ABSTRACT

Learning communities have been identified as a best practice model in education. The effects of participation in learning communities in a sample of pre-service undergraduate and graduate education majors were studied. A survey was developed and administered first in a pilot study and then, after revisions, in the primary investigation. In addition to the survey results, follow-up focus group and interview data are presented. Survey results produced no evidence that student knowledge of or participation in either formal or informal learning communities enhanced their academic performance or success in college. Focus group/interview data support that learning communities 1) are inclusive and account for academic differences, 2) provide opportunities for diverse perspectives and creativity, 3) are effective when they are social, but too much socializing detracts from academics, that 4) members contribute differing amounts of effort and quality of work, and 5) online courses do not foster learning community.