Improvement of Learning Interventions and Learning Communities at the University of Applied Sciences Windesheim

Abstract

: Background and aims. The purpose of this article is to examine which parties are all involved in the learning process of students at Windesheim University of Applied Sciences, Social Work, Almere, the Netherlands. In particular, our interest is in the interventions that each of these parties deploy in this learning process of students. The motivation for this thought exercise is to examine how to increase the cognitive and social-emotional success of first-year students. Methods. The focus of this article is on research among students and teachers at the University of Applied Sciences, Social Work in Windesheim, on sense of belonging, pedagogical skills and other interventions for successful student learning through learning communities. This focus was achieved by combining internal empirical research with a literature review. Results. Teaching students knowledge and skills is a process that involves many parties. First and foremost are the teachers and the organization behind them. Second are the classmates with whom the student acquires the knowledge and skills. Finally, there are the student's educators from the extended family, who ideally are the student's supporters and advocates. Our own research shows that a significant number of students (most are first or second generation immigrants) with an immigrant background do not feel a sense of belonging to the Windesheim University of Applied Sciences, Social Work, and the learning community. In addition, a notable research finding is that teachers still need to learn to better apply the pedagogical skills needed for student learning communities to flourish. The literature review also shows that a number of well-known student success interventions are missing from the learning communities we have piloted. These include learning circles, 17th century learning methods such as those of Rembrandt van Rijn, living labs and hackathons, etc. Conclusions . The empirical research and literature review show that interventions should distinguish between the different parties involved in the learning process and the organizational level: a) the organization as a whole, b) the learning community, c) teachers and facilitators, c) fellow students, and d) extended families. In addition, a distinction must be made between Western and non-Western learning interventions. Our research also shows that the impact of COVID-19 and its lockdowns on students and teachers should not be underestimated.