The usual model of action learning includes within its framework the role and function of the set adviser. This article provides an account, by its members, of an action learning set operating with no set adviser. The development of procedures and processes within the group is reviewed, together with an assessment of outcomes. (Author)

The author describes an instructional model intended to enhance each learner's capacity for self-direction and intellectual responsibility. This article examines ground rules of the instructional format, theoretical bases, the experience of collaborative learning and team-building, use of panelists, and participants' evaluations of the model. (CT)

Job clubs and other self-directed group job search processes have proven successful interventions. Job Search Education attempts to convert this process for use in secondary and postsecondary educational settings and combines self-assessment with self-directed job seeking. The two processes are compared. (Author)

In the 1970s a new form of outdoor trip programming appeared. Known as "common adventure," its best known trait is the absence of a designated leader. In 1970, Gary Grimm, the University of Oregon's first outdoor program coordinator, laid out the key principles: self-directed learning, formation of groups of people with similar interests…

These studies all indicate that self-directed small group study does not result in any decrement in subject matter mastery in the college learning experience. Observations of self-directed groups in action and some implications for policy decisions in higher education are given. (Editor/PG)

Describes the teaching approach utilized in a drafting technology program which utilizes a one-room concept to allow advanced students help newer students learn. (SB)

Reports two approaches to learning, including (1) a 3-hour discussion meeting once a week and (2) provision for a variety of learning activities to be pursued individually, with the latter approach preferred by students. (Editor/SB)

Explores the Mechanics' Institutes of nineteenth-century Britain as a voluntary movement beset by problems of social class, conflicts over the perception of educational needs, and failure to meet those needs. Draws implications for professionalism and volunteerism as part of adult education today. (SK)

The village adult education center holds the key to the success or failure of rural adult education programs. To meet the objectives of field work, new methodologies and approaches are needed, and programs must be strongly community-based. (SK)

A case study of an official organization's attempt to organize Dutch rural women who had already formed their own informal groups illustrates issues of knowledge, power, and control. The resulting conflict demonstrates the wisdom of following local organizing practices when attempting development interventions. (SK)

Discusses historiographic issues involved in researching learning in community and gives a brief history. Describes three types: autonomous learning groups, community development groups, and community action groups. Poses critical questions for understanding the relationship between learning and community. (Contains 54 references.) (SK)

Daytime adult education has emerged in Ireland in the form of voluntary, locally based groups of working class women providing education for themselves and others. A survey of 96 groups illuminated their struggles with finding suitable space, day care, and advertising. They thrive because of disenchantment with the content, scheduling, and form of…

A group of 33 municipal government managers received training in teamwork and feedback skills. Compared to 32 controls, the treatment group perceived their teams as more effective. Increased use of feedback skills caused managers to view themselves and their work groups as more proactive, engaged, and cohesive. (SK)

Discussed the need for bold new programs within the community college. (RK)