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RGS-IBG ANNUAL INTERNATIONAL CONFERENCE 2018
Cardiff University, Cardiff, Wales
Tuesday 28th
August to Friday 31st August 2018
FIRST CALL FOR PAPERS
Communities
of/for Learning: Enhancing student engagement in changing HE environments
Sponsored by the Higher Education Research Group (HERG)
Session convenors: David Simm (Bath Spa University, UK) and Alan Marvell (University of Gloucestershire, UK)
SESSION ABSTRACT
The shifting environment of HE has undoubtedly led to changes in the relationships between students and their learning. The neoliberal
agenda, full-fee student fees in the UK, performance league tables, and changes in the (part-time) work-study balance are some of the influences on students’ perceptions of study and expectations of educational experience. Anecdotally, as tutors, we remark
that students have become more demanding, more strategic in attendance and assessment, and more insular with the possibly of becoming isolated in their approach to their studies. If this is the case, to what extent is this attributable to external and institutional
factors? Or are tutors’ teaching and learning methods now outdated by changes in society, and require a rethink? And, importantly, what are the experiences of students? However, there are many examples of good practice in Geography departments, and this
session will examine how students can better engage with their studies. One approach is to create Communities
of/for/with Learning.
The idea of Communities
of Learning involves encouraging better student engagement through creating a sense of community and identity, with the result that students are more willing to share and co-operate
with their studies, contribute more readily to university life, and which could include co-partnership in course design or staff research. The characteristics of a community include identity and belonging, mutual benefit and support, even comradeship based
on common or shared experiences. Communities of Learning may take many forms from traditional to new and innovative, formal to informal, from structured to transient, (a)synchronous
interaction, and from academic to pastoral. They range from online communities (such as VLE platforms and social networking apps) to tutor or mentor support (peer mentoring, supplementary instruction) to informal self-selecting working groups (study groups
or, more formally, group work). Allied to the idea of Learning Communities are Spaces
of Learning – this may range from infrastructure of building spaces (Subject posters and information boards or designated study facilities).
Efforts to create Communities
of Learning involve the creation of learning and support environments, and adopting appropriate learning and teaching strategies, in order to stimulate Communities
for Learning, whereby students take possession and responsibility of their own (and others’) learning. Which teaching and learning strategies encourage a sense of community,
and what opportunities and challenges exist? As tutors, can we create learning environments that foster Communities
for Learning, and find ways to better support Communities
of Learning that evolve, with student partnership, into Communities
with Learning?
In considering these aspects, some questions emerge that the conference papers might address:-
Please email proposals (title, 200-250 Abstract) or queries to David Simm ([log in to unmask])
or Alan Marvell ([log in to unmask]). The deadline for Abstracts
is Friday 9th February 2018. The format of the session will be the presentation of 4-5 selected papers each lasting 15-20 minutes.