Learning in a Community

Evidence of the Effectiveness and Challenges of Learning Communities

Bibliographic Data

ID15317009
AuthorsMargaret Pate (Criminal Justice, Radford University, Radford, VA, USA, corresponding author), Shelly M Wager (0000-0002-6215-7498, University of South Florida St. Petersburg), Stephen Owens (0009-0005-6744-4604, Radford University), Stephen Owen (Criminal Justice, Radford University, Radford, VA, USA), Courtney Simpkins (English, Radford University, Radford, VA, USA)
Year2019
Volume31
Issue2
Pages187-207
Publication date2019-12-05
Open AccessNo
TypeARTICLE
VenueJournal of Criminal Justice Education (JOURNAL)
Journal identifiersISSN: 1051-1253 • E-ISSN: 1745-9117
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511253.2019.1692881
OpenAlexW2993023498
LanguageEN
Citations received1
References cited20

Research on pedagogy has established the benefit of High Impact Practices (HIP) for student outcomes. Learning communities are a specific HIP that can vary widely in their structure. Learning communities appear to have a positive impact on academic outcomes and student perceptions. While research appears to support the use of learning communities, research has yet to fully explore the impact of the learning community on specific student skills. Given the increased popularity in their use, particularly in the field of criminal justice, the purpose of this study is to examine the effect of a linked-course freshman learning community (FLC) on student engagement and transferrable academic skills, including information literacy, critical thinking, and written communication. Differences were found between the FLC students and their non-FLC counterparts for some of the transferrable academic skills, but not overall engagement with the courses and campus. Implications for findings are discussed

Criminal justice · Criminology · Sociology · Higher Education Research Studies · Online and Blended Learning · Psychology · School Choice and Performance

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