Taking an action research approach, this study explores the experiences of
three intakes of undergraduate students who worked in a cohort-based learning
environment where team work and classroom participation was expected. This
educational setting required students from diverse backgrounds to work closely
together on campus during the intense one-year program. To facilitate in the
development of a face-to-face learning community, where individual differences
could be celebrated and problems could be solved in an open, trusting environment,
an online bridging course was developed.
Aimed at decreasing the incidence of minority group marginalization and
reduce feelings of isolation, the bridging course provided activities directed towards
encouraging students to begin to develop an inclusive learning community prior to
their arrival on campus. Exploring how online transitional activities had contributed to
the development of a face-to-face learning community, as well as perceived
disadvantages to that model, key stakeholders¿ perceptions were obtained through
focus groups, interviews, and surveys.
Findings include: (a) an enhanced understanding of the ways in which an
online course can be used to aid in the development of a learning community for oncampus
students; (b) a heightened awareness of challenges faced by those working in
a learning community; (c) a systematic approach to the development of learning
communities. This research suggests that an online bridging course can be an
effective way for on-campus students to start developing a learning community.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/4322 |
| Date | January 2009 |
| Creators | Axe, Josephine |
| Contributors | Stewart, Will, McConnell, David |
| Publisher | University of Bradford, School of Lifelong Education and Development |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Thesis, doctoral, PhD |
| Rights | <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>. |
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