Developing an Empirically Based Typology of Attitudes of Entering Students toward Participation in Learning Communities

Autor/inn/en	Jones, Peter R.; Laufgraben, Jodi Levine; Morris, Nancy
Titel	Developing an Empirically Based Typology of Attitudes of Entering Students toward Participation in Learning Communities
Quelle	In: Assessment & Evaluation in Higher Education, 31 (2006) 3, S.249-265 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Teaching Methods; Program Effectiveness; Multivariate Analysis; Experiential Learning; Classification; Cognitive Style; Student Attitudes; Factor Analysis; Higher Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Multivariate Analyse; Experiental learning; Erfahrungsorientiertes Lernen; Classification system; Klassifikation; Klassifikationssystem; Cognitive styles; Kognitiver Stil; Schülerverhalten; Faktorenanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Learning communities (LC) seek to strengthen and enrich students' connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long-standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities. (Contains 1 table and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10