Publication

Evaluation of learning communities: principles to guide practice

Ossevoort, M. & Riezebos, J., 5-Jul-2019, Head'19 5th International Conference on Higher Education Advances. Editorial Universitat Politecnica de Valencia, p. 1069-1077 9 p.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

APA

Ossevoort, M., & Riezebos, J. (2019). Evaluation of learning communities: principles to guide practice. In Head'19 5th International Conference on Higher Education Advances (pp. 1069-1077). Editorial Universitat Politecnica de Valencia. https://doi.org/10.4995/HEAD19.2019.9255

Author

Ossevoort, Miriam ; Riezebos, Jan. / Evaluation of learning communities : principles to guide practice. Head'19 5th International Conference on Higher Education Advances. Editorial Universitat Politecnica de Valencia, 2019. pp. 1069-1077

Harvard

Ossevoort, M & Riezebos, J 2019, Evaluation of learning communities: principles to guide practice. in Head'19 5th International Conference on Higher Education Advances. Editorial Universitat Politecnica de Valencia, pp. 1069-1077, HEAd'19 5th International Conference on Higher Education Area, Valencia, Spain, 26/06/2019. https://doi.org/10.4995/HEAD19.2019.9255

Standard

Evaluation of learning communities : principles to guide practice. / Ossevoort, Miriam; Riezebos, Jan.

Head'19 5th International Conference on Higher Education Advances. Editorial Universitat Politecnica de Valencia, 2019. p. 1069-1077.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

Vancouver

Ossevoort M, Riezebos J. Evaluation of learning communities: principles to guide practice. In Head'19 5th International Conference on Higher Education Advances. Editorial Universitat Politecnica de Valencia. 2019. p. 1069-1077 https://doi.org/10.4995/HEAD19.2019.9255


BibTeX

@inproceedings{5d4fe1324fec49e5b1f61be74a3742c4,
title = "Evaluation of learning communities: principles to guide practice",
abstract = "The aim of this paper is to evaluate the implementation of extra-curricular learning communities (LCs) that are open for all students at the faculty of Economics and Business. The LCs were developed using established guiding principles that included the choice of the theme, the educational concept, and the scheduling. During 5 semesters, 37 LCs, of which 17 unique LCs, were executed. According to the guiding priniciples, the themes extended beyond themes of regular courses and attracted both BSc and MSc students from different degree programs. Furthermore, the theme enhanced students’ professional preparation and employability. The combination of insight from practice with theory was positively evaluated. Despite the guiding principle, half of the LCs were topic-based instead of project-based. Since students strongly agreed that all LCs were a good learning experience, we have modified this guiding principle. Most points of improvement given by the students concerned the scheduling. They missed the structure they have during regular courses. Especially in the beginning of the LC they want to have more meetings to get a head start. Overall, great commitment of lecturers as well as students led to a successful realisation of these multi-disciplinary, extra-curricular and multi-level LCs.",
keywords = "higher education, Learning communities, Extracurricular activities, employability, student-centered learning",
author = "Miriam Ossevoort and Jan Riezebos",
year = "2019",
month = "7",
day = "5",
doi = "10.4995/HEAD19.2019.9255",
language = "English",
pages = "1069--1077",
booktitle = "Head'19 5th International Conference on Higher Education Advances",
publisher = "Editorial Universitat Politecnica de Valencia",

}

RIS

TY - GEN

T1 - Evaluation of learning communities

T2 - principles to guide practice

AU - Ossevoort, Miriam

AU - Riezebos, Jan

PY - 2019/7/5

Y1 - 2019/7/5

N2 - The aim of this paper is to evaluate the implementation of extra-curricular learning communities (LCs) that are open for all students at the faculty of Economics and Business. The LCs were developed using established guiding principles that included the choice of the theme, the educational concept, and the scheduling. During 5 semesters, 37 LCs, of which 17 unique LCs, were executed. According to the guiding priniciples, the themes extended beyond themes of regular courses and attracted both BSc and MSc students from different degree programs. Furthermore, the theme enhanced students’ professional preparation and employability. The combination of insight from practice with theory was positively evaluated. Despite the guiding principle, half of the LCs were topic-based instead of project-based. Since students strongly agreed that all LCs were a good learning experience, we have modified this guiding principle. Most points of improvement given by the students concerned the scheduling. They missed the structure they have during regular courses. Especially in the beginning of the LC they want to have more meetings to get a head start. Overall, great commitment of lecturers as well as students led to a successful realisation of these multi-disciplinary, extra-curricular and multi-level LCs.

AB - The aim of this paper is to evaluate the implementation of extra-curricular learning communities (LCs) that are open for all students at the faculty of Economics and Business. The LCs were developed using established guiding principles that included the choice of the theme, the educational concept, and the scheduling. During 5 semesters, 37 LCs, of which 17 unique LCs, were executed. According to the guiding priniciples, the themes extended beyond themes of regular courses and attracted both BSc and MSc students from different degree programs. Furthermore, the theme enhanced students’ professional preparation and employability. The combination of insight from practice with theory was positively evaluated. Despite the guiding principle, half of the LCs were topic-based instead of project-based. Since students strongly agreed that all LCs were a good learning experience, we have modified this guiding principle. Most points of improvement given by the students concerned the scheduling. They missed the structure they have during regular courses. Especially in the beginning of the LC they want to have more meetings to get a head start. Overall, great commitment of lecturers as well as students led to a successful realisation of these multi-disciplinary, extra-curricular and multi-level LCs.

KW - higher education

KW - Learning communities

KW - Extracurricular activities

KW - employability

KW - student-centered learning

U2 - 10.4995/HEAD19.2019.9255

DO - 10.4995/HEAD19.2019.9255

M3 - Conference contribution

SP - 1069

EP - 1077

BT - Head'19 5th International Conference on Higher Education Advances

PB - Editorial Universitat Politecnica de Valencia

ER -

ID: 93641544