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

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

Research output: Contribution to journalArticlepeer-review

Abstract

Research on pedagogy has established the benefit of High Impact Practices (HIP) for student outcomes. Learning communities are a specific HIP that can vary widely in their structure. Learning communities appear to have a positive impact on academic outcomes and student perceptions. While research appears to support the use of learning communities, research has yet to fully explore the impact of the learning community on specific student skills. Given the increased popularity in their use, particularly in the field of criminal justice, the purpose of this study is to examine the effect of a linked-course freshman learning community (FLC) on student engagement and transferrable academic skills, including information literacy, critical thinking, and written communication. Differences were found between the FLC students and their non-FLC counterparts for some of the transferrable academic skills, but not overall engagement with the courses and campus. Implications for findings are discussed.

Original languageAmerican English
JournalDefault journal
StatePublished - Jan 1 2019

Keywords

  • High impact practices, learning communities, criminal justice pedagogy, critical thinking skills, higher education

Disciplines

  • Criminology and Criminal Justice
  • Higher Education

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