Can we define such a perfect learning environment? We know that research and development in teaching and learning continue to seek solutions or answers to that question. However, in most cases, studies and models cannot be generalized to each and every student population that exists, especially in the community college setting where diversity is the norm.
If one reads the literature and examines the significant elements, processes, or techniques that successful faculty and students use or employ, several key factors surface, such as active and participatory learning, relevant and worthwhile experiences, critical or higher-order thinking, application of learning, and attention to diverse learning styles. Thoughtful analysis and modification of such components or methods to suit or to meet the specific needs and interests of our individual environments require energy, innovation, and patience.
For example, interactivity among learners is an important factor for learning success as shown in research and development. How can one create an interactive environment for all students? For some learners (faculty and students) cooperative or collaborative activities work well, yet some prefer total quality learning. Another group may want to participate in Learning Communities or integrated learning environments that are thematically framed. Others may want to work alone. Still, a few prefer highly individualistic virtual spaces where they can control rules or behaviors of their special learning needs. In short, to promote such a positive environment requires bountiful choices for faculty and students as well as flexible boundaries and timeframes. This is not a simple task to develop and implement!
Learning has become a shared and cooperative venture between faculty and student. Roles and responsibilities are redefined from traditional ones as collaborative and participatory. Instructional innovations are characterized as modifying, enhancing, or applying combinations of "old" methods or techniques into unique teaching, learning, assessment, or curricular contexts where learning drives the content rather than the reverse. Many of our faculty continue to innovate and try different ideas or techniques to improve learning. Quite often, their trials of change and reform are heart-wrenching and painful, but sometimes, they can be uplifting and fruitful.
This issue of the Forum addresses several ideas and insights, local and national, in creating highly powerful learning environments for faculty and students. We hope that this information will provide a context for discussion and dialogue among yourselves and your students or will be a catalyst for your efforts in creating great learning environments or communities. We also ask that you send us your results, concrete or abstract, so that we can share them in one of our future Forum issues.
The structure of Learning Communities ranges from just linking existing courses which a cohort of students take together and which faculty do not coordinate to a restructuring of the curriculum with integrated programs of study which faculty plan together and team teach. The pedagogy may include interdisciplinary content, integration of skill and content, team teaching, and active approaches to learning including cooperative learning and writing across the curriculum.
Research studies (Smith, 1991) have shown that Learning Communities result in more intellectual interaction among students and between students and faculty by increasing student involvement and creating a sense of community. Learning communities also have an impact on students' academic achievement, intellectual development, retention, transfer, and motivation.
According to Barbara Leigh Smith and Jean MacGregor of the Washington Center for Improving the Quality of Undergraduate Education, the main characteristics of a successful Learning Community include:
The structure, names, and ways of implementation of Learning Community programs may vary from institution to institution. However, the models will most likely be variations of one of the major types of Learning Communities. They are Linked Courses, Freshman Interest Group, Federated Learning Communities, Learning Clusters, and Coordinated Studies Program.