Learning Communities: Examining Positive Outcomes

Autor/in	Andrade, Maureen S.
Titel	Learning Communities: Examining Positive Outcomes
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 9 (2008) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Course Content; Campuses; Academic Achievement; Academic Persistence; School Surveys; College Students; College Freshmen; Participation; Student Adjustment; College Environment; Grade Point Average; Majors (Students); Course Selection (Students); Focus Groups; Participant Satisfaction; Student Motivation; Retention (Psychology); Social Integration; Outcomes of Education; Teacher Student Relationship; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Kursprogramm; Schulleistung; Collegestudent; Studienanfänger; Teilnahme; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulumwelt; Course selection; Kurswahl; Schulische Motivation; Merkfähigkeit; Soziale Integration; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Learning communities, designed primarily to increase student persistence and academic achievement, are a common first-year initiative on university campuses. Assessments of learning communities frequently examine indicators that are easily quantifiable such as student persistence and academic achievement, but also examine factors thought to affect these outcomes such as student involvement and satisfaction. This article reviews published studies to determine the degree to which learning communities successfully affect involvement, satisfaction, achievement, and persistence, and attempts to identify the characteristics that produce positive results. The review concludes that first, learning communities do attain positive outcomes, but second, that it is difficult to determine which characteristics of learning communities (i.e., integrated course content, coordinated assignments, academic skills training, mentoring) account for their success due to the small number of studies, the heterogeneity of programs, and self-selection effects. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10