|Published online: September 13, 2016||$US5.00|
In recent years, the development of learning communities has begun to receive attention in higher education and the concept of creating community is viewed as being essential in supporting collaboration and promoting learning. However, as much of the current research has focused on the student perspectives of learning communities, gathering the perspectives of instructors can enhance the overall understanding of this type of learning experience; it can begin to complete the circle. This article addresses a research project that has begun to interpret and understand the experiences of a group of instructors who work with a student cohort learning community. This project has utilized action research as its methodology to systematically investigate, gather information about, and improve ways of operation within the role of instructional staff in a cohort experience. Initial findings from the first year of data collection—through the identification of constructs, themes, and patterns—are discussed, such as the importance of developing the potential of the cohort, recognizing the instructional team as a cohort, fostering opportunities, providing platforms for communication between instructors, and the necessity of instructors having information on cohort matters.
|Keywords:||Cohort Learning, Instructional Staff Perceptions|
The International Journal of Learning in Higher Education, Volume 23, Issue 4, December 2016, pp.11-20. Article: Print (Spiral Bound). Published online: September 13, 2016 (Article: Electronic (PDF File; 383.993KB)).
Professor, Department of Elementary Education, Faculty of Education, University of Alberta, Edmonton, Alberta, Canada