Learner-initiated and learner-controlled study circles suggest interesting possibilities that colleges and universities can use to promote cooperative learning outside the traditional classroom structure.
In increasing numbers, people are meeting in study circles to learn more about specific topics or to solve particular problems. Senior citizens in New York state are studying opera, literature, the Social Security system, and personal financial management. Workers are exploring better ways to do their jobs, use of microcomputers, preretirement issues, and how to coordinate work and family responsibilities. Communities are trying to solve intercultural, urban gentrification, and national political problems. Adolescents are learning skills for obtaining jobs and for parenting, and they are studying human sexuality and drug abuse. These examples from New York state are paralleled by programs in Canada, Britain, South America, and Australia. In Scandinavia, where study circles originated, one out of every four adults participates in a study circle.
What is a study circle? Why are public and independent colleges and universities using them to enhance learning outside the classroom? Can the study circle experience suggest new possibilities for learning to academic institutions?