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Building Learning Community in Post-Secondary Large Lecture Courses: A Blended Approach to Fostering Communities of Learners

机译：在中学后的大型讲座课程中建立学习社区：培养学生社区的综合方法

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摘要

This design-based research study examined the ways in which a learning community approach can be enacted in large undergraduate lecture courses through a scaffolded, complex curricular design that utilizes active and inquiry-based learning. By combining a traditional lecture with breakout tutorials, the study involved two iterations, firstly by adopting the Fostering Communities of Learners (FCL) pedagogical model (Brown & Campione, 1996) then by augmenting the model by blending its methodology with elements from the Knowledge Community and Inquiry (KCI) model (Slotta & Peters, 2008; Slotta & Najafi, 2010).;The first iteration ( N = 236) consisted of a twelve week course, combining lectures with 12 breakout tutorial sections (N = 20). The course addressed a variety of foundational business concepts for undergraduate media students. The second iteration (N = 231), conducted the following year, included a digital Collaborative Knowledge Base (CKB) which was populated by student inquiry exercises and served to coordinate or index their subsequent inquiry activities. Both iterations were evaluated for adherence to, and enactment of, the FCL principles. The second iteration was further evaluated for adherence to the newly introduced KCI-inspired CKB, which measures included the enactment of the curricular design, achievement of course learning outcomes, the group inquiry project, tutorial activities, pre- and post-term surveys and focus groups for TAs and students.;Findings provided evidence of the viability and effectiveness of a learning community approach in large lecture courses at the undergraduate level when combining FCL learning principles with a student-populated dynamic knowledge base. Students achieved both individual and group success in meeting learning outcomes through individual inquiry and collaborative, active learning, with the CKB providing a forum for students to share their research and access ideas for their inquiry. It also served as a nexus, connecting lectures and tutorials with community content, thereby encouraging a class-wide learning community. This dissertation outlines a promising source of evidence and guidelines for instructors who seek to adopt a learning community approach for large lecture courses. It adds to the existing body of research on learning communities and makes connections to emerging areas of active learning for higher education.
机译：这项基于设计的研究研究通过采用主动式和探究式学习的脚手架，复杂课程设计，研究了在大型本科课程中实施学习社区方法的方式。通过将传统的讲义与突破性的讲解相结合，该研究涉及两次迭代，首先是采用“培养学习者社区”（FCL）的教学模型（Brown＆Campione，1996），然后通过将其方法学与知识社区的要素相结合来增强该模型。以及查询（KCI）模型（Slotta＆Peters，2008; Slotta＆Najafi，2010）。第一次迭代（N = 236）包括一个为期十二周的课程，将讲座与12个突破性教程部分（N = 20）相结合。本课程针对本科传媒专业的学生探讨了多种基础商业概念。次年进行的第二次迭代（N = 231）包括一个数字协作知识库（CKB），该知识库由学生的探究练习填充，并用于协调或索引他们随后的探究活动。评估了两个迭代是否符合FCL原则并制定了FCL原则。进一步评估了第二次迭代是否遵循新引入的KCI启发的CKB，该措施包括制定课程设计，实现课程学习成果，小组调查项目，辅导活动，学前和学后调查以及重点研究结果提供了证据，证明了将FCL学习原则与由学生组成的动态知识库相结合时，在大学级别的大型讲座课程中学习社区方法的可行性和有效性。通过个人询问和协作性主动学习，学生在满足学习成果方面获得了个人和小组的成功，而CKB为学生提供了一个分享他们的研究成果和获取他们的观点的论坛。它还充当联系，将讲座和教程与社区内容联系起来，从而鼓励了全班学习社区。本文为寻求采用大型演讲课程的学习社区方法的讲师概述了有希望的证据和指南。它增加了有关学习社区的现有研究范围，并与高等教育的主动学习新兴领域建立了联系。

著录项

  • 作者

    Ehrlick, Steven.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Pedagogy.;Curriculum development.;Education.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 232 p.
  • 总页数 232
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:38:27

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