| "The authors have written the most comprehensive
book I’ve ever seen on the subject. In particular,
the research shines out. The authors don’t just
make statements of opinion, they back up concepts with
plenty of solid research. The research doesn’t
weigh the book down or get in the way of the flow -
it anchors it to reality. Whether you’re new to
learning in groups or an old hand, you’ll refresh
your knowledge, learn plenty more, and emerge itching
to work with groups!
I’ve been a facilitator since 1988. My norm
when reading a book on facilitation is to nod along
with all the bits I already know, and argue with the
bits that don’t quite stack up. Learning In Groups
was different. There was material I was familiar with,
but drawn together in a fresh way, and with stacks of
juicy research to support it. And there was plenty that
is new to me – I had no idea of the possibilities
and complexities of e-learning.
This book consolidates what’s taken me nearly
20 years to learn, and taught me plenty more besides.
It’s organised and written in a way that’s
easy to follow, without every patronising the reader.
The most clear and comprehensive you’re likely
to find on the subject – an excellent investment.
What fascinated me most about this book was the depth
and thoroughness of the research. The book provided
citations I’d forgotten and many I’d never
known. Now I can go beyond making a statement in a group:
I can make a statement, and I have the research to back
it up.
Jaques has pulled together a lifetime’s learning
about learning in groups, and condensed it into a sensible,
readable, useable handbook. Bravo!
What I appreciate most about this book is its objectivity.
Many books about groups are too-obviously seen through
the prism of the author’s strengths and beliefs.
In contrast, Jaques’ book is direct and refreshingly
unbiased. He lays out the framework, fills it in, and
adds those extra details that make all the difference
– all without the sound of grinding axes.
The chapters on facilitation gave me the scientific
underpinnings for the skills I already have. The chapters
on e-learning helped me realise how shockingly little
I knew about the subject, then went on to give me a
step-by-step guide to what I needed to know. This book
is a real confidence-booster. I defy anyone to read
it and not come away with masses of juicy insights and
information."
Resli Costabell
Organisational Consultant
"It’s a great book, and I’m delighted
to say: I encountered the first edition of this book
in 1986, at the outset of my career working with groups.
It helped shape and guide both my understanding and
practice then, and this new fourth edition does not
disappoint. It has a fresh style, and radically updated
content (e-moderation, contemporary case studies), whilst
staying faithful to the accessible, practical character
I valued then. This should become a “standard
work” for practitioners using groups as a vehicle
for learning – it’s a comprehensive overview,
and also acts as a resource of exercises and ideas."
Andy Gill
Lead Consultant
People in Organisations
"I find it impossible to imagine than any lecturer,
tutor or teacher need look any further for sound advice
and guidance about how to help people learn effectively
in groups. This book is impressively comprehensive,
not only about group processes but also about the whole
business of learning - including eLearning in all its
forms. If lecturers fail to heed the wisdom in this
book, the answer could be to empower every student/learner
by giving them a copy of the book; a constructive move
if we are serious about helping people take responsibility
for their own learning. Congratulations on the 4th edition."
Dr Peter Honey
author, consultant & speaker
"Learning in groups" is both readable and
practical. Concepts are clearly explained, illustrated
and backed up by research studies and years of experience.
I found myself saying "Yes, I totally agree!"
on almost every page, and making a note to recommend
several chapters to colleagues. Exploration of the subtle
and significant differences that arise with online approaches
is included where relevant and encourages considered
thought.
In preparation for running a communication skills workshop,
I found helpful tips and guidance for creating an effective
and "safe" learning environment. As I put
a seminar together on small group learning for lecturers,
I wanted to condense the book into a single slide. I
wholeheartedly recommend this book to anyone wanting
to get the most out of groups and their learning."
Mr Kim Whittlestone, BVetMed
Senior Lecturer in Independent Learning
LIVE Centre
Royal Veterinary College
"This is a truly excellent book. With a solid
theoretical underpinning, it is wide-ranging, accessible,
practical and, above all, useful. Some of the material
is mature and well-tried, familiar from when I was learning
to be a groupworker. But there is content for the 21st
century too, especially in the area of online learning.
Here, Gilly Salmon draws on her expertise with 'e-moderating'
and 'e-tivities', serving up a rich diet for anyone
wanting to move (further) into offering blended learning.
A huge number of ideas are provided, and a chapter of
ten case studies shows how others 'did it' in a
wide variety of settings. Whatever your role, if you
want to enable groups to function and learn well, read
and use this book! "
Bob Rotheram
National Teaching Fellow, Reader in Assessment, Learning
and Teaching
Leeds Metropolitan University
"What a great book! One of the all-time great writers
on small group work joins forces with the queen of online
learning. This book is readable, theoretically rigorous,
practical, and excellently presented. "
Trish Greenhalgh
Professor of Primary Health Care
University College London
The early editions of this book gave excellent guides
to group teaching which were very practical but justified
by evidence and not just a list of tips. They drew on
a very wide range of research on groups and the general
learning context and showed real sensitivity to different
needs and purposes. Inevitably, written before 2000
they had very little to say about E learning but this
new edition makes a significant contribution to the
wider context of the use of the internet, and E learning
with sophisticated additions from Gilly Salmon who has
spent many years working in this field.
The interesting review of student learning and theory
now includes a little on constructivism which has become
one of the dominant approaches to understanding learning
and fits well with valuing group work and it discusses,
briefly, motivation which can be developed especially
well with effective group teaching.
Again problem based and enquiry based learning was
hardly mentioned earlier but is developed here in relation
to the central importance of groups, co-operation, teamwork,
and creativity.
This new edition deserves to be read by all who regret
the current dominance of self- interest and competition
in education and in the wider culture. It fits well
with the need for increasing international co-operation
to solve our serious global problems and with the need
for understanding and appreciation of alternative conceptions
been generated in international student exchanges. It
has a very useful 30 pages of interesting resources
and activities.
Dr. Roy Cox,
Centre for Higher Education Studies,
University of London Institute of Education |
