Shaping the learning environment of first-year students: Combining collective space with collective learning

Abstract

Purpose

The purpose of this paper is to describe the conceptualisation and implementation of learning communities (LCs) at two selected female residences. I argue that learning is mediated by collaborative, social interaction and that learning does not only happen in the classroom, but rather in the everyday living spaces. I therefore propose the implementation of LCs as another alternative to help students navigate the educational landscape.

Design/methodology/approach

The author employed a qualitative case study design located in the socio-constructivist paradigm. Such a perspective values participants’ perspectives as knowledge is viewed as being constructed collaboratively. Thus, to evaluate the first implementation cycle at Residence X (in 2010), the author conducted semi-structured interviews to hear participant voices on what worked, what did not and what should be improved.

Findings

The findings suggest that the engagement in LCs was valuable for learning since it could assist students to cope with university life. However, careful conceptualisation and implementation, and more specifically, a critical examination of the entire context is required. Students cannot operate in a system that is failing them. Enabling opportunities that will foster a safe space for collaborative engagement is desirable.

Research limitations/implications

This study was conducted at two residences only and only a few students participated. A longitudinal study is required at residences as the formation of LCs is a process and does not happen over night.

Practical implications

Third generation cultural historical activity theory (CHAT) can be used to guide a revision of the five-pillar model framework and study time implementation at residences.

Social implications

An openness to change and seeing the context as a fluid space will aid a transformation agenda.

Originality/value

This paper shows how complementary lenses – CHAT and communities of practice – allowed a critical examination of the entire context and further highlights the complexity of conceptualising and implementing LCs.

Citation

Agherdien, N. (2013), "Shaping the learning environment of first-year students: Combining collective space with collective learning", Journal of Applied Research in Higher Education, Vol. 5 No. 2, pp. 239-251. https://doi.org/10.1108/JARHE-11-2012-0048