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Students’ Cognition of Learning Community Current Situation of University Students’ Cognition of Learning Community in Application-oriented Universities

Published: 29 August 2023 Publication History

Abstract

As an innovation of traditional teaching modes, learning communities, including offline, online or hybrid ones, are widely used in modern education. This paper investigates undergraduates’ cognitive level of learning communities through their understanding, participation situation and recognition. Two hundred and fourteen undergraduates in an application-oriented university in Wuhan took part in the investigation. The results show that only 28.3% of the respondents have participated in learning communities and 82.4% of them are willing to join in online and offline hybrid learning communities to facilitate learning. Cognitive differences of learning communities among the students are analyzed by gender, grade and major. In response to the low participation rate but high acceptance, practical suggestions are given accordingly.

References

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Filitsa, D. and Jan-Willem, S. 2018. A primer on emergence and design in learning communities: a conceptual orientation whose time has come. Learning, Culture and Social Interaction. https://doi.org/10.1016/j.lcsi.2018.08.001
[2]
West, R.E. and Williams, G.S. 2017. “I don't think that word means what you think it means”: A proposed framework for defining learning communities. Education Tech Research Dev 65, 1569–1582. https://doi.org/10.1007/s11423-017-9535-0
[3]
Lichtenstein, M. 2005. The importance of classroom environments in the assessment of learning community outcomes. Journal of College Student Development, 46(4), 341–356. https://doi.org/10.1353/csd.2005.0038
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Trust, T. and Horrocks, B. 2016. “I never feel alone in my classroom”: teacher professional growth within a blended community of practice, Professional Development in Education. https://doi.org/10.1080/19415257.2016.1233507
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Holt, E.A. and Nielson, A. 2019. Learning communities and unlinked sections: A contrast of student backgrounds, student outcomes, and in-class experiences. Res High Educ. 60, 670–683. https://doi.org/10.1007/s11162-018-9531-1
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Yuan, J. and Kim, C. 2014. Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30, 220-232. https://doi.org/
[7]
Zhao, Chun-Mei, and George D. Kuh. 2023. “Adding value: Learning communities and student engagement.” Research in Higher Education, 45(2), 115–138. https://doi.org/10.2307/40197341

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        ICDEL '23: Proceedings of the 2023 8th International Conference on Distance Education and Learning
        June 2023
        353 pages
        ISBN:9798400700422
        DOI:10.1145/3606094
        Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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        Association for Computing Machinery

        New York, NY, United States

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        Published: 29 August 2023

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        Author Tags

        1. learning community
        2. participation
        3. recognition
        4. understanding

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