scholarly journals Evaluation of a learning community program for developmental reading students at a two-year college.

2019 ◽  
Author(s):  
Tonya Lanphier
Keyword(s):  
Learning Community ◽  
Developmental Reading ◽  
Community Program ◽  
Two Year College ◽  
Developmental Reading Students

Developing a statewide faculty learning community program

2004 ◽  
Vol 2004 (97) ◽  
pp. 71-80 ◽  
Author(s):  
Sheryl Hansen ◽  
Alan Kalish ◽  
Wayne E. Hall ◽  
Catherine M. Gynn ◽  
Mary Louise Holly ◽  
...  
Keyword(s):  
Learning Community ◽  
Community Program ◽  
Faculty Learning Community ◽  
Faculty Learning

Using Logic Models and the Action Model/Change Model Schema in Planning the Learning Community Program: A Comparative Case Study

2018 ◽  
Vol 33 (1) ◽  
Author(s):  
Huey Chen ◽  
Hui-Ling Wendy Pan ◽  
Liliana Morosanu ◽  
Nannette Turner
Keyword(s):  
Learning Community ◽  
Program Implementation ◽  
Lessons Learned ◽  
Comparative Case Study ◽  
Change Model ◽  
Community Program ◽  
Logic Models ◽  
Action Model ◽  
Time To Learn

Recent interest was noted in the evaluation community in expanding focus from program implementation and outcomes to program design and planning. One important step for moving in this direction is to examine existing evaluation models and to assess their relative strengths and weaknesses for planning purposes. We present a comparative case study of applying logic models and the action model/change model schema for planning the Learning Community Program in Taiwan. Lessons learned from these applications indicate that logic models are relatively easy to learn and effective for identifying major program components and indicators, but not sufficient in articulating the theoretical significance of the program.  On the other hand, the action model/change model schema requires more time to learn and practice, but it has relative advantages for providing theoretical insights on contextual factors and causal mechanisms of the program unlike logic models. This comparison can serve as a guide for evaluation practitioners when selecting evaluation tools to apply in planning and/or evaluating their programs.   

scholarly journals Learning Communities: A Business School Perspective

2004 ◽  
Vol 1 (3) ◽  
Author(s):  
Kelly Hartnett ◽  
Stephen R. Lucas ◽  
Benton E. Miles ◽  
John R. Sopper
Keyword(s):  
North Carolina ◽  
Student Retention ◽  
Learning Community ◽  
Business School ◽  
Leadership Skill ◽  
Community Program ◽  
Program Administrator ◽  
Community Concept ◽  
The University ◽  
Leadership Skill Development

This paper discusses the organization and operation of a university learning community program at the University of North Carolina at Greensboro (UNCG). After several years, the program administrator and certain of the faculty and staff reflected on the achievements of the program. The learning community concept is discussed as well as the nature of the learning activities both general and those specific to the business school. The program reported higher levels of student retention and students reported higher involvement in leadership skill development and the UNCG community than students who were not in the learning community program.

scholarly journals Applying Program Theory-Driven Evaluation to Design, Implement and Evaluate Geography Learning Community Program—Case Study

2017 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Lin Su-ching ◽  
Ming-sui Wu ◽  
Yi-Ling Chen
Keyword(s):  
Critical Thinking ◽  
Learning Community ◽  
Interpersonal Relationships ◽  
Quantitative Methods ◽  
Program Theory ◽  
Structured Interviews ◽  
Community Program ◽  
Qualitative And Quantitative Methods ◽  
Learning Attitude ◽  
Learning Attitudes

This study aimed to apply program theory-driven evaluation to design, implement, and evaluate Geography Learning Community Program ( GLCP) and focused on investigating the impacts of GLCP on students’ communicative capability, learning attitude, and critical thinking ability. Program theory in this study was based on philosophy of Learning Community advocated by Manabu Sato, Japanese Scholar. The participants consisted of 25 eight-grade students. Based on eighth grade Geography textbook, the authors cooperatively designed 4 unit teaching materials, and implemented them for 12 weeks. During the research period, the data were collected through teaching reflection journals, classroom observations, student worksheets, student learning reflections, semi-structured interviews, communicative capability survey, learning attitude survey, and critical thinking survey. Data analyses included both qualitative and quantitative methods. Both the analyses of quantitative and qualitative data indicated that GLCP could promote student’s interpersonal relationships, learning attitudes, and students’ critical thinking abilities.

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