiled various written responses, correspondence and reports in group portfolios. The project culminated in a group business presentation where the whole class learned about the company visited and peer groups joined the lecturer in the summative assessment process. The project aimed to empower students in a number of ways, using techniques such as peer-mediation, code-switching, genre-teaching and textual scaffolding. A study guide was produced in the second cycle of action research. The study guide was revised for the third and fourth cycles in response to reflections on student feedback and using Technikon Natal and the South African Institute for Distance Education (SAIDE) criteria. Data was collected using student reports and assignments, questionnaires and journals. Analysis of the data and the study guides was reflexive and guided further implementations. A fifth cycle is anticipated where the multiliteracies pedagogy will be applied to the activities of the project and the study guide will be transformed into an interactive learner workbook accordingly. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2000.

The purpose of this study is to explore leadership and interprofessional team learning in well-established specialist teams in an academic health care organization. It also illuminates the data with more precise team leadership theories to help advance interprofessional health care practice. Employing an interactionist ethnographic approach, the study focuses on exploring team leaders’ role, their perceptions, meanings, and behaviours within the culture of two teams in the department of nephrology in an academic health care organization. Qualitative data derived from interviews, observations, and documents were gathered over a two-year period to obtain a comprehensive understanding of the workings of the teams. The research is also informed by the experiences of the researcher who had been a member of the department of nephrology under study. Data analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The three broad themes of this dissertation reflect the characteristics and activities of leaders of team learning: first, situational team leadership, as a process, affects the social context of interprofessional team-learning relationships, interactions, and activities within the complex culture of an academic health care organization. Second, team learning embodies the collective praxis of its members. The members inform the role of leading learning through the social construction of meaning in dialogue and their reflective practices. Third, effective team leadership ensures the transfer of collective knowledge to students and trainees. Effective leaders also help team members deal with the challenge of learning how to work within a well-established, specialized health care team as community of practice. Such a team has special capabilities that enable interprofessional team learning. Hence, a leader who learns how to use team learning to create new and collective knowledge will be able to create a learning experience for students, trainees, and team members who are focused on interprofessional practice and care. This study offers a contribution to the interprofessional education literature in two ways. First, the study’s use of theoretical perspectives provides new ways of thinking about leaders and learning in interprofessional communities of practice. Second, the study provides a rare empirical in-depth account of, interprofessional team leadership within well-established specialized teams in an academic health care organization.

The purpose of this study is to explore leadership and interprofessional team learning in well-established specialist teams in an academic health care organization. It also illuminates the data with more precise team leadership theories to help advance interprofessional health care practice. Employing an interactionist ethnographic approach, the study focuses on exploring team leaders’ role, their perceptions, meanings, and behaviours within the culture of two teams in the department of nephrology in an academic health care organization. Qualitative data derived from interviews, observations, and documents were gathered over a two-year period to obtain a comprehensive understanding of the workings of the teams. The research is also informed by the experiences of the researcher who had been a member of the department of nephrology under study. Data analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The three broad themes of this dissertation reflect the characteristics and activities of leaders of team learning: first, situational team leadership, as a process, affects the social context of interprofessional team-learning relationships, interactions, and activities within the complex culture of an academic health care organization. Second, team learning embodies the collective praxis of its members. The members inform the role of leading learning through the social construction of meaning in dialogue and their reflective practices. Third, effective team leadership ensures the transfer of collective knowledge to students and trainees. Effective leaders also help team members deal with the challenge of learning how to work within a well-established, specialized health care team as community of practice. Such a team has special capabilities that enable interprofessional team learning. Hence, a leader who learns how to use team learning to create new and collective knowledge will be able to create a learning experience for students, trainees, and team members who are focused on interprofessional practice and care. This study offers a contribution to the interprofessional education literature in two ways. First, the study’s use of theoretical perspectives provides new ways of thinking about leaders and learning in interprofessional communities of practice. Second, the study provides a rare empirical in-depth account of, interprofessional team leadership within well-established specialized teams in an academic health care organization.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2513. Includes bibliographical references (leaves 104-111).

Thesis (Ph.D. Economic Education)--University of Waikato, 2006. / Includes bibliographical references (leaves 244-267)

Thesis (Ph.D.)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Bibliography: leaves 344-366.

Thesis (Ed. D.)--University of Montana, 2007. / Description based on contents viewed Aug. 19, 2008; title from title screen. Includes bibliographical references (p. 115-125).