Statement of Retraction: Rock Your Body: A first-year learning community integrating geology and fitness

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

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Retaining Freshman Engineering Students Through Participation In A First Year Learning Community: What Works And What Doesn't

10.18260/1-2--2818 ◽

2020 ◽

Author(s):

Janet Meyer ◽

Nancy Lamm ◽

Joshua Smith

Keyword(s):

Learning Community ◽

Engineering Students ◽

First Year ◽

What Works

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Refining a living and learning community for first year engineering students: the ASU perspective

32nd Annual Frontiers in Education ◽

10.1109/fie.2002.1158654 ◽

2003 ◽

Cited By ~ 3

Author(s):

M.R. Anderson-Rowland ◽

J.E. Urban ◽

S. Ighodaro ◽

A. Muchinshy

Keyword(s):

Learning Community ◽

Engineering Students ◽

First Year

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Engaging First-Year Students in Team-Oriented Research: The Terrascope Learning Community

Geoscience Research and Education - Innovations in Science Education and Technology ◽

10.1007/978-94-007-6946-5_17 ◽

2013 ◽

pp. 223-236 ◽

Cited By ~ 1

Author(s):

S. A. Bowring ◽

A. W. Epstein ◽

C. F. Harvey

Keyword(s):

Learning Community ◽

First Year ◽

First Year Students ◽

Oriented Research

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Innovation in linking and thinking: Critical thinking and writing skills of first-year engineering students in a learning community

2008 38th Annual Frontiers in Education Conference ◽

10.1109/fie.2008.4720651 ◽

2008 ◽

Author(s):

Rebecca L. Damron ◽

Karen A. High

Keyword(s):

Critical Thinking ◽

Learning Community ◽

Engineering Students ◽

Writing Skills ◽

First Year

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Psychological engagement of university students

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-09-2017-0107 ◽

2018 ◽

Vol 10 (3) ◽

pp. 243-255 ◽

Cited By ~ 6

Author(s):

Carolyn Timms ◽

Tracey Fishman ◽

Alexander Godineau ◽

Jamie Granger ◽

Tariro Sibanda

Keyword(s):

University Students ◽

Learning Community ◽

Well Being ◽

First Year ◽

Content Type ◽

Course Experience Questionnaire ◽

Human Needs ◽

Psychological Engagement ◽

Course Experience ◽

Course Material

Purpose The purpose of this paper is to investigate the relationship of undergraduate university students’ course experience (learning community (LC), clear goals and standards, student support, study-family affect (SF affect) and autonomy) to their well-being, as measured by psychological engagement (dedication, absorption and vigour) and burnout (exhaustion and disengagement/cynicism). Design/methodology/approach First-year psychology students (n=128) were surveyed using previously validated measures of their well-being and experiences at university. Findings Belonging to a LC (where students were encouraged to develop fluidity with the subject matter and share insights) was positively related to students’ psychological engagement. By contrast, the provision of ready access to course materials did not predict student engagement. Knowledge of goals and standards predicted that students would find course work energising (vigour). Respondents reported that SF affect (where participation at university enhances family life) was related to their engagement at university. In addition, mature age students (over the age of 25 years) reported higher levels of engagement in their study than did younger students. Research limitations/implications The dominant predictor of student well-being (LC) was redolent of two important psychological human needs (affiliation and mastery). The central nature of this variable to student well-being is therefore currently undifferentiated and calls for the application of more finely tuned instruments to predict student well-being. Originality/value The current research applied measures from the widely validated Course Experience Questionnaire (Ramsden, 1991) as predictors of students’ psychological engagement and burnout. It highlights the value of personal relationships and community in university students’ mastery of difficult course material.

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Cloaking as a Community: Re-imagining the White Coat Ceremony With a Medical School Learning Community

Journal of Medical Education and Curricular Development ◽

10.1177/2382120519830375 ◽

2019 ◽

Vol 6 ◽

pp. 238212051983037

Author(s):

Robert Tamai ◽

Neel Koyawala ◽

Barbara Dietrick ◽

Debanjan Pain ◽

Robert Shochet

Keyword(s):

Medical School ◽

Learning Community ◽

Student Leadership ◽

Student Leaders ◽

White Coat ◽

First Year ◽

Community Members ◽

First Year Students ◽

Shared Goal ◽

School Learning

The Johns Hopkins School of Medicine’s Learning Community–White Coat Ceremony (LC-WCC) is held each spring as a learning community (LC) event. Learning communities (LCs) connect people to learn and work across boundaries to achieve a shared goal. The LC-WCC invites first-year students to collaborate with school leaders, define the class professional values, and innovate with community members. Class-elected student leaders recruit peers to join committees to plan and lead several aspects of the ceremony, including a class-nominated speaker, a personal statements presentation, a patient inclusion presentation, a class-authored statement of values, and artistic performances. Student cloaking is performed by LC advisors in their LC small groups. A 2015 post-LC-WCC survey asking students to compare experiences of a traditional Stethoscope Ceremony (SC) with the LC-WCC found that the latter significantly increased students’ sense of accomplishment (38% vs 68%, P < .001), sense of connection to the school (59% vs 82%, P < .001), to classmates (71% vs 93%, P < .001), and to the event (42% vs 76%, P < .001). Cloaking as a community is an effective way for a medical school LC to instill a greater sense of community and student leadership in this milestone celebration of humanistic values in medicine.

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