Institute of Policy Studies

Learning Circles

WHAT ARE LEARNING CIRCLES?

‘Learning Circles’ are self-directed, peer-to-peer learning groups who are supported by facilitators who do not tutor, but instead provide guidance on where and how to access resources and focusing on learning strategies—e.g. ‘learning how to learn’.

BACKGROUND

Learning challenges faced by youth from disadvantaged backgrounds: 

Youth, especially those from disadvantaged backgrounds, face many challenges in their learning:  They may have limited Digital Access (having laptops, reliable Wi-Fi and relevant software) or Digital Literacy (knowing how to navigating online resources for learning purposes). Not being able to access online learning resources online is only one part of the problem, and it is equally important to have the competency to navigate and use those resources. Conducive space for learning may also be limited if homes are too crowded. Homes may be too crowded, and other public spaces (libraries, cafes) wither are limited in supply or cost money to access. 

Many of these youths may not enjoy learning and see school merely as a necessary stepping-stone to the work or life they want. They may lack motivation to learn and have not learned ‘how to learn’. Research shows that the culture of school marginalises the experience of kids from working-class families, so their relationship with schoolteachers might be difficult. This relationship with teachers may discourage engagement in school. Their parents may also not be equipped to provide adequate learning support and even be an additional source of stress. At the same time, tuition in Singapore has become a billion-dollar industry, profiting from an educational ecosystem where teachers’ role in school is no longer regarded as enough to perform academically.

The promise of participatory, peer-to-peer and collaborative learning: 

Modes of learning have changed dramatically in the past 2 decades in terms of the sources and forms of information; the ways information is exchange and how we interact with information; and the rise in numbers of virtual sites where learning is happening. This has the potential to disrupt traditional hierarchies of expertise, as there are more informal and collaborative learning opportunities, often engaging with a myriad of anonymous strangers. Such platforms allow instantaneous review and revision, e.g. reading and seeing comments of others; and also collaborative writing. Innovations in the use of ‘serious games’ for educational purposes; or video games itself seen as being valuable for learning all sorts of skills. 

There is also a shift from learning content to learning process (i.e. from knowing ‘what is the information’ to ‘how to access and judge what counts as reliable information’). New approaches to learning may ignite the passion and interest of the learner, and this includes: 1) Taking responsibility for own learning; 2) collaborative assignments; 3) reimagining teachers’ role as coaches and guides; 4) studying with specialists (e.g. museums).  

WHY DO IT?

  • This is a model of education that could reduce the reliance on tuition, which disproportionately benefits students from families with means. While there are low-cost tuition services, including the classes offered by SINDA, they ultimately rely on an expert to student relationship. Learning circles can equip students with the skills to learn more effectively and independently, allowing them to learn by teaching each other or doing the work themselves.
  • This is a model of education that could reduce the reliance on tuition, which disproportionately benefits students from families with means. While there are low-cost tuition services, including the classes offered by SINDA, they ultimately rely on an expert to student relationship. Learning circles can equip students with the skills to learn more effectively and independently, allowing them to learn by teaching each other or doing the work themselves.
  • The project also allows youth to take ownership of their academic journeys. Because the content of each learning circle is not planned by a tutor, youth within the group set their own goals based on their learning needs. This allows students to learn at the pace that suits them. Learning circles has the potential to ignite the interest of learners, unlock their learning capacity and transform the culture of learning among youths by moving them from individualistic competition to mutually supportive and collaborative learning.