Abstract
During the process of evaluating an academic library simulation for teaching library management to students taking the Postgraduate Diploma in Librarianship and Information Studies at Leeds Polytechnic, the author made an analysis of the problems which inhibit group learning, and considered factors which, in the perceptions of students and teachers, contribute to effective group learning. Practical strategies, which may help educators and trainers develop their skills in managing group learning, are suggested.
[French, German, and Spanish translations of this abstract can be found at the end of this issue.]
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