A Learning Community Approach for Post-Secondary Large Lecture Courses

Ehrlick, Steven P.; Slotta, James D.

doi:10.3389/feduc.2018.00073

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…The subject contents do not rest mainly on written materials and videos, but they are collaboratively completed in the weekly discussion forums in which both students and teachers participate. This active learning model also provides positive results in face-to-face courses ( Deslauriers et al , 2019 ; Ehrlick and Slotta, 2018 ).…”

Section: Discussion and Future Directionsmentioning

confidence: 82%

E-learning strategies from a bioinformatics postgraduate programme to improve student engagement and completion rate

Garzón

Rubio

Pérez-Pulido

2022

Bioinformatics Advances

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Motivation E-learning is the standard solution adopted in transnational study programmes for which multiple face-to-face learning places are not an option. Bioinformatics is compatible with e-learning because its resource requirements are low. Online learning, however, is usually associated with high dropout rates because students start from a very low computational level and/or they need support to conduct practical analyses on their own. Results In this paper, we analyse the academic results of an online bioinformatics educational programme based on learning communities. The programme has been offered by the Spanish Pablo de Olavide University for more than five years with a completion rate of close to 90%. Learning bioinformatics requires technical and operational competencies that can only be acquired through a practical methodology. We have thus developed a student-centred and problem-based constructivist learning model; the model uses faculty and peer mentoring to drive individual work and retain students. Regarding our innovative learning model, the recruitment level (i.e. the number of applicants per available places and international origin), the results obtained (i.e. the retention index and learning outcomes), as well as the satisfaction index expressed by students and faculty lead us to regard this programme as a successful strategy for online graduate learning in bioinformatics. Supplementary information Supplementary data are available at Bioinformatics Advances online.

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Section: Discussion and Future Directionsmentioning

confidence: 82%

E-learning strategies from a bioinformatics postgraduate programme to improve student engagement and completion rate

Garzón

Rubio

Pérez-Pulido

2022

Bioinformatics Advances

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“…As a consequence, we expect that openness should be important for both, students' well-being (Bardi et al, 2009), and level of adaptation to the student environment and academic requests. Although the creation of student communities influenced how other theoretical models study the learning communities, Ehrlick and Slotta (2018) believe that in the last two decades there was no significant progress either in theory, or in practice.…”

Section: Student Openness To Build Learning Communitiesmentioning

confidence: 99%

Student Openness In Building Online Learning Communities By Means Of Movie

Nicoleta¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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The main goal of this research is to underline the role of students' openness in forming learning communities in the online environment, outside class hours, using movie as a learning resource. The participants were formed by 58 women students in the second year, of three study programs: Pedagogy of Primary and Preschool Education, Special Education, and Psychology, out of whom 46.6% expressed their interest in taking part in building a learning community, while the rest of 53.4%, denied. To make visible the possible differences between the two groups and whether the aspects concerning the level of openness and adaptation to the academic life influence the decision of participating in the study, we have used two instruments who measures the level of openness and the level of student adaptation to environment and academic requests. The results for the comparative analysis reflect differences between the openness towards intellect and the level of adaptation to academic life. The means are higher for the students wanting to take part in the learning community. The study can be seen as a starting point in building a student profile for future participants to online learning communities where movie is a learning resource.

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“…Research into the outcomes of learning communities has revealed that learning communities are powerful means for creating and sharing knowledge and can provide several benefits to both their individual members and the community as a whole. These benefits include improved student retention in academic courses (Kern & Kingsbury, 2019;Lei et al 2011), increased development of self-regulated learning strategies (Beishuizen, 2008), increased interaction and collaboration within the community (Buchenroth- Martin et al, 2017;Garrison, 2017), increased flow of information and knowledge sharing among community members Ehrlick & Slotta, 2018), increased sense of engagement and motivation (Nye, 2015;Pike et al, 2011;Rocconi, 2011), increased sense of belonging Masika & Jones, 2016), and relatedness to peers and teachers (Beachboard et al, 2011).…”

Section: Communities Of Learnersmentioning

confidence: 99%

Asynchronous text-based communication in online communities of foreign language learners: Design principles for practice

Marden

Herrington

2022

AJET

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Effective employment of information and communication technology (ICT) in foreign language teaching and learning has become imperative as a means to support second language development when traditional face-to-face instruction and interaction is not possible. Using a design-based research approach and a theoretical framework that integrates authentic learning and online communities of practice principles, this paper examines the nature and extent of students’ contributions to computer mediated communication (CMC) tools provided in an online Italian as a foreign language learning environment. This paper describes the context of the intervention strategy, the methodology used, and presents an analysis of themes emerging from the data relating to the use of multiple discussion forums to support interaction and collaboration within the online community of foreign language learners. The findings suggest that there was a substantial development in the way students used different discussion forums over the course of two consecutive iterative implementations of the online learning environment developed. The findings also show that, as time progressed, students felt increasingly more confident about communicating their ideas in writing in the target language to different groups of participants. Implications for practice or policy: The design principles and learning environment described in this study will assist foreign language educators to create their own pedagogical frameworks for language education in technology-based, authentic learning environments. The design principles that emerged from this research will assist foreign language educators to support student interaction and collaboration in online communities of learners. Foreign language students’ engagement with peers and native speakers will be enhanced by integrating the recommendations for encouraging purposeful and authentic student online interactions.

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A Learning Community Approach for Post-Secondary Large Lecture Courses

Cited by 3 publications

References 15 publications

E-learning strategies from a bioinformatics postgraduate programme to improve student engagement and completion rate

E-learning strategies from a bioinformatics postgraduate programme to improve student engagement and completion rate

Student Openness In Building Online Learning Communities By Means Of Movie

Asynchronous text-based communication in online communities of foreign language learners: Design principles for practice

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