Learning Community Model Research Articles

Professional Learning Community (PLC) in Singapore (Potential and Limitations in Shaping High-Quality Education)

SummaryThe aim of this article is to recognise the Professional Learning Communities (PLC) model adopted in 2009 in Singapore as a national mode. The explicit use of the term of PLC together with related terms makes it possible to understand an educational policy which is focused on the implementation of concepts developed in a different, foreign context. The orientation adopted in Singapore identifies PLC not only as reinforcing incentives for teachers and their professionalism, but more broadly, as reinforcing the already high-quality education. The arguments and evidence presented in this article are mainly based on literature and research review, as well as on analyses of source documents.

PENERAPAN MODEL PEMBELAJARAN LEARNING COMMUNITY BERBASIS MEDIA SOSIAL TERHADAP HASIL BELAJAR MATEMATIKA SISWA

The purpose of this study was to determine an effect of the application of the social media-based learning community learning model on the learning outcomes of class XII students of SMA Negeri 7 Bengkulu for the 2018/2019 academic year. The research method used is a pure experimental method with a research design form Posttest Only Control Design. The T-test results obtained by an average attitude assessment learning result are as follows: the value of spiritual attitudes between the experimental class and the control class assuming homogeneous data (Equal variances assumed) is obtained a sig. (2-tailed) value of 0.000 0.05, with tcount = 6.652 1.668 = ttable (0.05: 67). Assessment of social attitudes obtained a sig. (2-tailed) value of 0,000 0.05, with tcount = 3,742 1,668 = ttable (0.05: 67). Comparison of the average learning outcomes of the knowledge value with the assumption of homogeneous data, the sig. (2-tailed) value is 0.000 0.05, with tcount = 5.477 1.669 = ttable (0.05: 65). While the assessment of skills obtained a sig. (2-tailed) value of 0.002 0.05, with t = 2.469 1.668 = ttable (0.05: 67). Based on the results of data analysis, it was concluded "There is a significant difference in the application of the learning learning model. social media-based community on student learning outcomes in class XII at SMA Negeri 7 Bengkulu City.Keywords: Learning community, schoology, learning achievement

Building Creative Critical Online Learning Communities through Digital Moments

This paper is a mixed methods case study measuring student perceptions of a pedagogical strategy called “Digital Moments” (DM) for developing creative interactive online learning communities. The theoretical framework within which this resides is the Fully Online Learning Community (FOLC) model (vanOostveen et al, 2016), based on a foundation of problem‑based learning, cognitive and social presence, and learner‑centred pedagogies.The article reviews a specific teaching strategy for increasing social presence and student engagement through the use of creative and artistic expression in problem‑based learning spaces. Using “Digital Moments” as a way to build inclusion in two synchronous graduate online courses, the author describes how the teaching strategy increased student participation, developed student ownership of learning, and encouraged collaborative processes between participants. This teaching strategy makes a significant contribution to digital pedagogy. Although the growth of online learning is quite substantial, our ability to develop online communities that inspire critical and creative thinking has not kept pace. Traditional teacher‑centred learning environments do not meet the needs of students in today’s Fourth Industrial Revolution. As such, the FOLC model provides an online learning community model that removes traditional teacher‑learner roles, allows the instructor to act as a facilitator and challenges learners to co‑design and co‑create the learning process. Within this digital space, collaborative disruption is encouraged, and, in fact necessary for the types of critical and creative thinking to emerge that are central to the FOLC model. Digital Moments, is one example of a pedagogical strategy that enables learners to co‑create and own the digital learning space, within a fully online learning community.

School + Family Community Learning Model of PE Course under COVID-19 Epidemic Situation

Influenced by COVID-19 epidemic, students cannot learn PE course offline, and online live streaming becomes a main method under the epidemic situation. How to guarantee students’ learning quality at home and communication among students, parents and teachers is a matter of concern. Besides, traditional PE teaching model also has many defects, and students’ dependence on the teacher is strong. On this basis, the school + family community learning model was constructed in this study based on big data technique and online teaching under the COVID-19 epidemic situation. This model takes the collaboration among students, parents and teachers as the core and key, aims to improve teachers’ online teaching effect and students’ online learning quality, including four stages: connection stage, adaptation stage, proficiency stage and integration stage. In addition, this model was applied in PE teaching in combination of cooperative learning. Meanwhile, the main first-level evaluation indexes of the model were developed, including teaching and resource platform, infrastructure, environment and layout, IoT application, intelligent recording and playing, training scheme, intelligent control and perception. The teaching effect was verified by the questionnaire method, and the result demonstrates that the teaching model improves both teachers’ online teaching capability and students’ online learning quality.

Medical University of South Carolina College of Medicine.

Medical University of South Carolina College of Medicine.

Online Professional Development for High School Computer Science Teachers: Features That Support an Equity-Based Professional Learning Community

A grand challenge of the computer science (CS) for all education movement is the preparation of thousands of teachers with high quality, accessible professional development (PD) that has evidence of improving teacher knowledge and pedagogical practices necessary to support the learning needs of diverse groups of students. While regional PD programs can provide in-person learning opportunities, geographic and time constraints often inhibit participation. This article shares findings from an online PD program modified from the existing in-person exploring computer science PD program to provide teachers a facilitated online learning community model to support their first year teaching the course. The findings from this study have implications for future directions in the CS education field, indicating that this model of online PD, heavily based on shared experience among participants, can increase CS teachers’ confidence in adapting and delivering lessons designed to be engaging and accessible to all students.

University of Utah School of Medicine.

University of Utah School of Medicine.

Increased Motivation To Learn By Using Learning Model Learning Community Students Mathematics Education

This Research aims to increase the motivation of students in differential calculus learning using the Learning Community model in the class B Mathematics Education Program of Ahmad Dahlan University academic year 2018/2019, totaling 28 students. This type of research is a class action study consisting of planning, action, observation, and reflection phases. The instrument used in this study is an observation sheet. The results showed that the student's learning motivation increased as demonstrated by the increased motivation of learning students from Cycle 1 which was 76.5 percent in the high category, while in Cycle 2 increased to 81.5 percent in the class very High. It can be concluded that using learning Model Learning Community can improve the cultivation of teaching differential calculus of class B students UAD mathematics education.

Evaluation of a Baccalaureate Social Work Learning Community

First- year learning communities are a trend in higher education, with groups of first-year baccalaureate students taking two or more first- semester courses together and spending time in various activities with faculty and fellow students. This cohort model emphasizes the value of a sense of community and fosters a supportive social and academic environment. Although the positive impact of first- year learning communities has been well documented, less is known about the impact of learning communities on academic outcomes and the implications for BSW education. This quantitative study including open- ended questions extends an understanding of how college experiences and educational achievement differ by participation in a social work learning community. Results indicated that participation in a social work learning community was significantly related to higher GPAs. The preliminary findings of this study add to the overall knowledge of a learning community model applicable to baccalaureate social work freshmen.

What matters in learning communities for inclusive education: a cross-case analysis

ABSTRACT Implementing inclusive education requires on-going commitment to teachers’ professional learning. One way of implementing professional learning is to develop learning communities based on Lave and Wenger’s ideas of situated learning and learning as social practice. Learning communities, drawing on models of Professional Learning Communities and communities of practice, were designed to build capacity for inclusive teaching in two rural schools in Australia and a peri-urban school in South Africa. This paper reports on a multi-case study that involves a cross-case analysis of these three learning communities. We demonstrate that across the three cases, responsiveness to contextual exigencies matters, expertise matters and supportive networks matter. These findings are further illuminated by complexity theory which draws attention to learning communities operating at the confluence of a number of interacting systems, as well as the possibility of change where teacher learning occurs through the recontextualisation of knowledge and learning across boundaries. Our findings support situated learning that values collaboration to develop social and inclusive cultures and practice in schools. The findings also have the potential to inform planning for professional learning for inclusive education.

대학에서의 팀기반학습을 적용한 ‘학습커뮤니티 모형’ 개발

대학에서의 팀기반학습을 적용한 ‘학습커뮤니티 모형’ 개발

Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students at Their Institutions

In this paper we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a Transgressive Learning Community (TLC) that empowers graduate instructors with tools to reveal, mitigate, and disrupt oppressive structures in higher education. Our learning community is founded on critical race and feminist conceptualizations of pedagogical inquiry in its design, implementation, and assessment to serve underprivileged, underserved, and historically underrepresented graduate students. We argue that the intersections of marginalized and graduate student identities create distinct experiences of discrimination, marginalization, tokenism, isolation, and impostor syndrome due to a lack of sustained teaching mentorship within the academy. The Transgressive Learning Community model that we propose in this paper functions to create spaces of transgressive and transformational pedagogical engagement for graduate students who exist at the intersections of these identities.

A snapshot of the chalkboard writing experiences of Bachelor of Education students with visual disabilities in South Africa.

BackgroundSouth African higher education policy frameworks highlight renewed interest in equity, access and participation imperatives for students with disabilities (SWDs). However, students with visual disabilities continue to face barriers in their teaching practice school placements.ObjectivesThis article aims, firstly, to provide early insights into the barriers experienced by students with visual disabilities in their teaching practice school placements in under-resourced schools in KwaZulu-Natal, South Africa. Secondly, it introduces learning communities and a teaching practice pre-placement booklet to enhance equity, access and participation in teaching practice school placements.MethodThis study adopted a qualitative methodology using semi-structured interviews to elicit data from two Bachelor of Education students with visual disabilities, who were part of a teaching practice learning community managed by the Disability Unit at the University. Thematic analysis was used, using Tinto’s Learning Community Model which generated valuable evidence to argue for institutional commitment to achieve equity, access and participation for students with visual disabilities.ResultsThrough engagement with a teaching practice learning community and a teaching practice pre-placement booklet, two students with visual disabilities responded to and managed the chalkboard in ways that promoted teaching and learning in the classroom. These retention support trajectories provide evidence to support enhanced equity, access and participation. Given the stigma associated with disability and the need for equity at policy level, higher education institutions should seriously consider systemic mechanisms for access, participation and success outcomes in the teaching practice school placements of students with visual disabilities.ConclusionBarriers to participation signal the need for accessible teaching and learning strategies for use by students with visual disabilities in their teaching practice school placements. Teaching practice assessors should be alerted to contextual differences in resourced and under-resourced school settings and the diverse ways in which SWDs navigate these differences.

Optimization design of the online learning environment for ethnic college students: the perspective of the emotional participation

ABSTRACT The emotional participation of online learning is a process-oriented emotional indicator that measures learners’ learning effects. Existing studies have shown there is little research on online-learning emotional participation, and even fewer have studied the online learning participation of ethnic college students. In order to study the online learning participation of ethnic college students, this paper tried to build the online-learning emotional participation theory model, which included four dimensions: learning interest, self-efficacy, self-worth and the sense of belonging. Based on the survey of 723 students from Yunnan Minzu University in China, we analysed the structural and quantitative relationships among the four dimensions of online-learning emotional participation of ethnic and Han college students respectively. The results show that there are significant differences in the online-learning emotional participation between ethnic and Han college students, especially their sense of belonging. Furthermore, in order to build a better online learning environment for ethnic college students and enhance their sense of belonging, an online learning community model is proposed.

Penerapan Model Pembelajaran Sains Teknologi Masyarakat dan Pengaruhnya Terhadap Hasil Belajar ditinjau dari Kemampuan Matematis

So far there is still a growing view that social and scientific scientific development are two separate entities. Science and social work in different directions even across from shared values. Interest in developing science sometimes does not consider the needs and desires of the community as a representation of the social realm, and vice versa. Learning with the Community Technology Science model will provide solution answers to scientific and social ego issues so that they will hack into the relationship between the two. The Community Technology Science learning model will present learning that instills an understanding that between science and social must go together, the development of science must answer the needs and interests of society. This study tries to apply the Science Technology Community learning model with a review of the mathematical ability of its influence on learning outcomes. This study uses a hypothesis test (T test) using a statistical program and is a type of quantitative causality research. The research locations were Ambulu SMPN 2 and Rambipuji 2 Public Middle School with respondents as students of the two schools.

Colorectal Cancer: Applying the Value Transformation Framework to increase the percent of patients receiving screening in Federally Qualified Health Centers.

BackgroundColorectal cancer is the second leading cause of cancer death in the U.S. and third-most common cancer in both men and women. Colorectal cancer screening (CRCS) rates remain low, particularly among vulnerable patients receiving care at federally qualified health centers. Through its Value Transformation Framework, the National Association of Community Health Centers provides a systematic approach to improving CRCS by transforming health center infrastructure, care delivery, and people systems—to improve health outcomes, patient and staff experiences, and lower costs (Quadruple Aim).MethodsWe combined the Value Transformation Framework, evidence-based CRCS interventions, and the Learning Community Model to drive system improvements and implement evidence-based practices. Multi-disciplinary teams at 8 health centers in Georgia and Iowa participated for 1-year with Primary Care Association support.ResultsPre−/post- 1-year-intervention data showed, within health centers, raw percentage of eligible patients screened for CRC increased from 33.2% (13.5%–61.7%) in January 2017 to 46.5% (14.2%–81.5%) in December 2017, with an overall 13.3 percentage point average increase. This translates into an average increase of 3.3 (95% CI: 1.7, 5.0) eligible patients screened per month per health center over the year or 317 additional patients meeting CRCS guidelines. Specific interventions associated with higher CRCS rates included standing orders, sharing performance data, and electronic health record alerts.ConclusionFindings support a three-pronged approach for improving CRCS: The Value Transformation Framework's evidence-based recommendations, with actionable CRC interventions, offered in a learning community. These results guide methodological approaches to improving CRCS in health centers through a multi-level, multi-modality quality improvement and transformation approach.

Rethinking Professional Experience Through a Learning Community Model: Toward a Culture Change

Preparing pre-service teachers to become effective future educators has become increasingly complex in an environment of rapid change, economic uncertainty, technological advancements, and cultural diversity. Contemporary initial teacher education is evolving and adapting to the changing organizational environments and cultures in organizations who partner in equipping pre-service teachers to become knowledgeable, innovative, and professional in their teaching and skilled in effectively connecting, interacting, and collaborating in professional communities. Professional experience placements provide pre-service teachers with the opportunity to participate in teaching in real-world settings guided by experienced teachers and supported by university supervisors; however, the diverse approaches to professional experience adopted by educational organizations, influence pre-service teachers’ experiences, and outcomes. Cultural and socio-economic factors across different sites also impact on the outcomes of students’ professional experience due to variations in the organizational culture and settings. In this paper we explore the evolution of professional experience from traditional to contemporary, the role of the third space in professional experience, and the complexities in developing a unified approach in universities and early childhood sites/schools, organizations that have very different cultures yet are committed to developing effective teachers. We highlight the advantages of adopting a learning community model for professional experience in which mentoring is central to success. A theory-based model of professional experience, 3PEx, based on a learning community approach and the merging of cultures in professional experience and learning contexts, is introduced. This model is informed by the literature and results of a recent study of professional experience in a university reimagining initial teacher education to meet contemporary standards. The challenges of achieving cultural change in the professional experience arena are explored, and a range of strategies suggested that can lead to a deeper understanding of the cultural landscape and the needs of pre-service teachers in their transition to teaching.

Softening the hierarchy: the role of student agency in building learning organisations

PurposeThe purpose of this paper is to explore the role of student agency in building learning organisations (LOs) based on a case study of a student learning community (SLC) model that incorporates learning-centred dialogue between students and teachers.Design/methodology/approachThe case study adopted a multi-phase design involving multiple perspectives. Data were collected using questionnaires and semi-structured interviews following student and teacher involvement in two classroom events and subsequent dialogic encounters.FindingsKey insights emerged demonstrating the value of the SLC model in creating conditions that support LOs by enabling pedagogical spaces where students and teachers learn together, as well as the need for this model to encompass marginal voices and negotiate alternative approaches to accountability.Research limitations/implicationsThis small-scale case study was based on a purposive sample of 10 teachers and 14 students from a single school setting in England. Therefore, there are limitations in generalising results to other contexts. Furthermore, the use of self-report measures to examine this case limits analysis of the case study conditions.Practical implicationsThe investigation provides insight into the implementation of this model through a consideration of teacher–student relationships, guidelines for dialogic encounters, training in student-led lessons and observations, as well as factors concerning the inclusivity and authenticity of this approach.Originality/valueGrowing interest in student agency emphasises the importance of further investigation into initiatives aiming to develop meaningful student involvement. This paper provides new perspectives on the insights generated by the SLC model in order to support the development of student agency models in other schools.

Promoting Entrepreneurship through a Community Learning Model – Case Study: Green Businesses

This article presents a community learning model formulated by Engineers Without Borders Colombia with the aim of providing communities with tools to create sustainable productive solutions which have relevancy for members and for potential customers. The goal of this formulation is to promote learning processes that are guided by decisions made by community members to propose sustainable and replicable initiatives. The model applicability is evidenced through a case study devoted to strengthening community-led green businesses in the Guavio Province, Colombia by collecting lessons and conclusions. Ultimately, this collection will prove useful in replicating the learning model in other similar rural communities.

Evaluation of a Preclerkship Learning Community Model for Delivering Clinical Skills Curriculum.

Background:Medical schools are increasingly using learning communities (LCs) for clinical skills curriculum delivery despite little research on LCs employed for this purpose. We evaluated an LC model compared with a non-LC model for preclerkship clinical skills curriculum using Kirkpatrick’s hierarchy as an evaluation framework.Methods:The first LC cohort’s (N = 101; matriculating Fall 2013) reaction to the LC model was assessed with self-reported surveys. Change in skills and learning transfer to clerkships was measured with objective structured clinical examinations (OSCEs) at the end of years 2 and 3 and first and last clerkship preceptor evaluations; the LC cohort and the prior cohort (N = 86; matriculating Fall 2012) that received clinical skills instruction in a non-LC format were compared with Mann-Whitney U tests.Results:The LC model for preclerkship clinical skills curriculum was rated as excellent or good by 96% of respondents in Semesters 1 to 3 (N = 95). Across multiple performance domains, 96% to 99% of students were satisfied to very satisfied with their LC faculty preceptors (N varied by item). For the end of preclerkship OSCE, the LC cohort scored higher than the non-LC cohort in history gathering (P = .003, d = 0.50), physical examination (P = .019, d = 0.32), and encounter documentation (P ⩽ .001, d = 0.47); the non-LC cohort scored higher than the LC cohort in communication (P = .001, d = 0.43). For the end of year 3 OSCE, the LC cohort scored higher than the non-LC cohort in history gathering (P = .006, d = 0.50) and encounter note documentation (P = .027, d = 0.24); there was no difference in physical examination or communication scores between cohorts. There was no detectable difference between LC and non-LC student performance on the preceptor evaluation forms at either the beginning or end of the clerkship curriculum.Conclusions:We observed limited performance improvements for LC compared with non-LC students on the end of the preclerkship OSCE but not on the clerkship preceptor evaluations. Additional studies of LC models for clinical skills curriculum delivery are needed to further elucidate their impact on the professional development of medical students.