Developing an empirically based typology of attitudes of entering students toward participation in learning communities
Bibliographic Data
| ID | 19379637 |
|---|---|
| Authors | Peter R Jones (0000-0002-0192-8965, Temple University, corresponding author), Jodi Levine Laufgraben (0000-0002-6551-4761, Temple University), Nancy Morris (0000-0001-5106-9268, Temple University) |
| Year | 2006 |
| Volume | 31 |
| Issue | 3 |
| Pages | 249-265 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602930500352766 |
| OpenAlex | W2060519809 |
| Language | EN |
| Citations received | 2 |
| References cited | 5 |
Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities
Cooperative learning · Experiential learning · Learning community · Learning styles · Mathematics education · Pedagogy · Sociology · Teaching method · Typology · Evaluation of Teaching Practices · Higher Education Research Studies · Online and Blended Learning · Psychology · Social Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 2010 - 2020 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |