Constructing a non-formal learning environment in an applied graduate training program: Building a community of practice.

摘要

The purpose of this research was to enhance student learning outside of the classroom through the creation and facilitation of a community of practice. Using the social constructionist and communities of practice frameworks and employing a modified collaborative inquiry methodology, the objective was to provide a non-formal learning environment (i.e., regular meetings) where students could openly and candidly engage in group discussions with their colleagues on topics related to their learning and education.;Based on the findings, it is proposed that in order for students to achieve their highest potential in their educational endeavours, it is essential to provide them with the opportunity to engage regularly with colleagues and knowledgeable others in a facilitated, non-evaluative, non-formal learning environment. This research points to the Tact that despite professors' test efforts to create an ideal learning climate in and out of their classrooms, many students are not willing to risk appearing incompetent in front of them.;The results - based on interviews with students and professors, meeting recordings, meeting notes, and persona' reflections of the researcher - report on a variety of different aspects of the research. First, the progression of the participant group in becoming a community of practice is described and evaluated. This is followed by an examination of students' perceptions of the utility of the non-formal learning environment as a forum for collaborative meaning-making. This non-formal environment is then compared and contrasted by the student participants with their formal, in-class learning experiences to understand how they complement each other. Next, the facilitation of the non-formal learning environment is investigated, looking specifically at students' perceptions of the differences in power dynamics between their relationships with professors and their relationship with me, in my multiple roles as a collaborative researcher, co-participant, group facilitator, resource person, doctoral student, and former student in their program. Finally the importance of having a physical place where non-formal learning can occur is discussed.