Ohio needs to increase the number of college-educated citizens to improve the state's economy and to remain competitive in the global economy. The Ohio Board of Regents challenged colleges to develop better methods of retaining students to increase graduation rates. Learning community curriculum models have been used to restructure the curriculum, student learning, and the classroom environments to improve student persistence and academic achievement. However, there is limited research on how learning communities are used in business programs in community colleges. This multi-case study examines how three learning community curriculum models have changed the learning environment and the findings provide a comprehensive, contextually rich description of each learning community based on an insider's perspective. A document analysis, three classroom observation, and interviews with 34 participants were included in the multi-case study. The findings show how learning communities facilitate student involvement and social and academic integration, and describe best practices of learning communities in community colleges.
|Advisor:||Meabon, David L.|
|Commitee:||Abrams, Ron, Edwards, Mary Ellen, Gentry, Debra, Hyslop, David, Meabon, David L.|
|School:||The University of Toledo|
|Department:||Judith Herb College of Education|
|School Location:||United States -- Ohio|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Community college education, Adult education, Business education|
|Keywords:||Active learning, Adult education, Involvement, Learning community, Two-year colleges|
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