Where did they originate?
Learning communities originated from "theory-drive evaluation" research focusing on school reform initiated by education policy specialists (Felner, et al., 1997:520). The idea was to create a central idea that would link students, educators, families, communities and businesses with each other so that information sharing and exchange networks could be created. The purposes of these networks was to prepare students for the future. The theory underlying this was one that established how important it was to understand the context in which children grow, develop and actively participate as members of society (Felner, et al., 1997). These ideas begin originated as early as the early 1980s (Bucknam & Brand, 1983) when researchers began meta-analysis of the successes and potential for experiential-based learning in the classroom. What researchers began to realize was experience-based education linked to community participation resulted in greater achievement, motivation and success following a student's academic career (Bucknam & Brand, 1983).
When did they become an educational trend?
Learning communities are now becoming part of educational reform, a new trend taking over higher education specifically (Shapiro, 2006). The National and Community Service Act, initiated in 1990 and later amended in 1993, began the trend of service or community-based learning programs. It did so as a method of "teaching and learning" that enabled youths to develop through service experiences in the community and through an integrated approach to the academic curriculum that enabled students to extend classroom learning to real-life learning, or experience-based learning (Alliance for Service-Learning in Education, 1993: 971; Owens & Wang, 1996). Learning communities are being adopted as educators begin realizing they can provide solutions to many problems existing in education, including the changing demographics of educational institutions reflecting a more diverse population base inclusive of individuals of differing ethnicities, cultures, economical status' and more (Laufgraben & Shapiro, 2004).
As the global market continues to become increasingly complex and diverse, learning communities will undoubtedly continue to grow in popularity and stature regionally, nationally and globally.
How do they affect the technology trend?
The technology trend is encouraging more and more schools to create new types of learning communities, ones that incorporate media and "virtual environments" to offer opportunities for "a national mix of kids working together to create online encyclopedias" and more (Dede, 2004). Dede (2004) notes the following, extracted from Bielczyc & Collins (1999): "The defining quality of a learning community is there is a culture of learning where everyone is involved in collective efforts of understanding" (p.10).
Dede (2004) suggests one of the biggest challenges educational institutions and the "system" faces in modern times is enabling students the ability to grasp "21st century skills and knowledge" so learners are prepared to participate in the new, technologically oriented, "global, knowledge-based civilization" (p.12). This means educators must understand technological innovations and engage in "just-in-time" learning and "information filtering" (Dede, 2004:12). Teachers can use computers to help discover information about subjects covered n the classroom, and also to engage in continuing education so they are abreast of the latest trends in learning and education. Computers and technology also offer educators and students alike the opportunity to participate in supportive forums that affirm the significance of keeping up-to-date with modern "instructional approaches" to keep students motivated and interested, rather than bored (Dede, 2004:12). Text-based multi-user virtual environments developed around modern stories and classical authors, including C.S. Lewis and even Harry Potter, are now common in educational institutions in New York and elsewhere as technology shapes and integrates within educational communities (Dede, 2004; 2003).
The introduction of technology has resulted in higher motivation and increased attendance, with parents reporting they are "more impressed by the complex material and sophisticated skills" their children learned in school and in urban areas of New York and other school communities (Dede, 2004:12).
Dede (2004) also notes that technology incorporated in the classroom also enables students to wear a "mask of technology" where "children's and teachers avatars could mingle without cultural constraints" leading to greater self-appreciation and motivational...
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