The purpose of this study is to investigate a growth process of learning circles and the relationship with group dynamics through the case of ‘Dodamhoi’, the story-telling learning circle which is active in G?gu, Seoul and find the practical meaning to vitalize community-based learning circles. For the purpose of the study, the research questions are as follows: 1) how does the growth process of learning circles show? 2) what dynamics is shown in learning circles? 3) how is the growth process of learning circles related to dynamics? And data collection and analyses were arranged based on the qualitative case research method. The analyses were done by categorizing it as ‘dynamics between learners’, ‘dynamics between the learning circle and individual members’, ‘dynamics between the inside and the outside of learning circles’ based on the theoretical background.
In the results of the study, the process of Dodamhoi''s growth could be divided into three steps of learning goals, operation methods, and learning methods according to major activities. For the process of Dodamhoi''s growth, the learners who had taken courses organized a learning circle for practice of the community and participated in enrichment programs. Participation in practice activities caused the necessity of another learning and mutual learning happened as they shared introspection of the activities. At the same time, it could be found that Dodamhoi grows as a expert group as the activity region is gradually expanded. However, it is thought to need to supplement systematization through agreement of the members so that the Dodamhoi Learning Circle can continue to be more vitalized and grow. And change of new visions and purposes and the organizational form need to be done to make form of the next activities of the learning circle stably.
There were various categories of dynamics in this process of Dodamhoi''s growth. There were positive dynamics of mutual learning and relationship formation and dynamics which was recognized as conflict factors among individual members and individuals. And there were differences of opinions about finding identity, fellow feelings, and systematization in dynamics between the learning circle and individual members. Finally, the outside assistants, feedback of activities areas, and conflicts with a institution and independence were shown in dynamics between the inside and the outside of the learning circle. Dynamics in learning circles like this is the force which keeps and grows leaning circles and the growth of the learning circles due to this becomes another dynamics. On the other hand, dynamics which causes risk situations in learning circles can be changed to the force which grows them when overcoming it.
Based on the results of the study above, three things of practice, differences, and relationship can be drawn in the relationship between the growth process and dynamics of the learning circles. First, community-based ‘practice’ provided various opportunities of interaction for the members of Dodamhoi. Dynamics which happens through interaction with several persons and environments that the encounter in the activity process brought the growth of the learning circle as it had an effect on changes of learning contents and methods. Second, ‘differences’ among the members in Dodamhoi stimulated interaction in the learning circles. The differences of capability among the members became conflict factors, but they generally played the role of drawing active sharing like the differences of learning experience and the differences of experience of participation in practice activities. However, as the differences of opinions about systemization are blocking the learning circle’s systemization, the process to overcome it is expected to lead another growth of the learning circle. Third, the ‘relationship’ in learning circles is an important factors which leads members to continue to participate in activities and resolve conflicts. The members of Dodamhoi have kept participation by relationship called mutual trust, fellowship, and fellow feelings. This was motived by continuing to participate in the learning circle, but was the mechanism which can overcome conflict situations like intervention of personal relationships.
This study drew implications to vitalize learning circles by investigating the relationship between the growth process of the community-based learning circle and group dynamics. In the future, needed are various follow up studies on dynamics and accelerating factors which develop learning circles as practical organizations in communities. Especially, this study has the limit that most participants in the study were limited to the early seniors age who is the middle class. Therefore, case studies on learning circles with more various characteristics in the future will broaden horizons of studies related to their activation.