Process and Product in Higher Education: Student‐Directed Learning

Abstract

This experiment in adult learning processes was carried out in a course in applied linguistics in which the students were teachers with experience in teaching English as a foreign language. Consideration of the importance of process in such.a situation derived from dissatisfaction with the lecture and tlitor-led seminar methods, from the composition of the study body, a desire to link class work and the final evaluation, and the link between course content and methodolo4y. A nine-step procedure was worked out consisting of teacher presentation and participation, small group study,.reading, and prjesentafion of several topics. The entire class was expected to be familiar with all the seadings in order to b4'able to participate in the disctssions led by the group that was responsible for a particular topic. The final step *as an entire class seminar. The procedure is considered preferable to a teacher-dominated class. Student evaluations indicated that the' :course had achieved its aims of increasing motivation and participation, and involving the students in the process of their ()tan learning, It was also evident that there had been a considerable carry-over effect to produce a high level of content knowledge.