Learning communities have been acknowledged since Plato lived. Since then, the concept has been more clearly defined as technology enhances networked learning. Kilpatrick, Barret and Jones discuss individual learning needs and the commitment required to envisage the paradigm shift occurring in education.
What are learning communities?
Two identifiable strands to learning communities are:
- The social interaction that is a necessity for integrated learning activities and for individuals who gather in common purpose;
- The framework that structures the curricula leading to a deeper analysis of content.
Learning communities: profiting from synergies
Information generated by learning communities benefits government bodies, commerce and society. It is suggested that agency to shape and maintain a future is a collective process of empowerment. Changes that have transpired owing to technological advances have generated a simple means of connecting to global partners. Urban communities have seen increased levels of positive social behaviour that is linked to education and serve to promote cohesion and economic upturn.
Terminology differs from country to country as the terms 'remote' and 'isolated' mean different things according to geographical locations. The feeling of isolation in countries such as Australia has been reduced owing to connectivity through online training programs. By connecting people in remote areas, a sense of social cohesion develops. Education increases situation monitoring, and leads to progressive community development.
Learning communities in educational settings
The structure of curricula plays an important part in developing a critical analysis of learning content. The focus is on concentrated on the students as academic staff are retained to exhibit the value of work, learning and instruction. Interest in creating communities within schools stems from discourse on sustaining motivation in students. General feeling is that students commit to a functional learning community when they have a sense of belonging. Intrinsic motivation and social cohesion develops a more meaningful connection to education. Possible dysfunction stems from individuals limiting their participation within the group that results in a lack of knowledge acquisition and meaning making.
Reasons for engaging in learning communities are found in a common interest for learning, diversity, geography and collaboration. These key concepts are indicative of the correlation between education and work.
Common or shared purpose/interests/geography
Group members are identified as stakeholders. Interest in the objective range from economic to social factors. Relevance to context differs for each individual as they adapt to group formation and tasks.
Collaboration, partnerships and learning
Interest in collaborative work leads to shared goals, where ability is limited only by cognitive development. Intellectual systems (e.g. transactive memory) are created through collective learning and participation. Specialist knowledge is required to aid individuals generate contributed understanding. Environmental demand has led to a need for subject matter expertise, although it is known that in delving deeper into one area of interest, the individual loses sight of the bigger picture. Collective learning introduces a group culture where commitment is a high priority as changes affect the group holistically.
Even though technology aids learning communities, it is acknowledged that information may be transmitted in a single direction when the group is large (e.g. from static source to individual, or vice-versa). Indications are that action or implementation of knowledge acquired may not be used despite network availability. Diversity enhances socially constructed knowledge by making apparent alternative perspectives.
Learning and sharing available expertise of the community
Collective learning outlines the advantages of social interaction that determines the outcomes and objectives of the group (e.g. knowledge belongs not only to the individual). Individual attitudes adopt constructive learning systems that are valuable in building the foundation of knowing. Constructed experience reflects epistemic beliefs and reflection updates or replaces existing values.
Online learning contributes towards social factors that encourage full participation. Individuals who are prepared to share frustrations and questions connect with fresh perspectives that induce answers to problems before reaching a stage of ability where the student can ably and knowledgeably find solutions of their own.
Kilpatrick, Barrett and Jones state that trust is essential when forming group culture (social capital). Identity, values and personal development are central to effective learning. Quality of life increases with the development of networked learning systems. Modern day apprenticeship (e.g. mentoring) has altered the manner in which participation and collaboration is viewed. Support systems within the collective empower the individual and group commensurately. Open networking between groups stimulates the production of new ideas gained from exposure to different value systems. An increase in knowledge acquisition develops when managing change. Connections to more than one learning network increases exposure and the likelihood of making further affiliations.
Respecting diversity
By understanding that diversity is the ability to open up to new influence, individuals are increasing their capacity for learning and community development. Known minorities are proven to sustain effective performance (e.g. women). Trust is critical, therefore, when considering collaboration. Mistakes are acknowledged, accepted and used in reflection that adapts behaviour to positive outcomes. Risk is minimised.
How can the benefits of a learning community be realised?
Benefits of community learning enhance group potential, improves individual achievement and prosperity. Short and medium term 'wins' sustain the individual in the long haul, with perks relating to reduced feelings of remoteness, an increased interest in curriculum and discipline, and satisfaction with learning outcomes.
Leadership attitudes encompass the cooperation of group members to ensure that alignment occurs. Supervisory behaviour sets the tone for the way in which individuals choose to share their learning. Power attributes are set aside for the benefit of community compatibility that generates freedom of speech. It has been noted that small groups are easier to manage, and create a common working identity.
Towards a definition of learning communities for the twenty-first century
Kilpatrick, Barrett and Jones observe that priorities in joining communities stem from a desire to actively learn. A prevailing shared interest directs outcomes towards an increase in group potential and performance levels. It is the interaction between group and members that drives motivation beyond individual limits.
Conclusion
Owing to modern day complexities of knowledge gathering, it is impossible for one person to carry enough information or to have the skills that are required to function. Learning communities remove this risk, and can focus instead on social integration when constructing identity and values.
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