Overcoming Barriers of Study Delay by Implementing a Warm Bounded Learning Community

Autor/inn/en	Brauer, Hester; de Hei, Miranda
Titel	Overcoming Barriers of Study Delay by Implementing a Warm Bounded Learning Community
Quelle	In: Higher Education Studies, 11 (2021) 1, S.94-104 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Communities of Practice; Student Adjustment; Undergraduate Students; Learner Engagement; Foreign Countries; Theses; Barriers; Educational Environment; Program Effectiveness; Netherlands + Suchen Sie Ihr Suchwort? Community; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; These; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Niederlande
Abstract	We hypothesise that warm bounded learning communities (WBLC) contribute to social and academic integration of students. Eleven students facing study delay participating in a WBLC to write their bachelor thesis were interviewed. They described important episodes in their graduation process, prior to and during their participation. Results indicate that a WBLC that supports interaction, stimulates the development of a community identity, focuses on student collaboration, and mutual appropriation, guides students believing in student agency and supporting a positive self-belief system, can break down barriers students experience. Characteristics of the implemented WBLC and appropriate teacher roles can enlarge motivation, sense of belonging, academic knowledge and self-efficacy. Social interdependence is an important engine to increase social connections and academic self-efficacy, enhancing the growth of academic skills. Our research indicates that well implemented WBLCs can contribute to social and academic integration of students with a study delay. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01