Making community-based learning and teaching happen: findings from an institutional study

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH London Review of Education Pub Date : 2023-05-17 DOI:10.14324/lre.21.1.17
Rehan Shah, Anne Preston, E. Dimova
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Abstract

Community-based learning and teaching in higher education, and other versions of it, such as service learning, are now part of many curricula worldwide. In the UK, there is a growing community of practitioners interested in student learning in partnership with local communities. With this expansion, however, there is little institution-based research which ‘looks within’, in terms of shared understanding and supporting this type of experiential learning ‘at scale’. Within the context of increasing interdisciplinary interest by those developing curricula beyond the traditional home of engaged research and teaching (for example, in urban studies and sociology), we undertook an institution-wide study to discover the shared understandings of community-based learning and teaching, including the potential barriers to, and opportunities for, community-based learning and teaching approaches. In this article, we share insights from a series of 20 university stakeholder interviews, which involved academic teachers, engagement professionals and those supporting learning and teaching. We used a ‘students-as-partners’ approach, where students interested in community-based learning took the leading role in the qualitative study. Our findings reveal the values and expectations, formal learning benefits and infrastructural considerations to implement this type of learning as part of future-facing curricula. We also provide recommendations for universities seeking to develop their own approaches towards facilitating community-based learning and teaching.
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实现基于社区的学习和教学:一项机构研究的发现
高等教育中基于社区的学习和教学,以及其他形式的学习,如服务学习,现在已成为世界各地许多课程的一部分。在英国,越来越多的从业者与当地社区合作,对学生学习感兴趣。然而,随着这一扩展,很少有基于机构的研究“着眼于内部”,就共同理解和支持这种“大规模”的体验式学习而言。在那些在传统的研究和教学领域之外开发课程的人(例如,城市研究和社会学)对跨学科的兴趣日益增加的背景下,我们进行了一项全机构的研究,以发现对社区学习和教学的共同理解,包括在以下方面的潜在障碍和机会:,以社区为基础的学习和教学方法。在这篇文章中,我们分享了一系列20所大学利益相关者访谈的见解,这些访谈涉及学术教师、参与专业人士以及支持学习和教学的人。我们采用了“学生作为合作伙伴”的方法,对社区学习感兴趣的学生在定性研究中发挥了主导作用。我们的研究结果揭示了将这类学习作为面向未来的课程的一部分的价值观和期望、正式学习的好处以及基础设施方面的考虑。我们还为寻求制定自己的方法来促进社区学习和教学的大学提供建议。
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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