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Journal articles on the topic 'Learning communities'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 June 2024

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1

Dodge, Lucy, and Martha E. Kendall. "Learning Communities." College Teaching 52, no. 4 (October 2004): 150–55. http://dx.doi.org/10.3200/ctch.52.4.150-155.

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2

Hessenauer, Sarah, and Shirley R. Simon. "Learning communities." Groupwork 24, no. 2 (January 1, 2014): 60–81. http://dx.doi.org/10.1921/7101240101.

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3

Hessenauer, Sarah, and Shirley R. Simon. "Learning communities." Groupwork 24, no. 2 (January 17, 2014): 60. http://dx.doi.org/10.1921/gpwk.v24i2.778.

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<p>Learning communities are becoming increasingly common as a means of assisting incoming students with their transition to college. They have been shown to improve student retention, academic performance, and student-faculty relationships. Learning communities are prime examples of groupwork in action, and can provide opportunities for educators to teach and model social groupwork concepts and principles. This paper 1) defines and describes learning communities, 2) discusses the theoretical basis for the application of groupwork principles to the learning community experience, and 3) describes and assesses three years of experience with the application of groupwork principles in social work learning communities in an undergraduate university in the Midwestern United States.</p>

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4

Wastawy, Sohair F., Charles W. Uth, and Christopher Stewart. "Learning Communities." Science & Technology Libraries 24, no. 3-4 (June 29, 2004): 327–74. http://dx.doi.org/10.1300/j122v24n03_07.

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5

Chalmers, Debbie. "Learning communities." Early Years Educator 17, no. 10 (February 2, 2016): 34–36. http://dx.doi.org/10.12968/eyed.2016.17.10.34.

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6

Bassi, Sherry, and E. Carol Polifroni. "Learning Communities." Journal for Nurses in Staff Development (JNSD) 21, no. 3 (May 2005): 103–9. http://dx.doi.org/10.1097/00124645-200505000-00005.

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7

Nikiforos, Stefanos, Spyros Tzanavaris, and Katia-Lida Kermanidis. "Virtual learning communities (VLCs) rethinking: Collaboration between learning communities." Education and Information Technologies 25, no. 5 (February 15, 2020): 3659–75. http://dx.doi.org/10.1007/s10639-020-10132-4.

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8

Ramsey, V. Jean. "Learning Journals and Learning Communities." Journal of Management Education 26, no. 4 (August 2002): 380–401. http://dx.doi.org/10.1177/105256290202600405.

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9

Katz, Steven, and Lorna Earl. "Learning about networked learning communities." School Effectiveness and School Improvement 21, no. 1 (March 2010): 27–51. http://dx.doi.org/10.1080/09243450903569718.

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10

Whipple. "Building Learning Communities." Journal of Feminist Studies in Religion 37, no. 2 (2021): 179. http://dx.doi.org/10.2979/jfemistudreli.37.2.19.

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11

Sheard, Judy. "Electronic learning communities." ACM SIGCSE Bulletin 36, no. 3 (September 2004): 37–41. http://dx.doi.org/10.1145/1026487.1008009.

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12

Harlacher, Ervin L., and James F. Gollattscheck. "Building Learning Communities." Community College Review 20, no. 3 (December 1992): 29–36. http://dx.doi.org/10.1177/009155219202000306.

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13

Morgan, Shirley H. "Magnet Learning Communities." Journal of Nursing Care Quality 26, no. 3 (2011): 197–98. http://dx.doi.org/10.1097/ncq.0b013e31821e08ee.

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14

Fleming, Amy, William Cutrer, Sandi Moutsios, Benjamin Heavrin, Michael Pilla, Quentin Eichbaum, and Scott Rodgers. "Building Learning Communities." Academic Medicine 88, no. 9 (September 2013): 1246–51. http://dx.doi.org/10.1097/acm.0b013e31829f8e2a.

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15

Levine, Jodi H., and Nancy S. Shapiro. "Curricular Learning Communities." New Directions for Higher Education 2000, no. 109 (2000): 13–22. http://dx.doi.org/10.1002/he.10902.

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16

Markgraf, Jill. "From Learning Communities to Learning Objects." Journal of Library Administration 45, no. 3-4 (November 21, 2006): 559. http://dx.doi.org/10.1300/j111v45n03_20.

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17

Gansemer-Topf, Ann M., and Kari Tietjen. "Assessing the “Learning” in Learning Communities." New Directions for Student Services 2015, no. 149 (March 2015): 79–89. http://dx.doi.org/10.1002/ss.20119.

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18

Gairín Sallán, Joaquín. "Virtual communities of learning." Educar 37 (February 1, 2006): 41. http://dx.doi.org/10.5565/rev/educar.188.

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19

Racionero, Sandra, and Olga Serradell. "Background of learning communities." Educar 35 (February 1, 2005): 29. http://dx.doi.org/10.5565/rev/educar.211.

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20

Wrigley, Terry. "Editorial: Communities and learning." Improving Schools 13, no. 2 (July 2010): 115–16. http://dx.doi.org/10.1177/1365480210382192.

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21

Thurston, Allen. "Building online learning communities." Technology, Pedagogy and Education 14, no. 3 (October 2005): 353–69. http://dx.doi.org/10.1080/14759390500200211.

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Thurston, Allen. "Building online learning communities." Technology, Pedagogy and Education 14, no. 3 (October 1, 2000): 353–69. http://dx.doi.org/10.1080/14759390500200216.

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23

Lieberman, Ann. "Networks as Learning Communities." Journal of Teacher Education 51, no. 3 (May 2000): 221–27. http://dx.doi.org/10.1177/0022487100051003010.

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24

Torezani, Silvia. "Learning communities across cultures." Intercultural Education 23, no. 1 (February 2012): 39–40. http://dx.doi.org/10.1080/14675986.2012.664752.

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25

Mahalakshmi, G. S., and T. V. Geetha. "Argument-based learning communities." Knowledge-Based Systems 22, no. 4 (May 2009): 316–23. http://dx.doi.org/10.1016/j.knosys.2008.10.013.

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26

Ke, Fengfeng, and Christopher Hoadley. "Evaluating online learning communities." Educational Technology Research and Development 57, no. 4 (March 27, 2009): 487–510. http://dx.doi.org/10.1007/s11423-009-9120-2.

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27

Barrett, Michael, Sam Cappleman, Gamila Shoib, and Geoff Walsham. "Learning in Knowledge Communities:." European Management Journal 22, no. 1 (February 2004): 1–11. http://dx.doi.org/10.1016/j.emj.2003.11.019.

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28

Hakkinen, Paivi. "Innovation, Learning and Communities." Human Technology: An Interdisciplinary Journal on Humans In ICT Environments 8, no. 2 (November 30, 2012): 104–8. http://dx.doi.org/10.17011/ht/urn.201506212389.

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29

Hubball, Harry, Anthony Clarke, and Andrea L. Beach. "Assessing faculty learning communities." New Directions for Teaching and Learning 2004, no. 97 (2004): 87–100. http://dx.doi.org/10.1002/tl.136.

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30

Earnest, Kurt, and Eric Pernotto. "Social Justice Learning Communities." New Directions for Student Services 2019, no. 168 (December 2019): 51–60. http://dx.doi.org/10.1002/ss.20331.

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31

Axe, Jo, Hannah Dahlquist-Axe, and Elizabeth Childs. "Developing Learning Communities Online." Open/Technology in Education, Society, and Scholarship Association Journal 3, no. 1 (November 7, 2023): 1–18. http://dx.doi.org/10.18357/otessaj.2023.3.1.50.

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While online course delivery in higher education has been increasing for several decades, students can face unique challenges in the digital environment. At a small university in Western Canada, online and blended learning have been a major focus for course delivery since 1995. Considering the risk that students could experience a lack of meaningful connection with their fellow students, the university launched a not-for-credit online learning module in 2006 that was designed to provide new-to-program students with resources and activities to encourage learning community development. Since the first module was launched, several programs at the university have adapted the original module to suit their specific needs. In this paper, we explore the experiences of graduate students in three programs over an eight-year period. Students completed surveys focused on the role of three module activities in helping them develop a supportive online learning community. The findings were organized under three areas that revealed elements of the module that worked well, areas for improvement, and suggestions for module additions. The recommendations call for making modules that are not-for-credit, mandatory, support both synchronous and asynchronous collaboration, use only one web-based entry point, consider time zones, and support students’ ability to balance their education with their out-of-school commitments. For those who may wish to include similar activities for their students, we have included a link in the paper to the Open Educational Resource that was developed in support of our research.

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32

Frank, Donald G., Sarah Beasley, and Susan Kroll. "LEARNING COMMUNITIES FOR EXCELLENCE: Opportunities for collaborative excellence: What learning communities offer." College & Research Libraries News 62, no. 10 (November 1, 2001): 1008–11. http://dx.doi.org/10.5860/crln.62.10.1008.

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33

Hanrahan, Heidi M. "Complicated Communities: Faculty's Fraught Participation in Learning Communities." Transformations: The Journal of Inclusive Scholarship and Pedagogy 28, no. 1 (2018): 61–85. http://dx.doi.org/10.1353/tnf.2018.0004.

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34

Thompson, Sue C., Larry Gregg, and John M. Niska. "Professional Learning Communities, Leadership, and Student Learning." RMLE Online 28, no. 1 (January 2004): 1–15. http://dx.doi.org/10.1080/19404476.2004.11658173.

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35

Russell, Mary. "Online Learning Communities: Implications for Adult Learning." Adult Learning 10, no. 4 (June 1999): 28–31. http://dx.doi.org/10.1177/104515959901000410.

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36

Wilson, Janell D., Sheila A. Cordry, and Nina King. "Building learning communities with distance learning intruction." TechTrends 48, no. 6 (November 2004): 20–22. http://dx.doi.org/10.1007/bf02763577.

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37

Pike, Gary R. "Learning about Learning Communities: Consider the Variables." About Campus: Enriching the Student Learning Experience 13, no. 5 (November 2008): 30–32. http://dx.doi.org/10.1002/abc.269.

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38

T. BONGCO, ROXANNE, KHRISTINA ANNE D. AMA, PABLO V. ACUÑA. JR., and GERTRUDES C.PADILLA. "Intergenerational Learning in Online Teacher Communities." International Multidisciplinary Research Journal 4, no. 2 (June 26, 2022): 182–92. http://dx.doi.org/10.54476/4689611.

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This multiple case study sought to describe intergenerational learning (IGL) in the online teacher communities. More so, it disclosed into the online IGL’s directions of exchange, contents, strategies, and challenges. Data were gathered from 20 multigenerational teachers in the cases of a small and a big school for maximum variation, through semi-structured individual interviews and online interaction analyses. Results showed that online teacher communities through video conferences and group messaging pave the way for multigenerational colleagues in reference to age, period, cohort, and experience from learning from each other. Learnings of instrumental contents are embedded in multidirectional exchange, based on recognized expertise according to the younger generation’s cohort, and the older generation’s experiences. While varied contents from all generations find their way in the online teacher community, devaluing roles and contents could threaten the quality of teachers’ participation. Structured online learning activities however such Learning Action Cells (LAC) sessions could be instrumental to reinforce the valuing of varied roles and contents in the online IGL among teachers. Teachers learn during the structured sessions, they also learn equally valuable content in the flexible and spontaneous group messaging, although the latter is not a recognized form of professional learning. Keywords: professional learning, teachers, IGL, online learning, multiple case study

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39

SCARDAMALIA, MARLENE, and JUN OSHIMA. "Communities of Practice, Learning Communities, and Knowledge Building Communities : Are There Differences?" Annual Report of Educational Psychology in Japan 49 (2010): 9–12. http://dx.doi.org/10.5926/arepj.49.9.

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40

Darabi, Rachelle L. "Basic Writers and Learning Communities." Journal of Basic Writing 25, no. 1 (2006): 53–72. http://dx.doi.org/10.37514/jbw-j.2006.25.1.04.

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41

Alexander, Elise, and Phil Sandell. "Students Leadership: creating learning communities." FORUM 45, no. 2 (2003): 35. http://dx.doi.org/10.2304/forum.2003.45.2.1.

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42

Tirado-Morueta, Ramón, Juan Manuel Méndez-Garrido, and Ignacio Aguaded. "Drog@ project: virtual learning communities." Comunicar 15, no. 30 (March 1, 2008): 165–69. http://dx.doi.org/10.3916/c30-2008-02-010.

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This paper describes the contributions developed by a Spanish-Portuguese Research Project called “Drog@” which tries to promote drugs prevention at University. The project uses virtual teaching-learning tools including Internet to make information and communication easier to students.En este trabajo se describen las intervenciones desarrolladas por un proyecto de investigación hispano-luso denominado Drog@ y que ha consistido en promover en el ámbito de la educación universitaria algo tan necesario como la prevención en drogodependencias, mediante el uso de acciones formativas a través de entornos virtuales de enseñanza-aprendizaje y de la utilización de la Red para facilitar la información y la comunicación a los estudiantes.

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43

Thomas, Gail, Lois Crooke, and Peter Curtis. "Pre-registration education: learning communities." Nursing Standard 16, no. 38 (June 5, 2002): 38–40. http://dx.doi.org/10.7748/ns2002.06.16.38.38.c3205.

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44

Schou, Peter Kalum, Eliane Bucher, and Matthias Waldkirch. "Entrepreneurial Learning in Online Communities." Academy of Management Proceedings 2020, no. 1 (August 2020): 12779. http://dx.doi.org/10.5465/ambpp.2020.12779abstract.

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45

Beck, Diane E. "Learning Communities and Sustaining Excellence." American Journal of Pharmaceutical Education 69, no. 5 (September 2005): 80. http://dx.doi.org/10.5688/aj690580.

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46

Hueners, Deana, Maureen Murphy, Nancy Moose, Justin Blessinger, and John S. Nelson. "Implementing Wireless, Networked Learning Communities." International Journal of Technology, Knowledge, and Society 1, no. 1 (2006): 44–49. http://dx.doi.org/10.18848/1832-3669/cgp/v01i01/56333.

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47

Antinluoma, Markku, Liisa Ilomaki, Pekka Lahti-Nuuttila, and Auli Toom. "Schools as Professional Learning Communities." Journal of Education and Learning 7, no. 5 (July 20, 2018): 76. http://dx.doi.org/10.5539/jel.v7n5p76.

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The main objectives in building professional learning communities are to improve teachers’ professionalism and well-being, and create positive impacts on student learning. It is a question of changing the school culture. The main objective of this quantitative study was to investigate the maturity level of thirteen Finnish schools as professional learning communities from the perspectives of school culture, leadership, teaching, and professional development. The participants’ perceptions indicated a culture of collegiality, trust and commitment as common strengths at all schools. The school cultures supported professional collaboration, and the teachers had the knowledge, skills and dispositions to engage in professional collaboration. The challenges were related to structural conditions, especially the lack of collaboration time. Three school profiles were identified in the cluster analysis from the viewpoint of maturity as professional learning communities. Statistically significant differences between the three clusters were found in organizational and operational characteristics.

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48

Hustad, Wiggo. "Expectational learning in knowledge communities." Journal of Organizational Change Management 12, no. 5 (October 1999): 405–18. http://dx.doi.org/10.1108/09534819910289093.

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49

Chan, Carol K. K., and Ming Fai Pang. "Teacher Collaboration in Learning Communities." Teaching Education 17, no. 1 (March 2006): 1–5. http://dx.doi.org/10.1080/10476210500527899.

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50

Bush, Tony. "Collegiality and professional learning communities." Educational Management Administration & Leadership 44, no. 6 (October 31, 2016): 871–74. http://dx.doi.org/10.1177/1741143216663993.

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