University of Twente Student Theses
Exploring the role of the facilitator in learning communities supporting team learning and reflexivity
Wiggers, Madée (2024) Exploring the role of the facilitator in learning communities supporting team learning and reflexivity.
|
PDF
1MB |
| Abstract: | The installation sector faces challenges due to the energy transition, necessitating innovative learning-working environments. To address these challenges, some Dutch companies make use of learning communities (LCs). Within these LCs, facilitators play a crucial role in guiding team learning and reflexivity. However, there is a gap in understanding facilitators' behaviour and engagement in these activities. Therefore, this research aims to explore the role of the facilitator through investigating the position and the interactional behaviour of the facilitator relative to the team members. This study used an exploratory multiple case study design by analysing five Learning Communities. Based on two codebooks, the transcriptions of the meetings were coded. Additionally, the codes were analysed using the statistic software R. In R, a social network analysis is performed to define the position of the facilitator relative to the team members. In addition, a sequential analysis is performed in R to define how the facilitator supports team learning and team reflexivity, by looking at characterising sequences from which interactional behaviour can be derived from. Firstly, the results indicate the facilitator plays a central role in both team learning and team reflexivity. While the facilitator’s influence is strong in team reflexivity due to leading these activities, it is slightly reduced in team learning as team members take on more active roles in problem-solving. Secondly, there is a difference in team learning and team reflexivity interaction patterns. Interactions within team learning are more extensive and involves interactive and constructive feedback, supported by the facilitator, while reflexivity is more critical and requires facilitator intervention to trigger reflection. These results could be expanded in future research, considering the limitations for a better understanding how the facilitator guides and support teams in LCs and adapt facilitators’ training accordingly. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/103241 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
Show download statistics for this publication
Show download statistics for this publicationRepository Staff Only: item control page