外文翻译--增加价值：学习社区和学生的学习投入度.docVIP

Adding Value:Learning Communities and Student Engagement Abstract Adding Value: Learning Communities and Student Engagement This study examines the relationships between participating in learning communities and student engagement in a range of educationally purposeful activities of first-year and senior students from 365 four-year institutions. The findings indicate that participating in a learning community is positively linked to engagement as well as student self-reported outcomes and overall satisfaction with college. Key words: learning communities, college students, student development, student engagement, effective educational practices, integrative learning. Learning communities are receiving considerable attention by higher education scholars and practitioners. The concept is not new, however. The forerunner of the learning community dates back to the 1920s and the short-lived “experimental college” program at the University of Wisconsin introduced by Alexander Meiklejohn (Smith, 2001). A variation of this idea emerged once again in the 1960s with efforts to humanize the learning environment. A contemporary version of the learning community emerged in the late 1980s, supported by the growing recognition that student engagement in educationally purposeful activities inside and outside of classroom is a precursor to high levels of student learning and personal development as well as an indicator of educational effectiveness (ACPA, 1994; Kuh, 1996, 2003; MacGregor, 1991; Study Group, 1984).Though many forms and definitions of learning communities exist, they have some common academic and social features, such as the same groups of students taking two or more classes together (Brower Dettering, 1998). Co-enrolling students in two or more course insures that students see one another frequently and spend a substantial amount of time engaged in common intellectual activities. The experience is even more powerful in terms of learning outcomes when faculty members