Shaping the learning environment of first-year students

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.