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Shaping the learning environment of first‐year students Combining collective space with collective learning

Shaping the learning environment of first‐year students Combining collective space with... Purpose – The purpose of this paper is to describe the conceptualisation and implementation of learning communities (LCs) at two selected female residences. I argue that learning is mediated by collaborative, social interaction and that learning does not only happen in the classroom, but rather in the everyday living spaces. I therefore propose the implementation of LCs as another alternative to help students navigate the educational landscape. Design/methodology/approach – The author employed a qualitative case study design located in the socio‐constructivist paradigm. Such a perspective values participants’ perspectives as knowledge is viewed as being constructed collaboratively. Thus, to evaluate the first implementation cycle at Residence X (in 2010), the author conducted semi‐structured interviews to hear participant voices on what worked, what did not and what should be improved. Findings – The findings suggest that the engagement in LCs was valuable for learning since it could assist students to cope with university life. However, careful conceptualisation and implementation, and more specifically, a critical examination of the entire context is required. Students cannot operate in a system that is failing them. Enabling opportunities that will foster a safe space for collaborative engagement is desirable. Research limitations/implications – This study was conducted at two residences only and only a few students participated. A longitudinal study is required at residences as the formation of LCs is a process and does not happen over night. Practical implications – Third generation cultural historical activity theory (CHAT) can be used to guide a revision of the five‐pillar model framework and study time implementation at residences. Social implications – An openness to change and seeing the context as a fluid space will aid a transformation agenda. Originality/value – This paper shows how complementary lenses – CHAT and communities of practice – allowed a critical examination of the entire context and further highlights the complexity of conceptualising and implementing LCs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Shaping the learning environment of first‐year students Combining collective space with collective learning

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References (25)

Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
2050-7003
DOI
10.1108/JARHE-11-2012-0048
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to describe the conceptualisation and implementation of learning communities (LCs) at two selected female residences. I argue that learning is mediated by collaborative, social interaction and that learning does not only happen in the classroom, but rather in the everyday living spaces. I therefore propose the implementation of LCs as another alternative to help students navigate the educational landscape. Design/methodology/approach – The author employed a qualitative case study design located in the socio‐constructivist paradigm. Such a perspective values participants’ perspectives as knowledge is viewed as being constructed collaboratively. Thus, to evaluate the first implementation cycle at Residence X (in 2010), the author conducted semi‐structured interviews to hear participant voices on what worked, what did not and what should be improved. Findings – The findings suggest that the engagement in LCs was valuable for learning since it could assist students to cope with university life. However, careful conceptualisation and implementation, and more specifically, a critical examination of the entire context is required. Students cannot operate in a system that is failing them. Enabling opportunities that will foster a safe space for collaborative engagement is desirable. Research limitations/implications – This study was conducted at two residences only and only a few students participated. A longitudinal study is required at residences as the formation of LCs is a process and does not happen over night. Practical implications – Third generation cultural historical activity theory (CHAT) can be used to guide a revision of the five‐pillar model framework and study time implementation at residences. Social implications – An openness to change and seeing the context as a fluid space will aid a transformation agenda. Originality/value – This paper shows how complementary lenses – CHAT and communities of practice – allowed a critical examination of the entire context and further highlights the complexity of conceptualising and implementing LCs.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Sep 20, 2013

Keywords: Learning communities; Collaborative engagement; Cultural historical activity theory; Communities of practice; Learning methods; Students

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