4.4.3.1 Meaning Structure
This category differed from the previous category primarily in that the focus was on a
form of learning in which some friends came together and formed a learning group to
explore a given topic, rather than focusing on working in groups in a formal academic
setting.
A group of friends discussing a lecture is an example of this form of learning:
“I discuss the course materials with my friends.”
Those responses indicating this category perceived friendships as opportunities to
cooperate in learning:
“The purpose of our group learning is to explore a given subject together…If I asked others for help, some of them helped me either in forms of information or sharing experience with me.”
4.4.3.2 Structure of Awareness
The theme of awareness found in this category was exploratory learning. Exploratory
146 friends in working together, to study or examine new material with the purpose of
exploring a particular matter:
“We [a group of friends] explore a topic of interest together.”
The friendship was probably presented as an important factor for this form of learning
to occur but as thematic, because it was not in focus. Rather, it was part of the relevant
context for the theme. This perception is illustrated by the following quotations:
“Learning with friends on a particular subject can be a valuable learning experience.”
“My friends and I created a learning group. We help together to understand difficult materials.”
The structure of awareness of exploratory learning is shown in Figure 4.11.
Figure 4.11 Structure of awareness for exploratory learning
4.4.3.3 Dimensions of Variation
1. Learning context
This dimension of variation concerns the relationship between students. The
friendships among them were found to be an important factor for exploratory
learning to occur. The following quotation provides an example associated with this
147
“I like to share ideas, experiences and resources with my friends…I actually enjoy learning with them.”
2. Learning outcomes
The focus here was on exploring a given topic together such as difficult materials:
“My friends and I created a learning group. We help together to understand difficult materials.”
“We learn together on a given subject such as a course material.”
Sharing and exchanging information and knowledge were seen as important
characteristics in this view of cooperation in learning:
“Learning in groups of friends brought some benefits to me..., at least, I could ask those who have more knowledge or experience of a subject than mine.”
“Retrieving others’ information and learning with others were necessary for my learning experience.”
“Learning with others [friends] has clear benefits, because it provides an opportunity to receive or exchange information and knowledge with one another. As a result, it could help to understand the course materials better, particularly, for those who are new students or those who do not understand the materials well.”
There was recognition that group members could bring their own prior experience
and knowledge to the group:
“All group members have the chance to contribute to the group. All group members benefit from others’ information and knowledge.”
148
3. Role of teachers
The learning situation within this conception are not structured and given by the
teacher. Rather, the learning situation are organised by a group of friends:
“My friends and I created a learning group. We help together to understand difficult materials.”
4. Role of students
The role of students within this conception was on engaging in a learning group of
two or more friends to explore a given topic. Sharing knowledge and information
were considered as critical elements for exploratory learning to occur:
“Each member was expected to contribute in different ways, but sharing knowledge and information were important to support the growth of individual knowledge.”
Group meetings, email, phone, text messaging and social media emerged as
common ways for them to communicate with one another:
“We share information on Facebook.”
“We have group meetings and also communicate by cell phones and email.”
4.4.3.4 Summary
The category of description exploratory learning is summarised in Table 4.9.
Exploratory Learning
Meaning Structure Key quotes
Some friends come together and form a learning group to explore a given topic together.
My friends and I created a learning group.
I like to share ideas, experiences and resources with my friends.
149
Structure of Awareness
Theme: Exploratory learning Thematic field: Friendship
Margin: Prior knowledge and experience
Dimensions of variation
Learning context
The learning situation is organised by a group of friends (cooperation among friends to explore a particular topic together). Learning outcomes
Sharing and exchanging information and knowledge Exploring a given topic together, e.g., difficult materials Role of teachers
The role of the teacher in supporting this form of learning is less attention. Rather, an emphasis is placed on students who take the initiative without guidance of the teacher.
Role of students
Students take the initiative to participate in learning with their friends.
Table 4.9 Summary for category of description – exploratory learning