Bounded Community: Designing and Facilitating Learning Communities in Formal Courses

Learning communities can emerge spontaneously when people find common learning goals and pursue projects and tasks together in pursuit of those goals. Bounded learning communities (BLCs) are groups that form within a structured teaching or training setting, typically a course. Unlike spontaneous com...

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Autores principales:	Brent G. Wilson, Stacey Ludwig-Hardman, Christine L. Thornam, Joanna C. Dunlap
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2004
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/5c5c451599fb4cf4b4435ac46534c643
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spelling	oai:doaj.org-article:5c5c451599fb4cf4b4435ac46534c6432021-12-02T18:03:18ZBounded Community: Designing and Facilitating Learning Communities in Formal Courses10.19173/irrodl.v5i3.2041492-3831https://doaj.org/article/5c5c451599fb4cf4b4435ac46534c6432004-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/204https://doaj.org/toc/1492-3831Learning communities can emerge spontaneously when people find common learning goals and pursue projects and tasks together in pursuit of those goals. Bounded learning communities (BLCs) are groups that form within a structured teaching or training setting, typically a course. Unlike spontaneous communities, BLCs develop in direct response to guidance provided by an instructor, supported by a cumulative resource base. This article presents strategies that help learning communities develop within bounded frameworks, particularly online environments. Seven distinguishing features of learning communities are presented. When developing supports for BLCs, teachers should consider their developmental arc, from initial acquaintance and trust-building, through project work and skill development, and concluding with wind-down and dissolution of the community. Teachers contribute to BLCs by establishing a sense of teaching presence, including an atmosphere of trust and reciprocal concern. The article concludes with a discussion of assessment issues and the need for continuing research. A version of this paper was presented at the meeting of the American Educational Research Association (AERA), San Diego, April 2004. Please send inquiries to Brent G. Wilson (brent.wilson@cudenver.edu). [Additional contact information: Brent's phone: 303-556-4363; fax 303-556-4479] Keywords: learning community; instructional design; emergent systems; collaborative learning; teaching presence; sense of communityBrent G. WilsonStacey Ludwig-HardmanChristine L. ThornamJoanna C. DunlapAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 5, Iss 3 (2004)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Brent G. Wilson Stacey Ludwig-Hardman Christine L. Thornam Joanna C. Dunlap Bounded Community: Designing and Facilitating Learning Communities in Formal Courses
description	Learning communities can emerge spontaneously when people find common learning goals and pursue projects and tasks together in pursuit of those goals. Bounded learning communities (BLCs) are groups that form within a structured teaching or training setting, typically a course. Unlike spontaneous communities, BLCs develop in direct response to guidance provided by an instructor, supported by a cumulative resource base. This article presents strategies that help learning communities develop within bounded frameworks, particularly online environments. Seven distinguishing features of learning communities are presented. When developing supports for BLCs, teachers should consider their developmental arc, from initial acquaintance and trust-building, through project work and skill development, and concluding with wind-down and dissolution of the community. Teachers contribute to BLCs by establishing a sense of teaching presence, including an atmosphere of trust and reciprocal concern. The article concludes with a discussion of assessment issues and the need for continuing research. A version of this paper was presented at the meeting of the American Educational Research Association (AERA), San Diego, April 2004. Please send inquiries to Brent G. Wilson (brent.wilson@cudenver.edu). [Additional contact information: Brent's phone: 303-556-4363; fax 303-556-4479] Keywords: learning community; instructional design; emergent systems; collaborative learning; teaching presence; sense of community
format	article
author	Brent G. Wilson Stacey Ludwig-Hardman Christine L. Thornam Joanna C. Dunlap
author_facet	Brent G. Wilson Stacey Ludwig-Hardman Christine L. Thornam Joanna C. Dunlap
author_sort	Brent G. Wilson
title	Bounded Community: Designing and Facilitating Learning Communities in Formal Courses
title_short	Bounded Community: Designing and Facilitating Learning Communities in Formal Courses
title_full	Bounded Community: Designing and Facilitating Learning Communities in Formal Courses
title_fullStr	Bounded Community: Designing and Facilitating Learning Communities in Formal Courses
title_full_unstemmed	Bounded Community: Designing and Facilitating Learning Communities in Formal Courses
title_sort	bounded community: designing and facilitating learning communities in formal courses
publisher	Athabasca University Press
publishDate	2004
url	https://doaj.org/article/5c5c451599fb4cf4b4435ac46534c643
work_keys_str_mv	AT brentgwilson boundedcommunitydesigningandfacilitatinglearningcommunitiesinformalcourses AT staceyludwighardman boundedcommunitydesigningandfacilitatinglearningcommunitiesinformalcourses AT christinelthornam boundedcommunitydesigningandfacilitatinglearningcommunitiesinformalcourses AT joannacdunlap boundedcommunitydesigningandfacilitatinglearningcommunitiesinformalcourses
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Bounded Community: Designing and Facilitating Learning Communities in Formal Courses

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