The role of community in research-based learning: undergraduate perspectives.
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| Title: | The role of community in research-based learning: undergraduate perspectives. |
|---|---|
| Authors: | Leung, Lily Y. Y.1 (AUTHOR), Zou, Tracy X. P.1 (AUTHOR) tracyzou@cuhk.edu.hk |
| Source: | Educational Research. Mar2025, Vol. 67 Issue 1, p60-78. 19p. |
| Subject Terms: | *Student attitudes, *Community education, *Higher education research, Communities of practice, Research questions |
| Abstract: | Background: In an era where individuals' understanding of the world is constantly challenged and contested, undergraduate students need to develop their capacities to think critically and learn collaboratively. Research-based curricula can support the development of these attributes by engaging students in communities of practice (CoPs). There is currently limited understanding of the role of CoPs in undergraduate learning. Purpose: We aimed to investigate undergraduate students' perspectives and experiences of being involved in a CoP across research-based curricula in Hong Kong. We posed the following research questions: (1) Do students see the existence of a community in their programmes, and if so, how do they perceive the community? and (2) In what ways do students perceive the role of the community in their learning? Method: A multiple case-study approach was adopted, with 113 students interviewed across four undergraduate programmes. Interviews were conducted by peer students, who were trained and supported by the authors of this paper. Analysis was underpinned by Wenger's CoP framework, which identifies three core elements of a CoP: mutual engagement; joint enterprise and shared repertoire. Findings: Students perceived the community with professors differently from that with peers. While they experienced all three elements of the CoP framework in the community with peers, only the first two of these were experienced in the community with professors. Some students did not perceive being in a community with their professors at all, while others believed they were gradually moving into one. Students often perceived a large 'power distance' between themselves and their professors, which could inhibit the development of a community. Postgraduate students sometimes bridged this gap. Conclusion: Efforts are needed to facilitate more equal and productive dialogue between professors and students. Curriculum designers may wish to facilitate networking and shared research interests between students and professors, providing an environment for students to develop a sense of community. In addition, postgraduate students could take a more active role in supporting undergraduate student learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183197043 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The role of community in research-based learning: undergraduate perspectives. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Leung%2C+Lily+Y%2E+Y%2E%22">Leung, Lily Y. Y.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zou%2C+Tracy+X%2E+P%2E%22">Zou, Tracy X. P.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tracyzou@cuhk.edu.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Research%22">Educational Research</searchLink>. Mar2025, Vol. 67 Issue 1, p60-78. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+education%22">Community education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education+research%22">Higher education research</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Research+questions%22">Research questions</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: In an era where individuals' understanding of the world is constantly challenged and contested, undergraduate students need to develop their capacities to think critically and learn collaboratively. Research-based curricula can support the development of these attributes by engaging students in communities of practice (CoPs). There is currently limited understanding of the role of CoPs in undergraduate learning. Purpose: We aimed to investigate undergraduate students' perspectives and experiences of being involved in a CoP across research-based curricula in Hong Kong. We posed the following research questions: (1) Do students see the existence of a community in their programmes, and if so, how do they perceive the community? and (2) In what ways do students perceive the role of the community in their learning? Method: A multiple case-study approach was adopted, with 113 students interviewed across four undergraduate programmes. Interviews were conducted by peer students, who were trained and supported by the authors of this paper. Analysis was underpinned by Wenger's CoP framework, which identifies three core elements of a CoP: mutual engagement; joint enterprise and shared repertoire. Findings: Students perceived the community with professors differently from that with peers. While they experienced all three elements of the CoP framework in the community with peers, only the first two of these were experienced in the community with professors. Some students did not perceive being in a community with their professors at all, while others believed they were gradually moving into one. Students often perceived a large 'power distance' between themselves and their professors, which could inhibit the development of a community. Postgraduate students sometimes bridged this gap. Conclusion: Efforts are needed to facilitate more equal and productive dialogue between professors and students. Curriculum designers may wish to facilitate networking and shared research interests between students and professors, providing an environment for students to develop a sense of community. In addition, postgraduate students could take a more active role in supporting undergraduate student learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131881.2025.2451893 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 60 Subjects: – SubjectFull: Student attitudes Type: general – SubjectFull: Community education Type: general – SubjectFull: Higher education research Type: general – SubjectFull: Communities of practice Type: general – SubjectFull: Research questions Type: general Titles: – TitleFull: The role of community in research-based learning: undergraduate perspectives. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Leung, Lily Y. Y. – PersonEntity: Name: NameFull: Zou, Tracy X. P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00131881 Numbering: – Type: volume Value: 67 – Type: issue Value: 1 Titles: – TitleFull: Educational Research Type: main |
| ResultId | 1 |
