Group learning has a long history in adult education as a means of achieving multiple goals. However, proponents still have not addressed whether it is an ideological position, a method of learning, or a tool for affective change. (SK)

Addresses aspects of group process that affect learning in groups: maintenance and task functions, group cohesion, the facilitator's role, group formation, and power and conflict issues. Suggests that the relationship between group process theory and learning theory needs further exploration. (SK)

A contemporary method of group learning in the workplace is the concept of the learning organization. Learning organizations feature dialogue as a process for generative, creative, collective, and transformative learning. (Author/SK)

Themes from the special issue on group learning are highlighted: perceptions of learning, process versus content, the facilitator's role, power relations, and learning communities. (SK)

A practitioner reflects on workshop planning, outcomes and evaluation, learning in groups, and the facilitator's motivation. (SK)

Cooperative learning emphasizes task over process and the educator is in control. Collaborative learners work together to construct understanding, and the educator establishes an environment for shared exploration. Transformative group learning involves critical reflection, facilitated by the educator, for individual or social change. (SK)

Group learning can occur only when individuals become a group by developing an internal group environment. The larger institutional and social environment influences, and is influenced by, the learning group. Both members' and outsiders' perceptions of the group affect its functioning. (SK)

Presents guidelines for constructing group learning activities, describes group learning methods (discussion, gaming, role play, simulation, projects), and provides tips for facilitating group activities. (SK)

Participants in National Issues Forums via e-mail and Web-based conferencing 1994-96 showed evolving stages of deliberation. E-mail participants interacted very little with each other without moderators. The Web enabled more coherent visual sequencing of ideas. In some instances participants' critical thinking and reflection were developed. (SK)

Two examples of group learning with technology are described: a seminar taught primarily through the World Wide Web, and an electronic mailing list. New ways of group learning through these online learning communities are highlighted. (SK)