Learning community - Wikipedia

A learning community is a group of people who share common academic goals and attitudes and meet semi-regularly to collaborate on classwork. Learningcommunity FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch Groupofpeoplecooperatingtoachieveacademicgoals ThisarticleusesbareURLs,whichareuninformativeandvulnerabletolinkrot.Pleaseconsiderconvertingthemtofullcitationstoensurethearticleremainsverifiableandmaintainsaconsistentcitationstyle.Severaltemplatesandtoolsareavailabletoassistinformatting,suchasReflinks(documentation),reFill(documentation)andCitationbot(documentation).(September2022)(Learnhowandwhentoremovethistemplatemessage) Alearningcommunityisagroupofpeoplewhosharecommonacademicgoalsandattitudesandmeetsemi-regularlytocollaborateonclasswork.Suchcommunitieshavebecomethetemplateforacohort-based,interdisciplinaryapproachtohighereducation.Thismaybebasedonanadvancedkindofeducationalor'pedagogical'design.[1] CommunitypsychologistssuchasMcMillanandChavis(1986)statethatfourkeyfactorsdefinedasenseofcommunity:"(1)membership,(2)influence,(3)fulfilmentofindividualsneedsand(4)sharedeventsandemotionalconnections.So,theparticipantsoflearningcommunitymustfeelsomesenseofloyaltyandbelongingtothegroup(membership)thatdrivetheirdesiretokeepworkingandhelpingothers,alsothethingsthattheparticipantsdomustaffectwhathappensinthecommunity;thatmeans,anactiveandnotjustareactiveperformance(influence).Besides,alearningcommunitymustgiveachancetotheparticipantstomeetparticularneeds(fulfilment)byexpressingpersonalopinions,askingforhelporspecificinformation,andsharestoriesofeventswithparticularissueincluded(emotionalconnections)emotionalexperiences".[2] LearningcommunitiesarenowfairlycommontoAmericancollegesanduniversities,andarealsofoundinEurope. Contents 1History 2Models 3Results 3.1Retentionrate 3.2SenseofCommunityandBelonging 3.3AcademicPerformance 4Approaches 5Seealso 6References 6.1Notes History[edit] Inasummaryofthehistoryoftheconceptoflearningcommunities,Wolff-MichaelRothandLeeYewJinsuggestthatuntiltheearly1990s,andconsistentwith(untilthen)dominantPiagetianconstructivistandinformationprocessingparadigmsineducation,theindividualwasseenasthe"unitofinstruction"andthefocusofresearch.[3]RothandLeeclaimthisasawatershedperiodwheninfluencedbytheworkofJeanLave,[4]andLaveandEtienneWenger[5]amongothers,researchersandpractitionersswitchedtotheideathatwasknowingandknowledgeabilityarebetterthoughtofasculturalpracticesthatareexhibitedbypractitionersbelongingtovariouscommunities;[6][7][8][9]which,followingLaveandWenger'searlywork,[5]areoftentermedcommunitiesofpractice.[10][11] RothandLeeclaimthatthisledtoformsofpraxis(learningandteachingdesignsimplementedintheclassroom,andinfluencedbytheseideas)inwhichstudentswereencouragedtosharetheirwaysofdoingmathematics,history,science,etc.witheachother.Inotherwords,studentstakepartintheconstructionofconsensualdomainsand"participateinthenegotiationandinstitutionalisationof...meaning".Ineffect,theyareparticipatinginlearningcommunities.RothandLeegoontoanalysethecontradictionsinherentinthisasatheoreticallyinformedpracticeineducation. RothandLeeareconcernedwiththelearningcommunityasatheoreticalandanalyticalcategory;theycritiquehowsomeeducatorsusethenotiontodesignlearningenvironmentswithoutconsideringthefundamentalstructuresimpliedinthecategory.TheiranalysisdoesnotconsidertheappearanceoflearningcommunitiesintheUnitedStatesintheearly1980s.Forexample,theEvergreenStateCollege,whichiswidelyconsideredapioneerinthisarea,[12]establishedanintercollegiatelearningcommunityin1984.In1985,thissamecollegeestablishedtheWashingtonCenterforImprovingtheQualityofUndergraduateEducation,whichfocusesoncollaborativeeducationapproaches,includinglearningcommunitiesasoneofitscentrepieces. LearningcommunitiesbegantogainpopularityatotherU.S.collegesanduniversitiesduringthelate80sandthroughoutthe90s.[13]TheWashingtonCenter'sNationalLearningCommonsDirectoryhasover250learningcommunityinitiativesincollegesanduniversitiesthroughoutthenation.[14] Models[edit] Learningcommunitiescantakemanyforms.AccordingtoBarbaraLeighSmithoftheEvergreenStateCollege,[15] Thelearningcommunityapproachfundamentallyrestructurethecurriculumandthetimeandspaceofstudents.Manydifferentcurricularrestructuringmodelsarebeingused.Still,allofthelearningcommunitymodelsintentionallylinktogethercoursesorcourseworktoprovidegreatercurricularcoherence,moreopportunitiesforactiveteaming,andinteractionbetweenstudentsandfaculty. Expertsfrequentlydescribefivebasicnonresidentiallearningcommunitymodels:[16][12] Linkedcourses:Studentstaketwoconnectedcourses,usuallyonedisciplinarycoursesuchashistoryorbiologyandoneskillscoursesuchaswriting,speech,orinformationliteracy. Learningclusters:Studentstakethreeormoreconnectedcourses,usuallywithacommoninterdisciplinarythemeunitingthem. Freshmaninterestgroups:Similartolearningclusters,butthestudentssharethesamemajor,andtheyoftenreceiveacademicadvisingaspartofthelearningcommunity. Federatedlearningcommunities:Similartoalearningcluster,butwithanadditionalseminarcoursetaughtbya"MasterLearner",afacultymemberwhoenrolsintheothercoursesandtakesthemalongsidethestudents.TheMasterLearner'scoursedrawsconnectionsbetweentheothercourses. Coordinatedstudies:Thismodelblursthelinesbetweenindividualcourses.Thelearningcommunityfunctionsasasingle,giantcoursewherethestudentsandfacultymembersworkfull-timeforanentiresemesteroracademicyear. Residentiallearningcommunities,orliving-learningprograms,rangefromtheme-basedhallsonacollegedormitorytodegree-grantingresidentialcolleges.[17] Whatresidentialandnonresidentiallearningcommunitiesshareisanintentionalintegrationofacademiccontentwithdailyinteractionsamongstudents,faculty,andstafflivingandworkingintheseprograms.[18] Micro-foundationsarebasedonstudiestounderstandhowgroupsandteamsincreasetheircapabilitiestoworkeffectivelytogether.[19]Iftheorganizationisapuzzle,thenthegroupsarepiecesofthepuzzle,puttingthemtogethermakesitsolid. [20]describeorganizationallearningasadynamicprocess,wherenewideasandactionsmovefromindividualstotheorganizationandsametimeorganizationreturnfeedbackasdatawhathavebeenlearnedandexperiencedinthepast.Feed-backfromtheorganizationcomestotheindividualthroughgroupsandviceversa.Theydividedorganizationallearningintothreelevelswhereindividuallearningisbasedonintuitingandinterpretingwhilegrouplearningisbasedoninterpretingandintegrating,andfinally,theorganizationisaboutinstitutionalizing.Whenthesethesesarecomparedwithotherscholars'studies,therecanbefoundmanysimilarexposes[21][22]alsoprovethatgroupsarebasicblockswhichmakeabasefororganizationallearning.Althoughheclaimsthatlearningorganizationsworkisbasedonseveral"lifelongprogramsofstudyandpractice": First,itisbasedontheindividual.Inhisopinion,allstartswithagroupmemberandhis/hercapabilitytoexposethedeepestdesire.Bythat,apersoncanencourageothersandhe/herselftomovetowardsthegoals.Secondismentalmodels,whereindividualshavetoconstitutereflectontheirownthoughtandfeelhowtheyseeandfeeltheworldagainsttheiractionsandhowtheyaffecttheiractions.Thethirdoneisallaboutsharingourvisions.Basically,itisabouthowwecancreateacommitmentinagroup.Fourthisaboutgrouplearningandhowmemberscandeveloptheirintelligenceandability.Thelastonedescribessystemthinking. Whenstudyingmanyotherscholars,[23][24][25][26]therecanbeabasicredlineofallthesetheoriesaboutorganizationallearnings.Itallstartswithindividualtacitknowledge.Socializingthattoanotherpersontransformsthroughexternalizationtoexplicitwhereitcanbesharedwithateamandbyarguing,internalising,andturningitintopractice.Thisistheever-lastingspiralthatbringstheorganizationtothelearningpath. Thebasicoflearningcomesfromtheindividual,andaftersharinganddebateitwithotherindividuals,itbecametooaware.Theseindividualsmaketogetheragroupandsharingknowledgewithothergroupsitcomestolearningattheorganizationallevel. Results[edit] Universitiesareoftendrawntolearningcommunitiesbecauseresearchhasshownthatparticipationcanimprovestudentretentionrate.[27]LisaSpanierman,JasonSoble,JenniferMayfield,HelenNeville,MarkAber,LydiaKhuri&BelindaDeLaRosanoteintheJournalofStudentAffairsResearchandPracticethatlearningcommunitiescanhaveamuchgreaterimpactonstudentswhichincludingpredictinggreateracademicinteractions,andthedevelopmentofagreatersenseofcommunityandbelonging.[28] Retentionrate[edit] Comparingstudentsthatliveon-campusinlearningcommunities,andthosethatliveoffcampusshowsthatstudentsthatparticipateinlearningcommunitiesaremorelikelytopersisttograduation.[29][30]ThisissupportedinsupplementaryscholarlyliteraturethroughtheworkofVinceTintoashestates"Forexample,socialandacademicsystemsthatpositivelyreinforceeachotherwillincreasestudentcommitmentsuchaswhenstudentsarepartofapeergroupthatalsoservesasastudygroup.[31] SenseofCommunityandBelonging[edit] LearningCommunitieshavebeenshowntocontributetoastudentssenseofcommunityandbelonging.[32]Senseofbelongingisunderstoodas"afeelingthatmembershaveofbelonging,afeelingthatmembersmattertooneanotherandtothegroup,andasharedfaiththatmembers’needswillbemet”.[33]TheimportanceofthedevelopmentofasenseofbelongingisoutlinedbyAbrahamMaslowasitisdeemedauniversalhumanneed,andanessentialelementtohealth.[34] AcademicPerformance[edit] ResearchconductedbyJohnPurdie,andVickiRosserconcludedthatstudentswhoparticipatedinlearningcommunitiesearnedhighergrades,evenwhencontrollingforenteringcharacteristics,andenvironmentalcharacteristics.[29]Universitiesareabletocontributetotheincreasedacademicperformanceofstudentswhatparticipateinalearningcommunitybecauseofitsabilitytopredictgreaterpeeracademicexperiencesandanenrichedlearningenvironment.[35]InastudyconductedbyKarenInkelasofNorthernArizonaUniversitystudentsthatparticipateinacademicbasedlearningcommunitiesself-reportedanincreaseinmeetinglearningoutcomes.[36] Approaches[edit] Onlinelearningcommunity Intergenerationalequity Youth/adultpartnerships Seealso[edit] Collaborativelearning Communityofpractice Learningorganization Onlinelearningcommunity Professionallearningcommunity References[edit] Brower,AaronM.;Inkelas,KarenK."Living-LearningPrograms:OneHigh-ImpactPracticeWeKnowALotAbout". Gabelnick,Faith;MacGregor,Jean;Matthews,RobertaS.;Smith,BarbaraLeigh(1990).LearningCommunities:CreatingConnectionsAmongStudents,Faculty,andDisciplines.NewDirectionsforTeachingandLearning.Vol. 41.Jossey-Bass.ISBN 978-1-55542-838-9. Smith,BarbaraLeigh;McCann,J.,eds.(2001).ReinventingOurselves:InterdiciplinaryEducation,CollaborativeLearning,andExperimentationinHigherEducation.Bolton,MA:AnkerPublishing. Notes[edit] ^Goodyear,P.,DeLaat,M.,andLally,V.(2006)UsingPatternLanguagestoMediateTheory-PraxisConversationsinDesignsforNetworkedLearning.ALT-J,ResearchinLearningTechnology,14,(3),pp211-223. ^Bonk,C.J,Wisher,R&Nigrelli,M.(2004)Chapter12.LearningCommunities,Communitiesofpractices:principles,technologiesandexamplesinLittlton,Karen,LearningtoCollaborate.Nova.USA. ^Roth,W-M.andLee,Y-J.(2006)Contradictionsintheorisingandimplementingcommunitiesineducation.EducationalResearchReview,1,(1),pp27-40. ^Lave,J.(1988)Cognitioninpractice:Mind,mathematicsandcultureineverydaylife.Cambridge:CambridgeUniversityPress. ^abLave,J.,&Wenger,E.(1991).Situatedlearning:Legitimateperipheralparticipation.Cambridge:CambridgeUniversityPress. ^Brown,J.S.,Collins,A.,&Duguid,P.(1989)Situatedcognitionandthecultureoflearning.EducationalResearcher,18(1),pp32–42. ^Roth,W.-M.,&Bowen,G.M.(1995)Knowingandinteracting:Astudyofculture,practices,andresourcesinagrade8open-inquiryscienceclassroomguidedbyacognitiveapprenticeshipmetaphor.CognitionandInstruction,13,73–128. ^Scardamalia,M.,&Bereiter,C.(1994).Computersupportforknowledge-buildingcommunities.JournaloftheLearningSciences,3,pp265–283. ^TheCognitionandTechnologyGroup(1994).Fromvisualwordproblemstolearningcommunities:Changingconceptionsofcognitiveresearch.InK.McGilly(Ed.),Classroomlessons:Integratingcognitivetheoryandclassroompractice(pp.157–200).Cambridge,MA:MITPress. ^Bos-Ciussi.M,Augier.M,andRosner,G.(2008),LearningCommunitiesAreNotMushrooms-or-HowtoCultivateLearningCommunitiesinHigherEducationinCommunitiesofPractice:CreatingLearningEnvironmentsforEducators,C.Kimble,P.HildrethandI.Bourdon(Eds),InformationAgePublishing.Vol2,Ch14,pp.287-308.. ^Habhab.S.(2008),WorkplaceLearninginaCommunityofPractice:HowdoSchoolteachersLearn?inCommunitiesofPractice:CreatingLearningEnvironmentsforEducators,C.Kimble,P.HildrethandI.Bourdon(Eds),InformationAgePublishing.Vol1,Ch11,pp.213-232. ^abTinto,V.(2003).LearningBetterTogether:TheImpactofLearningCommunitiesonStudentSuccess.InPromotingStudentSuccessinCollege,HigherEducationMonographSeries(pp.1-8).Syracuse,NY:SyracuseUniversity.RetrievedSeptember22,2009,fromhttps://www.researchgate.net/publication/237333638_Learning_Better_Together_The_Impact_of_Learning_Communities_on_Student_Success. ^Smith,B.L.(2001,Fall).ChallengeofLearningCommunitiesasaGrowingNationalMovement.PeerReview,4(1).RetrievedSeptember22,2009,fromhttp://www.aacu.org/peerreview/pr-fa01/pr-fa01feature1.cfm. ^NationalLearningCommunitiesDirectorySearch ^Smith,B.L.(1993).CreatingLearningCommunities.LiberalEducation,79(4),32-39. ^Kellog,K.(1999)LearningCommunities.ERICDigest.Washington,D.C.:ERICClearinghouseonHigherEducation.(ED430512).RetrievedonSeptember21,2009fromERICdatabase:http://eric.ed.gov/ERICWebPortal/recordDetail?accno=ED430512 ^http://livelearnstudy.net/ ^Brower,A.M.&Dettinger,K.(1998)Whatisalearningcommunity?Towardsacomprehensivemodel.AboutCampus,(Nov/Dec),15-21. ^ArgoteL.(2013).OrganizationalLearning:Creating,RetainingandTransferringKnowledge,SpringerScience+BusinessMediaNewYork,115-146 ^Crossan,M.M.,Lane,H.W.,&White,R.E.(1999).Anorganizationallearningframework:Fromlearningtoinstitution.AcademyofManagementReview,24:522–537 ^Gill,A.J.,Mataveli,M.(2016),JournalofWorkplaceLearningVol.29No.1,2017pp.65-78EmeraldPublishingLimited ^Senge,P.,Kleiner,A.,Roberts,C.,Ross,R.,Smith,B.(1994),Thefifthdisciplinefieldbook:strategiesandtoolsforbuildingalearningorganization,NewYork,Currency1994. ^Nonaka,I.(1994),ADynamicTheoryofOrganizationalKnowledgeCreation,OrganizationScience,Vol.5,No.1(Feb.1994),pp.14-37 ^Chiva,R.,Alegre,J.(2005)OrganizationalLearningandOrganizationalKnowledge:TowardstheIntegrationofTwoApproaches,ManagementLearning;Mar2005;36,1;ProQuestCentralpg.49 ^Bressman,H.,Zellmer-Bruhn,M.(2013)TheStructuralContextofTeamLearning:EffectsofOrganizationalandTeamStructureonInternalandExternalLearning,OrganizationScienceVol.24,No.4,July–August2013,pp.1120–1139 ^Wencang,Z.,Huajing,H.,Xuli,S.(2012),Doesorganizationallearningleadtohigherfirmperformance?AninvestigationofChineselistingcompanies.TheLearningOrganizationVol.22No.5,2015pp.271-288. ^Purdie,JohnR.(2007).Examiningtheacademicperformanceandretentionoffirst-yearstudentsinliving-learningcommunities,freshmeninterestgroupsandfirst-yearexperiencecourses.UniversityofMissouri-Columbia.OCLC 173842996. ^Spanierman,LisaB.;Soble,JasonR.;Mayfield,JenniferB.;Neville,HelenA.;Aber,Mark;Khuri,Lydia;Rosa,BelindaDeLa(2013-07-01)."LivingLearningCommunitiesandStudents'SenseofCommunityandBelonging".JournalofStudentAffairsResearchandPractice.50(3):308–325.doi:10.1515/jsarp-2013-0022.ISSN 1949-6591.S2CID 143629009. ^ab"EXAMININGTHEACADEMICPERFORMANCEANDRETENTIONOFFIRST-YEARSTUDENTSINLIVING-LEARNINGCOMMUNITIESANDFIRST-YEAREXPERIENCECOURSES-ProQuest".search.proquest.com.Retrieved2020-02-03. ^Pascarella,ErnestT.;Terenzini,PatrickT.(1993)."Letters:DebatingCollege'sEffectonStudents".Academe.79(2):5.doi:10.2307/40251282.ISSN 0190-2946.JSTOR 40251282. ^"Tinto(1993).LeavingCollege:RethinkingtheCausesandCuresofStudentAttrition.–Orest'sCogitarium".Retrieved2020-02-03. ^Spanierman,LisaB.;Soble,JasonR.;Mayfield,JenniferB.;Neville,HelenA.;Aber,Mark;Khuri,Lydia;Rosa,BelindaDeLa(2013-08-22)."LivingLearningCommunitiesandStudents'SenseofCommunityandBelonging".JournalofStudentAffairsResearchandPractice.50(3):308–325.doi:10.1515/jsarp-2013-0022.S2CID 143629009. ^McMillan,DavidW.;Chavis,DavidM.(January1986)."Senseofcommunity:Adefinitionandtheory".JournalofCommunityPsychology.14(1):6–23.doi:10.1002/1520-6629(198601)14:1<6::aid-jcop2290140103>3.0.co;2-i.ISSN 0090-4392. ^Greer,Germaine(1968).MaslowAHMotivationandPersonalityNY1954.OCLC 1126688590. ^Wawrzynski,MatthewR.;Jessup-Anger,JodyE.(2010-03-20)."FromExpectationstoExperiences:UsingaStructuralTypologytoUnderstandFirst-YearStudentOutcomesinAcademicallyBasedLiving-LearningCommunities".JournalofCollegeStudentDevelopment.51(2):201–217.doi:10.1353/csd.0.0119.ISSN 1543-3382.S2CID 4541341. ^Inkelas,KarenKurotsuchi;Soldner,Matthew;Longerbeam,SusanD.;Leonard,JeannieBrown(2008-09-01)."DifferencesinStudentOutcomesbyTypesofLiving–LearningPrograms:TheDevelopmentofanEmpiricalTypology".ResearchinHigherEducation.49(6):495–512.doi:10.1007/s11162-008-9087-6.ISSN 1573-188X.S2CID 145195946. 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