Book chapter

Facilitating Comparative Group Work in Adult Education

Emmanuel Jean-Francois
The Ohio State University, United States - ORCID: 0000-0002-2753-9298

Sabine Schmidt-Lauff
Helmut Schmidt University, Germany - ORCID: 0000-0002-5657-7488


The purpose of this chapter is to describe and reflect on scholarly-based practices that can help facilitate comparative group work within the international and transnational context of adult education. The first section of this chapter situates comparative group work within the larger context of comparative adult education, followed by a focus on how to facilitate a group of diverse learners with different societal and cultural experiences. The chapter emphasiszes an outcome-based approach, describing how to set up incremental learning outcomes to enable comparative group work to be successful; a team-based approach, elaborating on coaching strategies to facilitate comparative work group; and a strength-based approach about adult learner-centered strategies for engagement, empowerment, mentoring, collaboration, fun, and accountability when facilitating comparative group work.
Read more

Keywords: andragogy, learner-centered facilitation, comparative education, transnational comparison, outcomes-based teaching and learning, team-based teaching, adult education



Pages: 51-65

Published by: Firenze University Press

Publication year: 2020

DOI: 10.36253/978-88-5518-155-6.04

Download PDF

© 2020 Author(s)
Content licence CC BY 4.0
Metadata licence CC0 1.0


Publication year: 2020

DOI: 10.36253/978-88-5518-155-6.04

Download XML

© 2020 Author(s)
Content licence CC BY 4.0
Metadata licence CC0 1.0


  1. Bormann Y., Henquinet J. 2000, A conceptual framework for designing group work, «Journal of Education for Business», LXXVI (2), 56-61.
  2. Cedefop, 2014, Terminology of European education and training policy: a selection of 130 terms. 2nd ed. Luxembourg: Publications Office.
  3. Donaldson J.F., Graham S.W., Martindill W., Bradley S. 2000, Adult undergraduate students: How do they define their experiences and their success?, «Journal of Continuing Higher Education», XLVIII (2), 2-11.
  4. Field J., Künzel K., Schemmann M. 2016, International comparative adult education research. Reflections on theory, methodology and future developments. In Internationales Jahrbuch der Erwachsenenbildung, Göttingen, 39(1), 109-134.
  5. Hake R. 1998, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, «American Journal of Physics», 66, 64-74.
  6. Hrynchak P., Batty H. 2012, The educational theory basis of team-based learning, «Medical Teacher», 34, 796-801.
  7. Jean-Francois E. 2018, Transnational innovative teaching and learning technologies, in E. Jean-Francois (ed.), Transnational perspectives on innovation in teaching and learning technologies, Brill/Sense, Boston, MA 1-12.
  8. Johnson D.W., Johnson R.T., Smith K.A. 2006, Active learning: Cooperation in the university classroom (3rd ed.), Interaction, Edina, MN.
  9. Johnson D.W., Johnson R.T., Smith K.A. 2014, Cooperative learning: Improving university instruction by basing practice on validated theory, «Journal on Excellence in College Teaching», 25, 85-118.
  10. Käpplinger B. 2017, Standing on the shoulders of giants: Building on existing knowledge, «International Yearbook of Adult Education», 40, 29-42.
  11. Kasworm C. 2014, Paradoxical understandings regarding adult undergraduate persistence, «The Journal of Adult Continuing Higher Education», 62, 67-77.
  12. Knowles M., Holton E., Swanson R. 2005, The adult learner (6th ed), Elsevier, Burlington, MA.
  13. Krause K., Bochner S., Duchesne S. 2003, Educational psychology for learning and teaching, Thomson, Australia.
  14. Kuh G.D., Kinzie J., Buckley J., Bridges B., Hayek J.C. 2007, Piecing together the student success puzzle: Research, propositions, and recommendations, ASHE Higher Education Report, No. 32. Jossey-Bass, San Francisco, CA.
  15. Locks A. M., Hurtado S., Bowman N. A., Oseguera L. 2008, Extending notions of campus climate and diversity to students’ transition to college. Review of Higher Education: Journal of the Association for the Study of Higher Education, 31(3), 257–285.
  16. Ludwig J. 2017, A subject-theoretical perspective on transformative learning and transformative bildung: Transformative bildung as research strategy and the process of Bildung, in A. Fuhr, Th., Laros, E.W. Taylor (eds.), Transformative Learning meets Bildung, Sense Publishers, Rotterdam-Boston-Taipei, 43-56.
  17. Maypole J., Davies T.G. 2001, Students’ Perceptions of Constructivist Learning in a Community College American History 11 Survey Course. Community College Review, 29, 54-79.
  18. Merriam S. 2001, Andragogy and self-directed learning: Pillars of adult learning theory, «New Directions for Adult and Continuing Education», 89, 3-13.
  19. Palmberger M., Gingrich A. 2013, Qualitative comparative practices: Dimensions, cases and strategies, in U. Flick (ed.), The SAGE Handbook of analyzing qualitative data, Sage, Thousand Oaks, CA, 94-108.
  20. Price K., Baker S. 2012, Measuring students’ engagement on college campuses: Is the NSSE an appropriate measure of adult students’ engagement?, «Journal of Continuing Higher Education», LX (1), 20-32.
  21. Riß K. 2019, Mid-term Evaluation INTALL 2019. Summary,
  22. Schmidt-Lauff S., Egetenmeyer R. 2015, Internationalisierung, in J. Dinkelacker, A. von Hippel (ed.), Erwachsenenbildung in Grundbegriffen, Kohlhammer, Stuttgart, 272-279.
  23. Schmidt-Lauff S., Semrau F., Egetenmeyer R. 2018, Academic professionalization and transnationalization: Comparative Studies in Adult and Lifelong Learning (COMPALL), in E. Jean-Francois (ed.), Transnational Perspective on Teaching and Learning Technologies, Hamburg, 141-154. 10.1163/9789004366077_007
  24. Scott P. 1993, The psychology of judgment and decision-making, McGraw-Hill, New York.
  25. Slowey M. 2016, Comparative adult education and learning. Authors and Texts, Firenze University Press, Firenze.
  26. Spencer B., Castano E. 2007, Social class is dead. Long live social class! Stereotype threat among low socioeconomic status individuals, «Social Justice Research», 20, 418-432.
  27. Svinicki M.D. 2004, Learning and motivation in the postsecondary classroom, Anker Pub, San Francisco, CA.
  28. Wilson D.N. 2003, The future of comparative and international education in a globalised world, in M. Bray (ed.), Comparative Education: Continuing traditions, new challenges, and new paradigms, Kluwer, Dordrecht, 15-33.

Export citation

Selected format

Usage statistics policy

  • 15Chapter Downloads

Cita come:
Jean-Francois, E.; Schmidt-Lauff, S.; 2020; Facilitating Comparative Group Work in Adult Education. Firenze, Firenze University Press.


Indici e aggregatori bibliometrici