Report on Learning Communities and Student Success

In his study, Romero wanted to investigate the effects of community college students’ participation in learning communities and to investigate the qualitative aspects of how such participation aids in grade improvement. The author selected this particular research topic because, as evidenced by current practise, students are frequently required to demonstrate an interdisciplinary comprehension of the acquired knowledge. Romero posed the following research question: “Is engagement in a learning community a significant predictor of student achievement for community college students?” (2012, p. 37).

Participation in learning communities as a predictor of student success at a community college is best defined as a cross-sectional qualitative study that tests the hypothesis that there is a positive correlation between academic success and a student’s willingness to actively participate in the functioning of learning communities. The preliminary validity of the thesis is demonstrated by a survey of the pertinent literature, which supports the notion that the activity in question is advantageous to the academic well-being of the affiliated pupils.


The process of obtaining empirical data entailed: a) Identifying qualified participants (“students aged 18 or older enrolled in at least one credit course at a community college in a southern California suburb” (Romero, 2012, p. 39). b) Asking the selected 24,500 students to complete the survey questionnaires, which were emailed to them (only 927 of them returned the completed surveys); c) Quantifying the responses received.

The data analysis was conducted using a multiple regression analysis, with the extent of each participant’s affiliation with learning communities serving as the independent variable. The so-called Thriving Quotient instrument was employed to determine the “holistic” impacts of students’ lengthy affiliation with the communal learning approach.

Students who participate in a learning community have greater academic aspirations than their peers (t(925) = 4.49, p.000). (Romero, 2012, p. 40). The author drew the conclusion that this should have a good impact on the educational dedication of kids.

The most important addition of the examined literature to the study is that it demonstrates that there are multiple objective prerequisites for community college students to consider enrolling in learning communities. As several of the cited authors (such as Dwyer, Millett, and Payne, 2006) note, today’s students need to get higher marks than ever before in order to graduate. This is arguably the most significant factor. Participation in learning communities significantly increases students’ chances of success in this regard.

This literature would provide me with numerous further insights into the phenomenological essence of learning communities. This would be useful in the context of how I may conceptualise the future evolution of this educational style, which has been dialectically predestined to emerge. Specifically, the evaluated literature should aid me in selecting the appropriate methodological strategy for tackling the issue at hand.

So and Kim intended to investigate the role of informal inquiry in the context of a self-organized learning community in South Korea in their study. In this regard, the authors’ rationale was that they anticipated the study’s findings to shed light on the hidden set of motives that motivate teachers to build learning communities in the first place.

The purpose of the study was to answer the following major questions: Why do educators participate in learning communities? What influences instructors’ perceptions of the discursive relevance of these communities?

This particular study is best described as descriptive-interpretive research, which is primarily focused on examining discourse-relevant literature and interpreting the importance of empirically collected data based on the acquired insights. The fact that there were just three participants in this study and that interpretation played a significant role within the framework of how the authors conducted the empirical phase of their research provide the best evidence for the validity of the classification supplied by So and Kim.

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The approach for collecting data involves interviewing three female fifth-grade teachers in South Korea on subjects directly linked to participation in self-directed learning communities. The procedure’s integral part was concerned with observing the behaviour of these teachers, during the meetings (in the format of a self-organized learning community), and taking notes on the qualitative characteristics of the affiliated learning process (such as the manner, in which teachers would interact with each other) (such as the manner, in which teachers would interact with each other). In particular, the authors identified the effects of informal inquiry on the measure of professional excitement among participating teachers.

So and Kim used the coding approach of Strauss (1987) to evaluate the collected data, based on the premise that it is possible to describe the discursive characteristics of how subjects of interpretative research respond to externally applied stimuli.

The primary finding of the study is that the application of informal inquiry by teachers contributes significantly to ensuring the spatial integrity of self-organized learning communities, which has a profoundly positive effect on the extent of the concerned practitioners’ professional adequacy (So & Kim, 2013, p. 113).

The academic literature included in the article emphasises the significance of learning communities as a means of ensuring that teachers and students never stop broadening their intellectual perspectives, so qualifying them for social prominence.

What is particularly intriguing in this regard is that many of the reviewed sources promote the notion that the emergence and continued expansion of learning communities are fully consistent with the discourse of post-modernity, which justifies the application of an interdisciplinary (not strictly educational) approach to addressing the issue at hand (Morrissey, 2000).

According to the literature analysed in the study, when describing the value of learning communities, one must be able to do it from a systemic standpoint. This is due to the fact that virtually all of the cited scholarly sources emphasise the significance of informational transactions and personal relationships within the associated learning environment, which suggests that the increasing popularity of the educational medium in question has been predetermined by the very laws of history (Westheimer, 1999).

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