Building a Community of Learning through Early Residential Fieldwork

Autor/inn/en	Walsh, Cathy; Larsen, Carl; Parry, Damian
Titel	Building a Community of Learning through Early Residential Fieldwork
Quelle	In: Journal of Geography in Higher Education, 38 (2014) 3, S.373-382 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2014.933402
Schlagwörter	Foreign Countries; Higher Education; Residential Programs; Field Studies; Field Experience Programs; Learner Engagement; Questionnaires; Student Participation; Program Effectiveness; Communities of Practice; Rating Scales; College Students; Geography; Geography Instruction; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Wohnungsbau; Praxisforschung; Praxisnahes Lernen; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Community; Rating-Skala; Collegestudent; Geografie; Geography education; Geography lessons; Geografieunterricht; Großbritannien
Abstract	The positioning of residential fieldwork early in students' higher education is an established way of attempting to build and engage them in a community of learning. In the study reported here, the benefits of such early residential fieldwork were investigated using Krausse and Coates's seven scales of engagement. These scales consider a number of key indicators--specifically transition, academic, beyond-class, peer, staff-student, online and intellectual engagement. Data on these scales were collected via questionnaires completed by groups of students who did and did not attend such a residential fieldwork event, both before and after the event. A Wilcoxon test of these data showed significant increases in peer and student-staff engagement in the post-fieldwork group only. A Kruskal-Wallis analysis provides evidence that students who had been on residential fieldwork became more involved in a community of learning with both their peers and virtual communities than those who had not. These results support the hypothesis that early residential fieldwork is an effective way of engaging students new to higher education in a community of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10