Teaching and Learning Community Psychology: Across the Educational Spectrum

2009 ◽  
Author(s):  
Paul Flaspohler ◽  
Lorraine Gutierrez ◽  
Scotney D. Evans
Keyword(s):  
Learning Community ◽  
Community Psychology ◽  
Teaching And Learning

scholarly journals Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices

2021 ◽  
Author(s):  
Regina Day Langhout ◽  
Daniel Rodriguez Ramirez ◽  
S. Sylvane Vaccarino‐Ruiz ◽  
Valeria Alonso Blanco ◽  
Katherine Quinteros ◽  
...  
Keyword(s):  
Community Psychology ◽  
Teaching And Learning ◽  
Psychology Class

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

scholarly journals Digital teaching tools and global learning communities

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 59
Author(s):  
Mary Williams ◽  
Patti Lockhart ◽  
Cathie Martin
Keyword(s):  
Learning Community ◽  
Resource Sharing ◽  
Teaching And Learning ◽  
Geographical Location ◽  
Global Learning ◽  
User Survey ◽  
Teaching Tools ◽  
Plant Sciences ◽  
University Level ◽  
American Society

In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal,The Plant Cell(published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.

scholarly journals Conceptual Model of Technology-Enabled Creative Learning Community

Techno Com ◽  
2017 ◽  
Vol 16 (2) ◽  
pp. 164-181
Author(s):  
Dawam Dwi Jatmiko Suwawi
Keyword(s):  
Learning Community ◽  
Conceptual Model ◽  
Graduate School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Design Science ◽  
Science Research ◽  
Creative Learning ◽  
Need To Evaluate ◽  
Definition Of

This paper proposes a definition of Creative Learning Community (CLC) that is enabled with technology and its conceptual model in Graduate School of Telkom University. As rooted to learning community term, CLC is defined as a teaching and learning approach within a learning community that consists of a group of students and faculty member that uses creative learning concept. This study adapts the Design Science Research Framework in Information System by Hevner et al to build the conceptual model. First, the study synthesizes existing literature on learning community and creative learning community to define CLC term. Second, based on a review of previous studies and books on learning community, creative thinking, group creativity, engaged learning, student learning outcomes and technology supporting creative learning community, the author analyzes construct candidates of the model. Third, after selecting constructs from the candidates, the study continues by designing the conceptual model of technology-enabled creative learning community. The model was tested the implementations of learning community in Graduate School of Telkom University. The findings provide several conceptual and managerial insights into the role of technology in supporting creative learning community. Future work will need to evaluate the model in the context of other engineering.

scholarly journals Effectiveness of DILA Learning Model Application on Applied Physics Course in The Department of Mining Engineering

2019 ◽  
Vol 15 (1) ◽  
pp. 46-51
Author(s):  
F. Fadhilah ◽  
Z. M. Effendi ◽  
R. Ridwan ◽  
M. Alias
Keyword(s):  
Learning Community ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Applied Physics ◽  
Post Test ◽  
Contextual Teaching ◽  
Physics Course

There is the fact that the students' learning outcome in Applied Physics course related to the application of the mining industry is unsatisfactory. Based on the results of the final score, the rate of successful students was only around 40%. Moreover, students' understanding application is also not by the desired competencies. In this research, a learning model was developed from the Contextual Teaching and Learning Model (CTL), i.e., DILA model which consists of four syntaxes (Display, Inquiry, Learning Community, and Authentic Assessment). The effectiveness of the DILA learning model was investigated to improve students’ learning outcomes in the Applied Physics course. This research employed the quasi-experimental design where the experimental class was treated by DILA model based on Contextual Teaching and Learning; whereas control class was not treated by the model. Data were obtained from the results of the pre-test and post-test scores; then it was analyzed by a parametric with an independent t-test, related t-test, and the effect size. The results indicate that there was a significant increase in students’ learning outcomes in the experimental class compared to the control class. In conclusion, DILA model can improve students’ learning outcomes in the Applied Physics course effectively.Hasil belajar Fisika Terapan yang diperoleh mahasiswa yang terlihat dari nilai akhir semester dan penerapan pada industri pertambangan pada umumnya tidak memuaskan. Tingkat kelulusan mahasiswa hanya sekitar 40%. Sehingga pemahaman mahasiswa dalam penerapannya juga tidak sesuai dengan kompetensi yang diinginkan. Model DILA merupakan salah satu model pembelajaran yang dikembangkan dari Model Contextual Teaching and Learning (CTL). Model DILA terdiri atas empat sintaks yaitu: Display, Inquiry, Learning Community, dan Authenthic Assessment. Penelitian ini ditujukan untuk mengukur efektifitas Model Pembelajaran DILA guna meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan. Penelitian ini merupakan quasi eksperiment dimana kelas eksperimen diberikan pembelajaran dengan Model DILA berbasis Contextual Teaching and Learning. Data diperoleh dari hasil pre-test dan post-test dan diolah secara parametric dengan t test sample independent dan t test related serta effect sizenya. Hasil penelitian ini menunjukkan bahwa model pembelajaran DILA yang diterapkan pada matakuliah Fisika Terapan di Jurusan Teknik Pertambangan adalah efektif. Ini berarti model Pembelajaran DILA dapat meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan.

Self-Examination of Music Methods Teaching in a Reggio Emilia-Inspired Learning Community

2021 ◽  
pp. 105708372110380
Author(s):  
H. Ellie Wolfe ◽  
Angela Munroe ◽  
Heather D. Waters
Keyword(s):  
Learning Community ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Reggio Emilia ◽  
Music Teacher ◽  
Pedagogical Documentation ◽  
Music Methods ◽  
Collaborative Professional Development ◽  
Self Examination

Music teacher educators have taken different approaches to enrich teaching-specific reflective practice through peer collaboration. In this study, three music teacher educators examined their experiences with the process of pedagogical documentation, a form of collaborative professional development from the Reggio Emilia Approach (REA). They met via video conferencing over the course of a semester to review key concepts related to the REA, share student artifacts, and discuss teaching contexts and considerations. Through this collaboration, participants found space for sharing successes, supporting personal reflection, troubleshooting, and revisiting ideas related to teaching and learning. They deepened their attunement to how teaching contexts continually shift and the affordances and challenges of incorporating the hundred languages (a concept from REA) in higher education.

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

2014 ◽  
pp. 1-23
Author(s):  
Piergiuseppe Ellerani
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Learning Community ◽  
Professional Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
Management Tool ◽  
Video Research ◽  
Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

Music Composition and Kyosei

2019 ◽  
pp. 194-213
Author(s):  
Michele Ellen Kaschub
Keyword(s):  
Music Education ◽  
Learning Community ◽  
Music Composition ◽  
Teaching And Learning ◽  
Program Planning ◽  
Teacher Educator ◽  
Project Based Learning ◽  
Professional Relationships ◽  
School Students ◽  
Teaching Learning

The spirit of cooperation central to kyosei is a critical component in the creative corners of American music education. This chapter will describe a project that involved the creation of a hybrid space where a music teacher-educator and practitioner worked with pre-service teachers and middle school students to explore teaching and learning music composition. By recasting who is considered an expert, rethinking institutional boundaries, and immersing in project-based learning on multiple levels, teacher education programs and schools can better identify their challenges and explore possible solutions. Though not part of initial program planning, the principles of kyosei were evidenced in the evolution of complex understandings developed prior to and throughout the project, in the inclusive nature of project-based learning by pre-service teachers and music students, and in the professional relationships—and, ultimately, the friendships—that emerged as the teaching-learning community matured.

Additional eLearning Considerations Around the Instructor's Philosophical Belief Systems

2021 ◽  
pp. 114-134
Author(s):  
Sharon K. Andrews ◽  
Lisa Lacher ◽  
Todd Dunnavant
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Belief Systems ◽  
Educational Environment ◽  
Space And Place ◽  
Holistic Learning ◽  
Philosophical Beliefs ◽  
Time Space ◽  
The Impact

The instructor is an integral member of the educational environment through leading, facilitating, and supporting the development of a learning community. This is integrally important within an elearning environment, wherein motivational engagement is a potentially more nuanced environment due to the differentiation in time, space, and place. The instructor's philosophical belief systems highlight the potential for transformative social learning environments that directly impact the instructional design of the course, differentiating enhancements towards supporting user experience, as well as highlighting the potential for transformative impacts within learning environments as well as the holistic learning community. Advancing an enhanced understanding around the instructor's philosophical beliefs around the teaching and learning process strengthens not only the efforts of the instructor towards critical pedagogical understandings, but also the larger learning environment that includes the impact of the virtual world upon the digital connections that undergird communities of learning.

Building Faculty SoTL Skills Through a Multi- and Interdisciplinary Writing Community of Practice

2020 ◽  
pp. 78-95
Author(s):  
Sandra Sgoutas-Emch ◽  
Judith Liu ◽  
Moriah Meyskens ◽  
Tara Ceranic Salinas ◽  
Jane Friedman ◽  
...  
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Strategic Plan ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Educational Excellence ◽  
Writing Community ◽  
Over Time

Cultivating a community of faculty to support Scholarship of Teaching and Learning (SoTL) work at universities can be challenging. There are many obstacles to overcome—obstacles such as how to sustain such efforts over time. The Center for Educational Excellence set out to design a strategic plan designed to address certain barriers to SoTL work and to create a long-standing community of practice for a SoTL group of faculty members—a group that has lasted over nine years to date. This chapter outlines strategies employed over the years and the evolution of the interdisciplinary group from a learning community to community of practice. The stories of past and present members are included along with advice on how others may have successful programs at their universities.

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