Research Student's Learning Circle

College of Health Sciences – Ed Health 2003

Abstract No: 2 Demonstration

Research Student's Learning Circle Dr Ian Hughes, Mr Andrew Campbell, Ms Sandy Lovering, Mr Trygve Saetherskar Health Sciences; Ms Zorica Rapaich, Lin Yuan Sichuan University

The University of Sydney leads Australia in education for research degrees. The University expects students to learn processes and methods for research, but academic groups do not always model active learning and inquiry. Too often, research supervision frustrates creativity and open inquiry, and too many students find themselves lost and bewildered, not knowing how to engage in active research and discovery. A group of academics and research students on Cumberland Campus are using action learning to support postgraduate research students from various disciplines to conduct quality research and to complete on time. We meet once each month as a facilitated peer support system and engage in cooperative inquiry into the process of learning to be a researcher. In August 2003 membership included the facilitator, seven postgraduate research students, a visiting scholar and two invited researchers. The project roundtable discussion is the heart of the research learning circle. We use four questions to structure reflection on each project: 1. 2. 3. 4.

What did I plan to do? What was supposed to happen? What actually happened? What can I or we learn from this experience? What do I plan or intend to do?

The last question becomes the first question of the next month. Each participant presents their project in turn, and all offer reflection and suggestions to help the presenter to address an issue, solve a problem and move forward. Off-campus participants send a monthly report by e-mail, which is discussed by those present. A summary of discussion is returned by email after the meeting. Arrangements for individual consultation between research students and their supervisors are not changed by participation in the learning set. Our diversity of culture and academic discipline ensures a rich tapestry of responses. We retain individual responsibility for the content and method of research, and the progress of the project. The research learning circle compliments and supports the traditional research supervisory relationship by structuring the process of learning, providing peer support, facilitating problem-solving, and building a community of scholars. We will invite participation in a demonstration of the learning circle process.

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