Abstract

This study is an exploration of learning communities in an adult campus of a Tertiary College in the North West of England. The study took place during COVID-19 and made use of an ethnographic style methodology to adapt to the changing situation during the pandemic. Previous studies on learning communities were mostly conducted in the United States, mainly using quantitative approaches in residential-based universities and community colleges. This study sets out to define what form learning communities take in a tertiary college, what the added value is of participating in a learning community and what different roles the members of these communities fulfil. Data was collected mainly through observations of recorded classes, as well as some on-campus activities, and triangulated with interviews and focus groups. The study finds that learning communities can develop without being formally set-up by the faculty, but benefit from the initial ice-breakers and rapport building activities at the beginning of the year. Rapport is highlighted as an essential component for the development of learning communities. Learning Communities are shown in the literature to improve retention, but also contribute to developing employability skills and improving social capital. This study also finds that participating in a learning community adds value through supportive, instructive and developmental interactions. Finally, learning communities are made up of individuals who fulfil a number of social roles within the community, eight of which have been identified in this study, shedding light on the inner life of a learning community.