scholarly journals Paired, developmental learning communities: a case study of one institution

2006 ◽  
Author(s):  
Kelly Jo Krogh Faga
Keyword(s):  
Learning Communities ◽  
Developmental Learning

scholarly journals A social network perspective on peer supported learning in MOOCs for educators

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Shaun Kellogg ◽  
Sherry Booth ◽  
Kevin Oliver
Keyword(s):  
New Media ◽  
Learning Communities ◽  
Wide Spectrum ◽  
Social Supports ◽  
Peer Networks ◽  
Online Learning Communities ◽  
Mixed Methods Case Study ◽  
Development Face ◽  
K 12

<p>A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.</p>

Mobile Social Media as a Catalyst for Collaborative Curriculum Redesign

2015 ◽  
pp. 1-21 ◽  
Author(s):  
Thomas Cochrane ◽  
Matthew Guinibert ◽  
Clinton Simeti ◽  
Ross Brannigan ◽  
Abhishek Kala
Keyword(s):  
Social Media ◽  
Learning Communities ◽  
Technology Infrastructure ◽  
Curriculum Redesign

This chapter illustrates the potential of mobile social media to be used as a catalyst for collaborative curriculum redesign. The authors critique a case study implementing a mobile social media framework for creative pedagogies and draw out the implications of this framework for wider educational contexts. They conclude that an effective mobile social media framework for collaborative curriculum redesign must meet three goals: model the building of learning communities, explore the unique affordances of mobile social media to enable new pedagogies, and establish a supporting technology infrastructure.

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

STEM Learning Communities

2013 ◽  
pp. 57-74
Author(s):  
Bernadette Kelley ◽  
Lisa McClelland
Keyword(s):  
Student Achievement ◽  
Learning Communities ◽  
Learning Community ◽  
Academic Progress ◽  
Holistic Approach ◽  
Retention Rates ◽  
Stem Learning ◽  
Community Learning ◽  
And Mathematics

This chapter presents a case study involving the fictional Coastal University’s move to the next level of Science, Technology, Engineering, and Mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student using a learning community. Learning communities are designed to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. This case discusses the various components that were utilized to enhance the learning community including cluster courses, seminars, branch activities, academic progress assessments, and meetings. The challenges with the implementation of the learning community and the engagement in interdisciplinary activities will be discussed as will recommendations for the future.

Maximizing Multicultural Online Learning Experiences with the Social Presence Model, Course Examples, and Specific Strategies

2012 ◽  
pp. 395-413 ◽  
Author(s):  
Aimee L. Whiteside ◽  
Amy Garrett Dikkers
Keyword(s):  
Human Rights ◽  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Social Presence ◽  
Cultural Learning ◽  
Online Interactions ◽  
The Social ◽  
Prior Experiences

This chapter presents Whiteside’s (2007) Social Presence Model, course examples, and specific strategies and explains how such factors help facilitators maximize interactions in multicultural, online learning environments. The model provides a framework rooted in socio-cultural learning, linguistic nuances, learning communities, prior experiences, and instructor investment. The chapter also illustrates how the Social Presence Model, coupled with examples from a Human Rights Education case study and research-based strategies, can make significant differences in online interactions.

Identities, Borders, Change

2012 ◽  
Vol 3 (3) ◽  
pp. 60-80
Author(s):  
Sébastien Dubreil
Keyword(s):  
Learning Environment ◽  
Learning Communities ◽  
Developmental Process ◽  
Mediated Learning ◽  
Culture Learning ◽  
Conditions Of Possibility ◽  
Sense Of Identity ◽  
Dynamic Trajectory

The purpose of this case study was to examine one learner’s (Keira) personal trajectory in an online, transnational telecollaborative learning environment, focusing on how she negotiated (1) her own sense of identity, (2) her perspective on French and American cultures, and (3) the possibility of a transcultural dialogue. The data (observations, journals, interviews) showed that early on, Keira’s expectations of the class shifted drastically. Consequently, she began to engage her own conception of self and being American through introspection and, ultimately, a redefinition of her own subjectivity. Keira progressively developed her own transcultural stance and reached a point where her sense of the conditions of possibility of culture learning and the transcultural encounter, buttressed by a much deeper and nuanced knowledge of both culture(s), led to a completely new understanding and repositioning of her posture in this encounter, which she called “an opportunity for liberation.” This study supports the effectiveness of technology-mediated learning communities (MLCs) in fostering transcultural learning seen as a developmental process, a dynamic trajectory.

Employee resource groups as learning communities

2018 ◽  
Vol 37 (7) ◽  
pp. 634-648 ◽  
Author(s):  
Wendy M. Green
Keyword(s):  
Learning Communities ◽  
Learning And Development ◽  
Content Type ◽  
For Profit ◽  
Study Approach ◽  
The Usa ◽  
Employee Resource Groups ◽  
Executive Level

Purpose The purpose of this paper is to explore the role of employee resource groups (ERGs) in a multi-national, for-profit corporation. The paper focuses on how ERGs facilitate learning. Design/methodology/approach A qualitative case study approach was used to examine six social identity based ERGs in one multi-national for-profit organization headquartered in the USA. Findings The study found that ERGs facilitate learning and development activities in order to support their membership. ERGs, operating as communities of practice, also engaged in informal learning opportunities that were designed to shift perspectives of non-members and executive-level leaders in the organization. Originality/value There is a growing body of literature on ERGs across organizations and higher education that examine how these groups engage in activism, advocacy, recruitment, retention and education. This study examines the processes by which these groups facilitate learning and development activities and the benefits perceived by the membership. The paper provides value to human resources professionals and others who are interested in how ERGs function as learning communities and outcomes the membership perceive as most important.

Validation and Living Learning Communities: An Evaluation Case Study

2020 ◽  
pp. 152102512097093
Author(s):  
Sophia Gehlhausen Anderson ◽  
Bob Blankenberger
Keyword(s):  
Learning Communities ◽  
Low Income ◽  
First Generation ◽  
Student Assessment ◽  
Evaluation Study ◽  
Matched Pair ◽  
Living Learning Communities ◽  
Validation Score ◽  
The Impact

In this program evaluation study, we analyzed the impact of interpersonal validation and participation in living-learning communities (LLC) on retention and GPA via regression and propensity score matching. The LLCs were designed to improve outcomes for underrepresented, low-income and first-generation students at a Midwestern regional public university. Employing data from the widely used Mid-Year Student Assessment™, we created a validation score. This student validation score was significantly associated with retention in semester three, and third semester and sixth semester GPA. In the matched pair analyses, we found mixed results with significantly improved retention for participants in just one LLC compared to their matched peers, and significantly improved GPA for a combined group of LLC participants.

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