Age difference and face-saving in an inter-generational problem-based learning group

Abstract

This study used grounded theory methodology to investigate whether learning in a problem-based learning (PBL) group was influenced by student demographic diversity. Data comprised observations, in the form of video footage, of one first-year PBL group carried out over the period of an academic year, along with student interviews. Using the concepts of ‘face’ and face-threatening acts to critically explore student interactions, it appeared that inter-generational issues could reflect and create positions of power. At interview, all individuals constructed themselves as similar to or different from others in the group first and foremost by age, suggesting this is a primary concern for students. The data also highlighted many occasions, linked to generational difference, where students failed to share knowledge and experiences or to engage critically in deep exploratory learning. This finding has not been reported previously in the PBL literature.

Keywords:

• Problem-based learning
• face
• face-saving
• inter-generational classrooms
• learning interactions

Acknowledgements

I would like to thank my supervisors Ann Harris and Rob Burton; my external examiner, Helen-Spencer-Oatey, for taking a keen interest in my findings; and Brenda Cooper for help with writing this article.