Learning Communities: The Art of Learning Together

Published by Jonathan Bratt

May 2020

Learners today are remarkably different from previous generations as they are products of a different era and diverse socialization patterns. While some may argue that they enjoy more material advantages (technology) than their parents or grandparents, many students are also more behaviorally troubled and emotionally distraught as evidenced by the increase of mental health issues such as anxiety and depression. Moreover, students’ efforts to learn frequently encounter formidable obstacles and distractions from a myriad of social and emotional factors that either exist at the home or are experienced during the typical school day. To effectively deal with the current situation, educators need to provide students with the resources for sound character and socio-emotional growth to accompany their academic skills thus giving them an assortment of tools and array of competencies that can inspire their minds and hearts while also positively affecting all those with whom these students interact with on a regular basis. Through learning communities, students have a unique opportunity to connect and interact with other learners, enabling participants to share ideas and learn from one another, thus enabling them to improve their social and emotional skills, often overlooked in some educational systems that place greater emphasis on academic performance.

            A typical learning community is a group of individuals who share common academic objectives and attitudes and meet regularly to collaborate on classwork. In this way, peer accountability as opposed to formal (teacher) or administered accountability facilitates a commitment to personal growth and improvement. Research indicates that learners who feel a sense of identity within a group are most well-adjusted and successful in school and their “world view” notably expands when interacting with others of diverse backgrounds and experiences. Further, the beginning of the term is the ideal time for creating a learning community because it can often set the appropriate tone for the duration of the course as learners will feel secure and supported by the environment and each other. For instructors, creating a learning community can allow teachers (primary and secondary level) to better address their students’ needs that may be lacking at home by enabling them to teach students about various topics. These include having respect (for themselves and others), responsibility, and how to positively relate to their peers which are topics not always readily taught in the conventional classroom setting nor found in traditional textbooks. It is important to note that ultimately, the integral component of creating and maintaining a sense of community is the instructor and their attitude toward adopting a more holistic approach to education.

            One emerging trend that continues to increase in popularity are professional learning communities (PLCs) which, while having several variations, also foster a sense of collaboration among colleagues within a particular professional field or occupation. While learning together in groups can assume various forms (study groups, research teams, and book clubs) each have their own strengths and weaknesses. In the field of education, it is a continuing process involving educators working collaboratively in recurring cycles of shared (group) inquiry designed to facilitate improved academic results for learners. That is, professional learning communities in education operate on the premise that the basic tenets of improved learning for students is the continuous professional development of educators. Frequently, members are guided by a clear notion of what the institution should become in order to help students learn as they clarify what each members should do in order to transform vision into reality, working together to support one another while also collaborating to determine the most effective pedagogical practices. Moreover, it is fair to suggest that when professional learning occurs within a system guided by a sense of accountability among peers, high expectations and shared objectives, meaningful and in some instances, profound changes in both the individual and institutions are the likely result.

A central component of learning communities is social learning that essentially enables knowledge to be shared easily and quickly.

            A central component of learning communities is social learning that essentially enables knowledge to be shared easily and quickly. Social learning is not a new mode of acquiring knowledge since collaborative and communal learning may well be one of humankind’s oldest forms of knowledge. At its core, social learning is the continuous process of knowledge acquisition from other people as we are always learning socially when we observe others, ask questions, and share information. Within the corporate context, social learning is the informal ways that employees learn from one another, particularly via digital media in the form of blogs, wikis, discussion forums, and videos. Moreover, with the evolution of digital technology, such forms of communication have created a climate where online learning should be viewed as a viable option to improving both teaching and learning. That is, while most conventional modes of learning involve the analysis of complex issues, something more sophisticated is needed to address the complexities of the modern period which should encourage and cultivate such traits as problem-solving among learners while also embracing a more holistic view of education that incorporates such teaching strategies as active learning and collaboration.