Dissertations / Theses on the topic 'Learning community'
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Buck, Alison R. "Learning Community Participation and Sense of Community." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-07062006-115946/.
Full textHarley-McClaskey, Deborah. "Service-Learning/Community Education Panel." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/4726.
Full textBell, Sandra Emanuel. "Reconceptualizing schools as learning communities /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992750.
Full textWolfson, Larry. "Learning through service : community service learning and situated learning in high school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/NQ46449.pdf.
Full textJedele, Randall Eugene. "Teaching and learning in community a phenomenological study of community college faculty pedagogy and learning communities /." [Ames, Iowa : Iowa State University], 2007.
Find full textCostello, Jane Martha. "Guest speaker impact on learning community." Thesis, Lancaster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658318.
Full textJilka, Milan. "Artistic Learning in an MFA Community." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538710/.
Full textMorse, Ricardo Stuart. "Community Learning: Process, Structure, and Renewal." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27472.
Full textPh. D.
White, Martin. "The Portland Learning Community : a history." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3574.
Full textPesta, Nancy Jean, and Patricia Ubrun. "Service learning: Students benefitting the community." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1248.
Full textDowney, Tamara. "Learning in community and life in community" : the concept of a community as a classroom." Thesis, University of Ballarat, 2002. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/42032.
Full textDoctor of Philosophy
Khumalo, Four-ten Enock. "Methods of assessing learning needs for community education programs." Thesis, University of Pretoria, 1999. http://hdl.handle.net/2263/29818.
Full textWebber, S. Nicole. "Development of the community assessment scale : operationalizing Boyer's six principles for a vital learning community /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074451.
Full textJulie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textPaproski, Peter. "Community learning in Haiti : a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/MQ43930.pdf.
Full textWong, Yan-pan, and 黃寅斌. "Residential hall as a living: learning community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31986183.
Full textAmer, Noor Eddin. "Developing a community platform for creative learning." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/119588.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 119-122).
The Syrian refugee crisis has created serious challenges to higher education in regional host countries. While digital educational technologies from the West have the potential of mending some of these challenges, there is a lack of locally appropriate solutions. We see this as a reflection of the modest number of innovators who have the technical and pedagogical training for developing such technologies, with combined understanding of the refugee and regional context. We attempt to bridge this gap by developing LIME (Learning Innovators - Middle East), an online platform for a capacity building program in Jordan and Lebanon. LIME is a Progressive Web Application that was developed with a React/Redux/Node/PostgreSQL stack. Through LIME, learners can take online classes, gain valuable development skills and engage in a community of innovators, all the while working on projects to deal with the refugee crisis. We believe that our project-based, community-focused approach to digital learning can help learners in host countries gain the necessary skills to develop local solutions to refugee education. We hope that such an approach will also alleviate the stress on regional institutions of higher education. We embrace the challenge of refugee education as an opportunity to spur innovation in the Middle East.
by Noor Eddin Amer.
M. Eng.
Karpen, Lalita. "Impact of Professional Learning Community on Coteaching." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1691.
Full textManchester, Helen. "Learning through engagement in community media design." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731707.
Full textGwatirisa, Ruvimbo Valerie. "Intercultural learning and community mobilisation within eMzantsi." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/10513.
Full textThis dissertation is a study of intercultural learning and community mobilisation within eMzantsi, an organisation that seeks to bring together previously segregated communities in the Southern Peninsula, Cape Town, Western Cape, South Africa, through various artistic activities and programmes. The programmes all culminate in a Carnival, which has occurred annually since 2005. This dissertation seeks to show how, if at all, eMzantsi is serving as a site for intercultural learning within the communities and how, if at all, it is promoting community mobilisation. In order to conduct this study, I interviewed key leaders in the organisation. I also did a document review of the current thinking on intercultural communication research in South Africa, with reference to the Southern Peninsula in the Western Cape. The study deals with the perceptions that key participants in eMzantsi have of the communities they work with and the possibilities they foresee for mobilisation and intercultural learning. This is linked to their perceptions of South African identities. Intercultural communication was an all-encompassing theme that brought to the fore varied dynamics of culture, communication and power that in turn led to the different ways in which eMzantsi staff mobilised community based organisations. These core themes underlie the main findings of the project. The dissertation findings are discussed in several categories, based on the perceptions of black, coloured, and white communities in the Southern Peninsula. These categories include the positionality of the members being interviewed, the concept of intercultural learning, what draws people in to the project, who is excluded from the project, challenges that have been faced over the years, the successes of the programme, the importance of community support, and lastly, ideas and recommendations for the project with a special focus on intercultural learning. These different aspects of the dissertation reveal that there are differing dynamics in intercultural acceptance and engagement within the communities of the Southern Peninsula. The research also shows that there are different ways of learning culture, and that culture in itself, is not static.
Ford, Ramsey A. "Design and Empowerment: Learning from Community Organizing." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242854164.
Full textFord, Ramsey. "Design and empowerment learning from community organizing /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1242854164.
Full textAdvisor: Mike Zender. Title from electronic thesis title page (viewed July 27, 2009). Includes abstract. Keywords: design; design for social impact; social design;design and community empowerment; design and economic development; poverty and design. Includes bibliographical references.
Bergmark, Ulrika. "Building an ethical learning community in schools." Doctoral thesis, Luleå : Department of Education, Luleå University of Technology, 2009. http://pure.ltu.se/ws/fbspretrieve/2745825.
Full textWong, Yan-pan. "Residential hall as a living : learning community /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950186.
Full textDavis, Lori E. "Global community creating a living learning community for international and American students /." [Muncie, Ind. : Ball State University], 2009. http://cardinalscholar.bsu.edu/685.
Full textTran, Linh Thuy. "Community member learning in a community-based ecotourism project in northern Vietnam." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51641.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Prentice, Mary Kathryn. "Learning beyond the classroom : the institutionalization of service learning programs in United States community colleges /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008422.
Full textDenny, Maura B. "Creating Community: A qualitative study to identify factors impacting community in a university Learning Community cohort." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4884.
Full textGreer, Janet Agnes. "Professional Learning and Collaboration." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26463.
Full textEd. D.
Rothgeb, Ray D. "An exploratory study of community college Assessment-of-Learning Programs in the higher learning commission region." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/679.
Full textAgostinho, Shirley Flavia Corrent. "Interactions in a web-based learning environment creating an online learning community /." Access electronically, 2000. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20061024.154536/index.html.
Full text王潤和 and Yun-wo Chris Wong. "Establishing a virtual learning community for on-line collaborative learning on mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125651X.
Full textWong, Yun-yo Chris. "Establishing a virtual learning community for on-line collaborative learning on mathematics /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148461.
Full textPolistina, Kim Joanne. "Outdoor Learning: A Theory of Community-Based Pro-Environmental Learning Through Leisure." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366542.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Full Text
Molapo, Maletsabisa. "Designing with community health workers: feedback-integrated multimedia learning for rural community health." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27977.
Full textSwiatocha, Andrea Leigh. "Learning through Movement." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/51847.
Full textMaster of Architecture
Coulson, Shirley Ann, and res cand@acu edu au. "Practitioner Experience of a Developing Professional Learning Community." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp194.07052009.
Full textEly, Eileen Eleanor. "Developmental education in the learning college /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full textSmith, Dennell Lawrence. "Developmental Students' Perception of a First Year Learning Community." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1554.
Full textGilliam, Janice Hoots. "The Impact of Cooperative Learning and Course Learning Environment Factors on Learning Outcomes and Overall Excellence in the Community College Classroom." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020104-160957.
Full textABSTRACTGILLIAM, JANICE HOOTS. The Impact of Cooperative Learning and Course Learning Environment Factors on Learning Outcomes and Overall Excellence in the Community College Classroom. (Under the direction of Carol E. Kasworm.)This study tested the theory of social interdependence by examining the impact of cooperative learning (CL) in comparison to traditional instructional methods (identified in this study as non-cooperative learning, NCL) on 12 course learning environment factors, learning outcomes, and overall excellence of instruction and courses. It also investigated the relationship of 12 course learning environment factors on learning outcomes and overall excellence of instruction and courses. This study was conducted at a small rural comprehensive community college and utilized over 3000 student ratings of instruction as the primary data. The IDEA Center student rating form (IDEA Center, 1998b) was used to measure these variables. The Questionnaire on the Use of Cooperative Learning (Cooperative Learning Center, 1991) was used to identify faculty who taught courses integrating cooperative learning (CL) and those not integrating cooperative learning (NCL). Quasi-experimental representative design guided the investigation of an experimental group (students in CL courses) and a comparison group (students in NCL courses) comparing course learning environment factors, learning outcomes, and overall excellence of instruction and courses. Student ratings of CL courses were significantly higher than NCL courses on learning outcomes (p-value of .007). Additionally, CL courses were significantly higher than NCL courses on 10 of 12 course learning environment factors and learning outcomes. Six of these ten variables were significant at the .01 level. The difference between student ratings of CL and NCL courses on overall excellence was marginal (p-value of .042). The most significant finding was the impact of course learning environment factors on learning outcomes and overall excellence of instruction and courses, each with p-values of .000. A large portion of the variance in student ratings of learning outcomes (82%) and overall excellence of instruction and courses (88%) could be attributed to the course learning environment factors. This study was one of the first to extensively examine the theory of social interdependence through the impact of cooperative learning on student ratings in a community college. It also investigated how course learning environment factors impacted student ratings of learning outcomes and the overall excellence of instruction and courses.
Stobie, Paula Anna. "Community education on stroke." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/stobie/StobieP1209.pdf.
Full textJolliffe, Wendy. "The implementation of cooperative learning : a case study of cooperative learning in a networked learning community." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4453.
Full textChappell, Allison Taylor. "Learning in action training the community policing officer /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011615.
Full textArnaud, Velda. "Institutionalized Community College Service Learning to Promote Engagement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601905.
Full textCommunity college graduation rates are low, and community colleges have been tasked with producing more graduates to meet workforce needs. Research has determined that engaged students remain at their institutions and complete their degrees. Service learning has been identified as a high-impact practice that engages students with their learning and builds connections between students and campus personnel. The majority of service-learning research, having been conducted with 4-year colleges and universities, may have limited applicability to the community college population. This qualitative descriptive case study describes how institutionalized service learning on 1 community college campus is structured, supported, and operated. The study used the framework of student success, service learning, and institutionalization to determine how the college provided resources and opportunities for service learning. Participants for the study were selected using mixed purposeful sampling to identify individuals recently involved with service learning at the college; data came from document reviews, campus and Internet observations, college staff interviews, and student group online discussions. Data were collected and analyzed using a spiraling technique. Findings indicated that the college's curricular and cocurricular service-learning activities were integrated throughout the campus in many departments and with different groups. While the service-learning coordinators made distinctions between curricular and cocurricular service learning, student participants did not make such distinctions. Students in this study were engaged with their service learning. These findings have applicability for all community college educators, demonstrating that institutionalized community college service learning might lead to greater retention through graduation.
Wong, She, and 黃舒. "Heritage conservation education: a community service learning approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48348557.
Full textpublished_or_final_version
Conservation
Master
Master of Science in Conservation
Walsh, Janet K. "The Learning Needs of Community College Emerging Scholars." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125106.
Full textThe community college mission has always centered on providing higher education opportunities for all people (American Association of Community Colleges [AACC], 2015a; Bailey, Jaggars, & Jenkins, 2015; Dassance, 2011; Dotzler, 2003; Greenburg, 2008; Schuh, Jones, Harper, & Associates, 2011). However, many students who enrolled at the community college level were not college ready and often required developmental coursework to help bridge the knowledge gap prior to taking college level courses. Unfortunately, those students were unlikely to obtain higher education credentials (Bailey et al., 2015; Carnegie Foundation, 2014). On the other hand, the researcher observed a relatively small number of students who began their community college education at the developmental level, successfully completed the developmental course sequence, completed college level courses, and graduated with a degree while maintaining a high GPA.
The purpose of this qualitative study was to explore the experiences of those students, identified as Emerging Scholars, at a large Midwestern community college. Through interviews the researcher analyzed the perceptions of Emerging Scholars, specifically, factors perceived as beneficial to success and factors perceived as barriers to success while the student completed a minimum of two required developmental courses, completed a minimum of 24 credit hours of college level coursework, and maintained a 3.5 or higher GPA (on a 4.0 scale).
As expected, the researcher found the concept of success to be complex and multifaceted. However, two key factors emerged as contributing to success: the establishment of a personal goal and positive faculty-student interactions; participants mentioned both as being a contributor to success. There were six additional factors identified as valuable to success: academic support services offered by the college, specific classes, support from others, motivation to persist, having an internal drive to be successful, and having the necessary skills to be successful. The only barrier to success identified was termed “uncontrollable events” in the lives of study participants.
The data analysis from this study could assist community college leaders as they search for ways to increase the success of students who begin their college at the developmental level and could shed light on the type of support to be offered to students who may be struggling and potentially helpful to all students.
Bleffert-Schmidt, Anita. "The Blended Learning Experience of Community College Students." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/94.
Full textCoulson, Shirley Ann. "Practitioner experience of a developing professional learning community." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/661b94771513c0ece27a051316742e2ccc4d7c574d92610e0485947e16dcb91e/2671332/64833_downloaded_stream_58.pdf.
Full textBotha, Lezanne. "The architecture of learning environments and community integration." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/5604.
Full textIncludes bibliographical references.
This thesis is focused on architectural theories and design concepts which will add to the discourse of the what learning environments should or could be in the 21st century. It is based on the idea that spaces for learning need to be more “alive and that architecture can stimulate positive social interaction between people. The current public education system and its related standards, requirements and policies, with regards to physical learning spaces, does not address the present needs of children as it ought to. Many schools in South Africa are not built and designed to function as sustainable buildings and they often do not cater for the economic, environmental or social needs of current and future learners, teachers and community members.
Newnham, Jodi-Lyn Marie Theresa. "Finding community in community service learning." Thesis, 2004. http://hdl.handle.net/2429/15771.
Full textApplied Science, Faculty of
Community and Regional Planning (SCARP), School of
Graduate