Learning in a Community: Evidence of the Effectiveness and Challenges of Learning Communities

Pate, Margaret; Wagers, Shelly M.; Owen, Stephen; Simpkins, Courtney

doi:10.1080/10511253.2019.1692881

Cited by 3 publications

(2 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, and according to Redondo et al [8], it should be noted that any learning community, including intercultural ones, is based on the principle of community cohesion. This principle is shared with PLEs [13][14][15][16], which will help student communication in intercultural learning communities and are carried out progressively from an external participation until reaching the full integration of the users that compose it [17,18].…”

Section: Intercultural Learning Communitiesmentioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

View full text Add to dashboard Cite

This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

show abstract

Section: Intercultural Learning Communitiesmentioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

View full text Add to dashboard Cite

show abstract

“…In addition, the creation of these learning communities guarantees community cohesion [73,78]. This will help students to participate in communication with peers, little by little, until they achieve full integration in the learning communication [79]. This is especially relevant for UFM, given the socialisation challenges they face [32].…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors

Fernández

García-Garníca

Martínez-Martínez

et al. 2020

IJERPH

View full text Add to dashboard Cite

Spain is one of the countries with the greatest influx of immigrants and, specifically, of unaccompanied foreign minors (UFMs). The educational and social inclusion of unaccompanied foreign minors poses both a challenge and a threat to current policy. Nonetheless, studies linking educational aspects to the phenomenon of the integration of these children are scarce and do not specify the most influential educational tools and strategies. In this sense, a descriptive, quantitative and cross-sectional research study is presented. The aim of this study is to examine whether variables such as age and the use of applications and social networks determine the personal learning environments (PLE) of unaccompanied foreign minors. The sample of the present study was formed by 624 individuals (♂ = 92.1% (n = 575); ♀ = 7.9% (n = 49)) aged between 8 and 17 years old. The majority came from Morocco and resided in the cities of Ceuta and Melilla. The “PLE and Social Integration of UFMs” questionnaire was used as the study instrument. Amongst the main findings, significant differences are highlighted in the personal learning environments as a function of age-related psychosocial factors as they pertain to unaccompanied foreign minors. Four factors were seen to exist in relation to the personal learning environments of unaccompanied foreign minors: self-concept of the learning process, planning and management of learning, use of resources and tools, and communication and social interaction. The same trend was observed in the four factors, with older age groups reporting better scores. On the other hand, results show that the use of applications and social networks have a significant and favourable impact on personal learning environment construction.

show abstract

Similarly different: Finding the nuances in first year students' library perceptions

LeMire

Graves

Bankston

et al. 2021

The Journal of Academic Librarianship

View full text Add to dashboard Cite

Learning in a Community: Evidence of the Effectiveness and Challenges of Learning Communities

Cited by 3 publications

References 18 publications

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors

Similarly different: Finding the nuances in first year students' library perceptions

Contact Info

Product

Resources

About