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 round-
table discussion is the heart of the research learning circle. We use four
questions to structure reflection on each project:

1. What did I plan to do? What was supposed to happen?

2. What actually happened?
3. What can I or we learn from this experience?
4. 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.

15