An inquiry into the praxis of community building in an adult education cohort.

摘要

This qualitative study examined the processes of collaborative community building among former students in an intensive, closed cohort, adult education doctoral program. Supported by an extensive literature review into the concepts of community and praxis, the study sought to capture students' perspectives on the meaning of community, and recognition of their own actions and the actions of others that supported or obstructed the development of a learning community. In addition to the literature review, primary data sources included participant questionnaires, personal interviews, and a corroborating focus group.; A key finding of this study was that, while participants could describe components of community building in a broad sense, they were less able to see that their own relational behaviors would influence the development of their own learning community. In some instances, students chose to disengage from collaborative behaviors, thus truncating opportunities for whole group learning.; Three additional findings were significant. First, a paradox is created by adult students' needs for expedient programs, contrasted with programmers' needs to achieve the learning goals of a program. Secondly, the development of spontaneous small groups among cohort members was seen as a powerful force for potential development of larger cohort community-building. Third, cohort students looked to their faculty for guidance and leadership in the development of their community. This, it could be seen that students regard the faculty as an essential and influential part of their self-identify as a cohort.; This research led to three recommendations for further study. First, since this particular program was an intensive design, it would be a value to look at the factor of intensity by comparing this type of program with one that is a standard scheduling model. Secondly, since these students belonged to a closed cohort, it would be of value to understand how their learning community experience continues longitudinally. Third, it would serve the adult education field to look at how small groups develop and commit themselves to the larger goals of community building in an adult education cohort.