Learning communities have been demonstrated to dramatically improve student outcomes by engaging students in their learning.This book constitutes a comprehensive guide for readers who want a broad strategic view of learning communities, enabling them to identify which type of LC best meets the learning needs of their students, and the context and mission of their institution.
The article assesses the impact of learning communities. Learning communities have gained widespread acceptance as a way to engage students in college and university academic communities. Like any innovative academic support program, learning communities take various forms.
First-year programs and freshman learning communities (FLCs) have become an institutionalized feature of the higher-education landscape. Although a vast amount of literature asserts the positive consequences of these programs, less attention has been devoted to the unintended, and occasionally negative, consequences of FLCs.
The article cites a study that investigates student engagement types in living-learning communities based on the perspectives from Rollins College, Florida. The assessment procedure was conducted by enrolling first year students in the Rollins College Conference (RCC) which provides an opportunity to students to engage in community building, continuing orientation and attending integration.
This research examines the impact of various high-impact educational practices integrated in different group elements (groups course, in-class group activities, and a learning community) on student perceived group work experience related to the Emerging Values model. The Emerging Values model found academic group work to be beneficial for students, specifically associated with peer value and group work values.
