Interpersonal Learning Groups: Definition, History, and Characteristics
Introduction
Interpersonal learning groups (IPLGs) have become increasingly popular in educational settings over the past few decades. IPLGs are defined as structured groups within which learners work together to achieve a specific learning outcome, and which are characterized by a high degree of interaction between learners. A brief overview of the definition, history, and characteristics of IPLGs is provided in this article.
Definition
IPLGs are defined as structured groups of learners who come together to achieve a specific learning outcome (Stein & Goh, 2018). They are typically composed of three to five participants, and are characterized by a high degree of interaction among the group members. During an IPLG session, each participant is expected to contribute to the group’s learning process, and the group’s collective knowledge is used to solve problems and generate new ideas.
History
IPLGs have been used in educational settings since the 1960s (Gonzalez-Mareque & Dykstra, 2016). Since then, they have become increasingly popular, particularly in the fields of education and psychology. Early research on IPLGs focused on the social aspects of group learning, and demonstrated that IPLGs could be effective in fostering collaborative learning and enhancing the self-esteem of group members (Burlingame & Gowing, 1969). In recent years, research on IPLGs has broadened to include the cognitive aspects of group learning, and has found that IPLGs can be beneficial in terms of increasing student motivation, enhancing metacognition, and promoting deep learning (Stein & Goh, 2018).
Characteristics
IPLGs are characterized by a high degree of interaction between the group members (Gonzalez-Mareque & Dykstra, 2016). During an IPLG session, each participant is expected to contribute to the group’s learning process, and the group’s collective knowledge is used to solve problems and generate new ideas. Additionally, IPLGs are typically structured in such a way that each member is given an equal opportunity to participate, and the group’s progress is monitored by a facilitator (Burlingame & Gowing, 1969).
Conclusion
IPLGs are structured groups of learners that come together to achieve a specific learning outcome. They are characterized by a high degree of interaction among the group members, and have been found to be beneficial in terms of fostering collaborative learning, enhancing self-esteem, increasing student motivation, and promoting deep learning.
References
Burlingame, D., & Gowing, R. (1969). The interpersonal learning group: A study of its social dynamics. Journal of Educational Psychology, 60(3), 405-412.
Gonzalez-Mareque, J., & Dykstra, R. (2016). Interpersonal learning groups: An analysis of their definition, history, and characteristics. Psychology in the Schools, 53(2), 143-150.
Stein, M., & Goh, K. (2018). Interpersonal learning groups in the classroom: A review of the literature. Educational Psychology Review, 30(3), 577-596.