Building a Team to Bridge the First-year Learning Gap CACUSS 2007. Sheilagh Grills Brandon University.
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First-year learning communities can assist with both social and academic integration, which in turn increase satisfaction and persistence rates
Peer cooperative learning programs that specifically embed learning strategy practice or active learning methods into academic content are more effective than collaborative learning that simply increase interaction, but are more demanding of institutional resources
“[In] a learning community … members help each other learn to join the academic community: by supporting each other through listening, disagreeing, and working together, students build academic skills and explore ideas in ways that value individual knowledge”
students who monitor and take control of their own learning are more successful academically, are less likely to attribute failure to external, stable sources, are more likely to work harder, longer and select more challenging learning tasks and have an improved sense of self-efficacy.