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What makes a good learning community?
Author(s) -
Shaw Hannah,
Richardson Kirsty
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.04192
Subject(s) - competence (human resources) , perception , psychology , affect (linguistics) , curriculum , higher education , sense of community , medical education , perspective (graphical) , experiential learning , social psychology , pedagogy , mathematics education , medicine , political science , computer science , communication , neuroscience , artificial intelligence , law
National Higher Education satisfaction surveys have recently introduced questions related to whether students feel part of a ‘learning community’. However, there are many ways to define a ‘learning community’ and limited understanding regarding the students’ perception of this term. Questionnaires assessing student satisfaction, their perception of a learning community, what factors may affect their learning experience, the sense of belonging and perceived competence for learning scales were distributed to first, second and final year Bioscience students (n = 1500). Through qualitative and quantitative analysis, the results will highlight the breadth of what students think a learning community is, and whether there is a difference between cohort satisfaction when studying different subjects, and why this difference may exist. It will also demonstrate whether students with a greater sense of belonging and perceived competence for learning have a higher satisfaction rating and the factors affecting these scores. The results may be used to further understand the student perspective, manage their expectations and drive curriculum change to improve their sense of belonging and satisfaction in the learning community. Ethical approval has been granted by the Cardiff School of Biosciences Ethics Review Committee