Abstract
M.Ed.
This study aimed at investigating collaborative knowledge construction in undergraduate education according to Tillema’s stage model The theories of Symbolic Interactionism, Pragmatism and Constructivism underpinned this minor dissertation. The problem which gave rise to the research was how to lessen the sense of isolation experienced by learners who have lecturers lecturing to them in huge lecture halls at Higher Education institutions in South Africa. A qualitative case study research design was deemed appropriate for the study. Data were collected by way of qualitative surveys, focus group and individual interviews, observations and collection of artefacts. The findings based on qualitative survey, focus groups and interviews and artefacts were recorded, observed and the data were discussed in terms of the learning theories commonly known as situated learning, deep and surface learning, emancipatory and transformational learning, collaborative learning, peer learning, study team learning and community of practice learning. The main findings were that students involved in study teams did engage in actions and activity, interacted with each other in and outside the classroom, challenged each other’s’ weak constructs about their subject knowledge, performed “learning tasks within relevant, realistic environments”, and shared their numerous different solutions to and versions of the same problems. They also made sense of their experiences when they engaged in actions and activities. In this way the study teams can be understood to have constructed knowledge socially and collaboratively.
In terms of Tillema’s stage model for study team learning, the main findings were that participants challenged each others’ knowledge base and consequently acquired new knowledge by a respectful interaction with each other, despite the group dynamics which were evident. By the time they had identified the gaps in their knowledge and decided what to investigate further or to confirm what they knew and move to Tillema’s final stage, they were able to link inquiry to action and create useful practical outcomes. Finally in their co-construction of knowledge the participants were motivated by the need to present at a forum in front of peers and lecturers. Eliciting knowledge and beliefs, challenging existing knowledge and
acquiring new knowledge and identifying gaps in knowledge and co-constructing knowledge - was applied to the findings and it was clear that the groups did construct knowledge collaboratively and their experiences could be described according to the stages of the model. The main recommendation from the study is that the process be expanded.