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In recent years, the importance of developing student learning communities in post-secondary settings has received considerable attention. This has led many researchers to investigate the perspectives that students have of participating in such cohort groupings. Much of collected understanding has, from the student perspective, been supportive of such learning experiences. However, comparatively little understanding has been gained of the perspectives of the instructional staff members that work with these student learning groups. Therefore, in order to complete the circle of understanding that encompasses the perspectives of both students and instructors, gathering the perspectives of instructional staff can enhance the overall insight of this type of learning experience. This paper describes a research project that, through the utilization of action research methodology, systematically investigated, gathered information about, and attempted to improve ways of operation with instructional staff in a cohort learning community experience. The findings from the data indicated that the participants valued their experiences of working with a cohort learning group and believed that both they and students benefitted from the experience. From the data, three major themes were identified that indicated the need for instructional staff to: understand the importance of developing the potential of the cohort learning community; foster opportunities for communication between instructors; and, recognize themselves as their own cohort community.

Perspectives of Instructional Staff of Cohort Learning Groups