Engaging students in a community of learning: Renegotiating the learning environment

Abstract

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation.

Comparison of simulation observer tools on engagement and maximising learning: a pilot study

“…The development of clinical decision making capability in nursing students is paramount to ensure quality and safe patient care (Bucknall et al, 2016;Forbes, Bucknall, & Hutchinson, 2016;Johnston, Nash, & Coyer, 2019). It is vital that students are supported and encouraged to develop higher level cognitive skills (Theobald, Windsor, & Forster, 2018). We recommend adequate preparation and education of simulation facilitators which emphasise and value the importance of reflection and to always challenge students to focus on the final two steps of the clinical reasoning cycle (Levett-Jones et al, 2010;Tutticci, Ryan, Coyer, & Lewis, 2018).…”

Teacher education: What Australian Christian schools need and what higher education delivers

“…It has been argued that the establishment of planned learning communities as part of the academic programme within the context of higher education would foster deep learning (Baker et al., 2005). This is likely to be because higher education students who belong to a community in learning assume greater responsibility, engagement and ownership of their learning (Theobald et al., 2018). As a community in learning, the students and the teacher can take advantage of each other as shared resources who grapple with questions and subject matter in ways that contribute to deep learning (Bentley and Buchanan, 2017; Harpaz, 2014).…”

Change Management in Dental Education: A Professional Learning Community

“…In one example, Walker et al implemented a PLC consisting of 19 smaller “learning circles” in nursing education to create “safe spaces” for authentic critique of the clinic management and delivery system in an effort to shine light on clinic inefficiencies that normally would be noticed by a lone community member and not communally shared, hence undermining progress on improving clinic efficiency 22 . The overall goal of their study was “to encourage nursing and student participants to actively deconstruct, confront, and challenge existing ways of thinking.” Also in nursing education, Theobald et al implemented PLCs to counteract the lack of engagement they observed from students by essentially adopting a flipped classroom approach 23 . Johns Hopkins University School of Medicine utilized a PLC to improve the educational environment between students and faculty based on findings by Suchman et al that showed the positive impact of the learning community on medical students’ professional identities 24 .…”