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This hermeneutic phenomenological investigation tends to the connections made in Scholars Studio—an interdisciplinary learning community for first-year students at a public Historically Black College and University (HBCU). In this study, I ask, What is the lived experience of bridging in Scholars Studio? I conceptualize bridging as a pedagogical orientation characterized by making connections across disciplines, between theory and praxis, across time and distance, and with one another. Bridging creates dynamic spaces that resist binary relationships, thus creating the potential for transformation. This study is grounded in the philosophy of Martin Heidegger, Mariana Ortega, Hans-Georg Gadamer, Edward Casey, and David Michael Levin, and follows the methodological structure set forth by Max van Manen. This research captures conversations that bridge the experience of twelve participants—including faculty, students, and staff—who partook in a learning community focused on Black men in education. Through these conversations, the participants affirm the importance of curricula grounded in African American and African history and culture. As participants cross the metaphorical bridge, they consider the “edges” they encounter that are both full of risk and possibility. These edges push them outside of their comfort zones in search of wholeness and create potential sites for improvisation. I end by opening new possibilities for Scholars Studio, including grounding the work in African principles and considering future directions.

This paper presents a study conducted within an online community (OC) of pre-service teachers. Our aim is to better understand the relation between: community members’ motivations in participating in these types of communities, their behavior within the community used as part of their training, as well as the quality of their learning design contributions. Two iterations of data gathering (several sources) were performed with a total of 91 participants. They reported their motivations to participate in these types of communities through questionnaires. Log data from their use of a particular platform was collected to quantify the behavioral engagement and the quality of the shared learning designs. Furthermore, the assessment of experts was also gathered as an additional measure of quality. A cross-case analysis leads us to problematize previous work suggesting relations between self-reported motivations and participants’ behavior within the community, or with the quality of their contributions. In contrast, the results show that behavior and the contributions’ quality are affected by the incentives and the features implemented in the supporting platform of the online community. The study results have practical implications for teacher OC platforms, for example about the importance of offering and using features that provide self-awareness indicators about their actions and the quality of their contributions., This work has been supported by the grant PID 2020-112584RBC33 funded by MICIN/AEI/10.13039/501100011033. D. Hernandez-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme, and P. Santos acknowledges the support by Ramon y Cajal program., Peer Reviewed, Postprint (published version)

First-year learning communities (FLCs) are known to improve student integration during the first year at university. The FLC classroom social climate and its potential role in contributing to this positive effect of FLCs have not been studied. The current study wants to elucidate students’ perceptions of the social climate within the Utrecht Undergraduate Pharmacy FLCs by exploring students’ perceptions and perceived value of peer and student-teacher interactions within these FLCs, relate these perceptions to the dimensions of the classroom social climate and clarify which factors help or hinder a positive perceived value. Fourteen first-year students from the cohort 2020-2021 (n=208) participated in semi-structured individual interviews in the first, second, and fourth period of the first year. At year’s end, first year students completed an online questionnaire on the quality of peer and student-teacher interactions. Our results show that FLC interactions are positively valued when students experience academic support from peers and teacher, socio-emotional support from peers and teacher, and active participation in class activities which corresponds to the classroom social climate dimensions student cohesiveness, student involvement and personalisation. Students’ perceived value of interactions was influenced by a variety of factors of which online classes hampered all valued classroom social climate dimensions. Socio-emotional support from peers and teacher was not only one of the most valued classroom climate elements, it also indirectly promoted academic support and active participation. This highlights the importance of socio-emotional support in the classroom, which should receive an increased amount of attention in higher education.

Although professional learning networks for teachers are a renowned strategy, there is still little evidence of meanings and organizational conditions for their feasibility. This study examined teachers’ appraisals and the contextual and organizational factors favoring professional development in the Teacher Learning Network (TLN) fostered by a local authority in the Ñuble region in the south of Chile in 2018 and 2019. The experience was analyzed considering the contributions of the literature on professional learning networks, community learning networks, and the improvement networks fostered by the Chilean government. Based on a thematic analysis of teacher discourse in two focus groups, results show a positive perception of participation in collaborative work with peers from different levels and subject matters. They assert that peer work was a learning opportunity on curricular topics and sharing their reflections about their performance. Ultimately, this has meant some personal welfare. Regarding the organizational aspects for the appropriate functioning of a network, teachers remark on the relevance of leadership legitimacy and pedagogical competency. Teacher commitment, a sound work plan, and time availability are other participation requirements. An atypical finding was the mandatory nature of network participation. This challenges literature claims on the self-regulated nature of these communities., Embora as redes de ensino de aprendizagem profissional sejam uma estratégia amplamente difundida, ainda há poucas evidências sobre os significados e as condições organizacionais que as viabilizam. Este trabalho examinou as avaliações de professores e, ao mesmo tempo, os fatores contextuais e organizacionais que favorecem o desenvolvimento profissional na rede de aprendizagem de professores (RAD) promovida por um município da região de Ñuble, no sul do Chile, entre 2018 e 2019. A experiência foi analisada considerando as contribuições da literatura sobre comunidades de aprendizagem profissional, comunidades de aprendizagem em rede e redes de melhoria promovidas pelo governo chileno. O grupo de professores entrevistados foram divididos em dois grupos. A partir da análise do resultado identificou-se uma percepção positiva da participação em uma rede colaborativa com professores de diferentes níveis e matérias, indicando que o trabalho em duplas foi uma oportunidade de aprendizado sobre temas curriculares gerando a possibilidade de reflexão sobre as suas autuações. Sobre os aspectos organizacionais, os professores destacam que para o funcionamento adequado de uma rede de ensino, o responsável pelo projeto (rede) deve apresentar solvência, legitimidade pedagógica, compromisso e planejamento de carga horária de trabalho para facilitar a atuação em momentos extralaborais. Um achado atípico foi a valorização da obrigatoriedade da participação na rede, o que contrasta com o caráter autogerenciado dessas comunidades, atualmente encontrado na literatura., Aunque las redes docentes de aprendizaje profesional son una estrategia de amplia difusión, hay todavía poca evidencia sobre los significados y condiciones organizacionales que las viabilizan. Este trabajo examinó las valoraciones docentes y, a la vez, los factores contextuales y organizativos que favorecen el desarrollo profesional en la Red de Aprendizaje Docente (RAD) impulsada por un municipio de la región de Ñuble, en el sur de Chile, durante 2018 y 2019. La experiencia fue analizada considerando los aportes de la literatura sobre las comunidades de aprendizaje profesional, las comunidades de aprendizaje en red y las redes de mejora impulsadas por el gobierno chileno. Basado en el análisis temático de los discursos docentes en dos grupos focales, los resultados muestran una positiva percepción sobre la participación en una red colaborativa con docentes de distintos niveles y asignatura, e indican que el trabajo entre pares fue una oportunidad de aprendizaje en temas curriculares, de reflexión compartida sobre sus desempeños, lo que ha significado cierto bienestar personal. En lo que refiere a los aspectos organizacionales para que una red docente opere adecuadamente, los docentes destacan que quienes lideren la red deben evidenciar solvencia y legitimidad pedagógica; debe existir compromiso docente, una planificación que oriente el trabajo y que tenga en cuenta horarios libres para participar. Un hallazgo atípico fue que valoraran el carácter obligatorio de la participación en la red, lo que contrasta con la literatura que enfatiza el carácter autogestionado de estas comunidades.

Este artículo recoge una experiencia desarrollada con alumnado universitario, que se enmarca en la necesidad de implementar una educación para la sostenibilidad, para promover cambios y adoptar comportamientos de consumo responsables en el contexto de emergencia climática actual. Con esta finalidad, los objetivos de la investigación han sido tres: potenciar la concienciación del alumnado del Grado en Turismo en la necesidad de adoptar cambios en su consumo para reducir la huella de carbono, analizar la capacidad de cambio en su comportamiento y sus limitaciones, y valorar la participación en una comunidad de prácticas para su logro. La metodología se ha centrado en la propuesta de un reto al alumnado participante para reducir su huella de carbono en cinco ámbitos de actuación (agua y energía, moda, alimentación, movilidad y comportamiento turístico). Tras una fase formativa, se estableció durante tres meses una comunidad de prácticas acompañadas de dinámicas de grupo y la respuesta a un formulario, que han permitido recoger información cualitativa y cuantitativa sobre el proceso. La experiencia ha resultado positiva al alcanzar cambios en sus hábitos de consumo, comprobándose la eficacia de las herramientas utilizadas citadas para su desarrollo. Ello ha permitido concluir que sí es posible implicar de forma activa al alumnado en la adopción de hábitos de consumo más responsables., This article reports an experience developed with university students related to the need to implement Education for Sustainability and promote changes to adopt sustainable consumption behaviours in the context of the current climate emergency. To this aim, three objectives have been aimed: to raise environmental awareness among students of the Tourism Degree, adopt changes in their consumption to reduce their carbon footprint, analyse the ability to make changes in their behaviour, and value the creation of a community of practice for its achievement. The methodology has revolved around the proposal of a challenge to the students to reduce their carbon footprint in five areas (water and energy, fashion, food, mobility, and tourism). In order to motivate the students to carry out the proposed challenges, an online community of practice was established, accompanied by group dynamics and the response to a form, which allowed the collection of qualitative and quantitative information. The results show that the experience has been positive because changes have been achieved in their consumption habits, proving the efficacy of the used tools for their development. This has led to conclude that it is possible to involve students in adopting more responsible consumption habits actively.

Although professional learning networks for teachers are a renowned strategy, there is still little evidence of meanings and organizational conditions for their feasibility. This study examined teachers’ appraisals and the contextual and organizational factors favoring professional development in the Teacher Learning Network (TLN) fostered by a local authority in the Ñuble region in the south of Chile in 2018 and 2019. The experience was analyzed considering the contributions of the literature on professional learning networks, community learning networks, and the improvement networks fostered by the Chilean government. Based on a thematic analysis of teacher discourse in two focus groups, results show a positive perception of participation in collaborative work with peers from different levels and subject matters. They assert that peer work was a learning opportunity on curricular topics and sharing their reflections about their performance. Ultimately, this has meant some personal welfare. Regarding the organizational aspects for the appropriate functioning of a network, teachers remark on the relevance of leadership legitimacy and pedagogical competency. Teacher commitment, a sound work plan, and time availability are other participation requirements. An atypical finding was the mandatory nature of network participation. This challenges literature claims on the self-regulated nature of these communities., Embora as redes de ensino de aprendizagem profissional sejam uma estratégia amplamente difundida, ainda há poucas evidências sobre os significados e as condições organizacionais que as viabilizam. Este trabalho examinou as avaliações de professores e, ao mesmo tempo, os fatores contextuais e organizacionais que favorecem o desenvolvimento profissional na rede de aprendizagem de professores (RAD) promovida por um município da região de Ñuble, no sul do Chile, entre 2018 e 2019. A experiência foi analisada considerando as contribuições da literatura sobre comunidades de aprendizagem profissional, comunidades de aprendizagem em rede e redes de melhoria promovidas pelo governo chileno. O grupo de professores entrevistados foram divididos em dois grupos. A partir da análise do resultado identificou-se uma percepção positiva da participação em uma rede colaborativa com professores de diferentes níveis e matérias, indicando que o trabalho em duplas foi uma oportunidade de aprendizado sobre temas curriculares gerando a possibilidade de reflexão sobre as suas autuações. Sobre os aspectos organizacionais, os professores destacam que para o funcionamento adequado de uma rede de ensino, o responsável pelo projeto (rede) deve apresentar solvência, legitimidade pedagógica, compromisso e planejamento de carga horária de trabalho para facilitar a atuação em momentos extralaborais. Um achado atípico foi a valorização da obrigatoriedade da participação na rede, o que contrasta com o caráter autogerenciado dessas comunidades, atualmente encontrado na literatura., Aunque las redes docentes de aprendizaje profesional son una estrategia de amplia difusión, hay todavía poca evidencia sobre los significados y condiciones organizacionales que las viabilizan. Este trabajo examinó las valoraciones docentes y, a la vez, los factores contextuales y organizativos que favorecen el desarrollo profesional en la Red de Aprendizaje Docente (RAD) impulsada por un municipio de la región de Ñuble, en el sur de Chile, durante 2018 y 2019. La experiencia fue analizada considerando los aportes de la literatura sobre las comunidades de aprendizaje profesional, las comunidades de aprendizaje en red y las redes de mejora impulsadas por el gobierno chileno. Basado en el análisis temático de los discursos docentes en dos grupos focales, los resultados muestran una positiva percepción sobre la participación en una red colaborativa con docentes de distintos niveles y asignatura, e indican que el trabajo entre pares fue una oportunidad de aprendizaje en temas curriculares, de reflexión compartida sobre sus desempeños, lo que ha significado cierto bienestar personal. En lo que refiere a los aspectos organizacionales para que una red docente opere adecuadamente, los docentes destacan que quienes lideren la red deben evidenciar solvencia y legitimidad pedagógica; debe existir compromiso docente, una planificación que oriente el trabajo y que tenga en cuenta horarios libres para participar. Un hallazgo atípico fue que valoraran el carácter obligatorio de la participación en la red, lo que contrasta con la literatura que enfatiza el carácter autogestionado de estas comunidades.

At a time of paradigm change in educational management in terms of the political and administrative centre, in which the discourse around the autonomy of schools has made some marks on the means of schools management in Portugal, it is important to perceive each change within a coherent and integrative framework. Thus, in order to verify whether the working modes of teachers have effectively changed, we need to grasp the school culture(s) that shape the environment(s) in which teachers engage in their activities and influence the leadership and the way they go about their tasks, especially with colleagues. In order to perceive the ways in which collaboration and leadership may be deployed in the service of collaborative and reflective teachers, we adopt a naturalist research approach of a humanist-interpretative type, combining quantitative and qualitative methodologies. In order to characterise the cultures(s) of schools, we deploy a data-based process analysing descriptive statistics subjected to structural and semantic structural interpretation. Furthermore, in order to deepen some of these unique contexts and incorporating the perspectives of individual actors, we also apply a qualitative approach. After analysis of the data, we conclude that, even while noting that the majority of actors in schools display the will to engage with innovation, demonstrated through the implementation of different collaborative dynamics, such change has only taken place very slowly and remains tenuous and limited by structural restrictions, a lack of know-how and the fragmentation and balkanisation handed down by the history of the Portuguese school organisation and teaching staff socialised in a solitary and individualist professional practices., Num momento de viragem de paradigma da administração educativa ao nível do centro político e administrativo, em que o discurso da autonomia das escolas tem deixado algumas marcas nos modos de gestão escolar em Portugal, é importante percecionar cada mudança de uma forma coerente e integradora. Assim, a fim de verificar se os modos de trabalho dos professores têm efetivamente mudado, é conveniente que compreendamos a(s) cultura(s) escolares que marcam o espaço em que os professores exercem a sua atividade e a influência das lideranças no modo como desenvolvem o seu trabalho, sobretudo com os colegas. Para percebermos a forma como a colaboração e as lideranças podem estar a serviço de um professor colaborativo e reflexivo, adotamos uma investigação naturalista de tipo humanista-interpretativo, conjugando uma abordagem quantitativa e qualitativa. Para caracterizarmos a(s) cultura(s) da escola, usamos processos de análise de dados baseados numa estatística de natureza descritiva, que submetemos a uma análise e interpretação estrutural e semântica. Por outro lado, para aprofundarmos alguns contextos singulares e as perspetivas de atores individuais, optamos por uma abordagem qualitativa. Analisados os dados, concluímos que, embora se note da parte da generalidade dos atores escolares uma vontade para instituir a inovação, revelada através da implementação de diferentes dinâmicas colaborativas, esta mudança tem sido muito lenta, ténue e limitada por estrangulamentos estruturais, pela falta de saber fazer e pela fragmentação ou pela balcanização inscritos na história da organização escolar portuguesa e de um corpo docente socializado numa prática profissional solitária e individualista.

This article presents the results of an investigation in which 255 student volunteers from the University of Seville have collaborated and have participated in 29 centers constituted as learning communities (CdeA) in the province of Seville. This study aims to disseminate the assessment of the experience made by students during the 2014 to 2020 academic years, regarding their reasons for participating, expectations, self-perceptions, their personal, academic, professional, and social learning, and the overall assessment of the experience. The volunteer participates in an activity subject to academic recognition (ASRA), called Psychoeducational Intervention in Learning Communities, of up to 6 ECTS credits; In these centers they participate in successful educational actions such as interactive groups, gatherings, a tutored library and educational accompaniment or reinforcement. For data collection, the SAVUCdA questionnaire was used with 54 items categorized into eight blocks. A quantitative methodology is followed, carrying out descriptive, contrast and correlational analyzes that allow identifying the evolution of the valuations and the relationships between the blocks in the different years. Among the main results, we highlight good evaluations after the long period studied, which implies good coordination and monitoring of the internships, availability and good work of all the agents involved in them. The correlational results indicate, as a main conclusion, that this type of practice facilitates the learning and development of all areas of the student body. It is noteworthy that, although the students did not initially have high expectations regarding their practices, the evaluations of the learning acquired have been very positive in all the courses., El presente artículo da a conocer los resultados de una investigación en la que han colaborado 255 estudiantes voluntarios de la Universidad de Sevilla que han participado en 29 centros constituidos en comunidades de aprendizaje (CdeA) de la provincia de Sevilla. Este estudio pretende difundir la valoración de la experiencia realizada por los estudiantes durante los cursos 2014 a 2020, respecto a sus razones para participar, expectativas, autopercepciones, su aprendizaje personal, académico, profesional, social y la valoración global de la experiencia. El voluntariado participa en una actividad susceptible de reconocimiento académico (ASRA), denominada Intervención psicoeducativa en Comunidades de Aprendizaje, de hasta 6 créditos ECTS; en dichos centros participan en actuaciones educativas de éxito como son los grupos interactivos, tertulias, biblioteca tutorizada y acompañamiento o refuerzo educativo. Para la recogida de datos se ha empleado el cuestionario SAVUCdA con 54 ítems categorizados en ocho bloques. Se sigue una metodología cuantitativa, realizando análisis descriptivos, de contraste y correlacionales que permiten identificar la evolución de las valoraciones y las relaciones entre los bloques en los diferentes años. Entre los principales resultados destacamos buenas valoraciones tras el largo periodo estudiado, lo que implica buena coordinación y seguimiento de las prácticas, disponibilidad y buen hacer de todos los agentes implicados en las mismas. Los resultados correlacionales indican, como conclusión principal, que este tipo de prácticas facilitan el aprendizaje y desarrollo de todos los ámbitos del alumnado. Es de destacar que, aunque los estudiantes no tuvieran inicialmente altas expectativas respecto a sus prácticas, las valoraciones de los aprendizajes adquiridos sí han sido muy positivas en todos los cursos.

This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan’s seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology- enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically.

This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan’s seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology- enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically.

This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan’s seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology- enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically.

This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan’s seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology- enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically.

This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan’s seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology- enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically.

El presente artículo da a conocer los resultados de una investigación en la que han colaborado 255 estudiantes voluntarios de la Universidad de Sevilla que han participado en 29 centros constituidos en comunidades de aprendizaje (CdeA) de la provincia de Sevilla. Este estudio pretende difundir la valoración de la experiencia realizada por los estudiantes durante los cursos 2014 a 2020, respecto a sus razones para participar, expectativas, autopercepciones, su aprendizaje personal, académico, profesional, social y la valoración global de la experiencia. El voluntariado participa en una actividad susceptible de reconocimiento académico (ASRA), denominada Intervención psicoeducativa en Comunidades de Aprendizaje, de hasta 6 créditos ECTS; en dichos centros participan en actuaciones educativas de éxito como son los grupos interactivos, tertulias, biblioteca tutorizada y acompañamiento o refuerzo educativo. Para la recogida de datos se ha empleado el cuestionario SAVUCdA con 54 ítems categorizados en ocho bloques. Se sigue una metodología cuantitativa, realizando análisis descriptivos, de contraste y correlacionales que permiten identificar la evolución de las valoraciones y las relaciones entre los bloques en los diferentes años. Entre los principales resultados destacamos buenas valoraciones tras el largo periodo estudiado, lo que implica buena coordinación y seguimiento de las prácticas, disponibilidad y buen hacer de todos los agentes implicados en las mismas. Los resultados correlacionales indican, como conclusión principal, que este tipo de prácticas facilitan el aprendizaje y desarrollo de todos los ámbitos del alumnado. Es de destacar que, aunque los estudiantes no tuvieran inicialmente altas expectativas respecto a sus prácticas, las valoraciones de los aprendizajes adquiridos sí han sido muy positivas en todos los cursos, This article presents the results of an investigation in which 255 student volunteers from the University of Seville have collaborated and have participated in 29 centers constituted as learning communities (CdeA) in the province of Seville. This study aims to disseminate the assessment of the experience made by students during the 2014 to 2020 academic years, regarding their reasons for participating, expectations, self-perceptions, their personal, academic, professional, and social learning, and the overall assessment of the experience. The volunteer participates in an activity subject to academic recognition (ASRA), called Psychoeducational Intervention in Learning Communities, of up to 6 ECTS credits; In these centers they participate in successful educational actions such as interactive groups, gatherings, a tutored library and educational accompaniment or reinforcement. For data collection, the SAVUCdA questionnaire was used with 54 items categorized into eight blocks. A quantitative methodology is followed, carrying out descriptive, contrast and correlational analyzes that allow identifying the evolution of the valuations and the relationships between the blocks in the different years. Among the main results, we highlight good evaluations after the long period studied, which implies good coordination and monitoring of the internships, availability and good work of all the agents involved in them. The correlational results indicate, as a main conclusion, that this type of practice facilitates the learning and development of all areas of the student body. It is noteworthy that, although the students did not initially have high expectations regarding their practices, the evaluations of the learning acquired have been very positive in all the courses

Las comunidades de aprendizaje (CdeA) están transformando cada vez más el sistema educativo de España, a través de sus planteamientos innovadores e inclusivos, en los que toda la comunidad educativa queda implicada. El objetivo fue conocer y analizar la importancia y el funcionamiento de las CdeA, haciendo hincapié en el análisis de una de las principales estrategias de éxito: los grupos interactivos (GGII). Se llevó a cabo una investigación cualitativa, mediante entrevistas y observaciones como instrumentos de recogida de información, obteniéndose datos de los diferentes sujetos que conformaron la muestra del estudio. A partir del análisis de los resultados se obtuvo que los GGII constituyen la estrategia de éxito que más se efectúa en la escuela, a pesar de la escasa participación existente. Finalmente, se ha concluido que un elevado número de las planificaciones que se desarrollan en el centro investigado coinciden con las descritas en otros estudios de caso españoles, desarrollados en escuelas de éxito con bajo nivel socioeconómico y cultural, habiéndose introducido dichas estrategias para lograr una mejora en la lucha que el centro lleva a cabo contra la exclusión escolar y social, Implementándose una propuesta de mejora en la que se desarrollan materiales didácticos para las sesiones de GGII., Learning Communities (CdeA) are increasingly transforming the education system of our country, through their innovative and inclusive approaches in which the entire educational community is involved. The objective is to understand and analyze the importance and functioning of CdeA, emphasising the analysis of one of the main strategies of success: Interactive Groups (IGGs). Qualitative research is carried out using the interview as an information gathering tool, through which data have been obtained from the different subjects that make up the sample of this study. Based on the analysis of the results, it has been obtained that a large number of the plans carried out in the research centre coincide with those described in other Spanish case studies carried out in successful schools with a low socioeconomic and cultural level, having been introduced to bring about an improvement in the centre’s fight against school and social exclusion. Finally, based on the results obtained, a number of conclusions and a proposal for improvement have been proposed, in which instructional materials are developed in the IIGG.

ABSTRACT In an era of educational reform, schools face the significant challenge of increasing academic achievement. Learning Communities have emerged as a method of school reform with some research suggesting their link to increasing academic achievement and personalizing learning environments. Using individual and focus group interviews, this qualitative case study examines the use of Learning Communities as a reform initiative at a high school in New Mexico to facilitate a stronger sense of belonging among students and to provide individualized guidance, tracking, and support. Findings on the influence of Learning Communities are presented: addition of Advisory/Advisor which provides academic assistance, fosters a sense of belonging, and a personalized learning environment. Recommendations to improve Learning Communities locally and nationally are included.

ABSTRACT In an era of educational reform, schools face the significant challenge of increasing academic achievement. Learning Communities have emerged as a method of school reform with some research suggesting their link to increasing academic achievement and personalizing learning environments. Using individual and focus group interviews, this qualitative case study examines the use of Learning Communities as a reform initiative at a high school in New Mexico to facilitate a stronger sense of belonging among students and to provide individualized guidance, tracking, and support. Findings on the influence of Learning Communities are presented: addition of Advisory/Advisor which provides academic assistance, fosters a sense of belonging, and a personalized learning environment. Recommendations to improve Learning Communities locally and nationally are included.

El presente artículo da a conocer los resultados de una investigación en la que han colaborado 255 estudiantes voluntarios de la Universidad de Sevilla que han participado en 29 centros constituidos en comunidades de aprendizaje (CdeA) de la provincia de Sevilla. Este estudio pretende difundir la valoración de la experiencia realizada por los estudiantes durante los cursos 2014 a 2020, respecto a sus razones para participar, expectativas, autopercepciones, su aprendizaje personal, académico, profesional, social y la valoración global de la experiencia. El voluntariado participa en una actividad susceptible de reconocimiento académico (ASRA), denominada Intervención psicoeducativa en Comunidades de Aprendizaje, de hasta 6 créditos ECTS; en dichos centros participan en actuaciones educativas de éxito como son los grupos interactivos, tertulias, biblioteca tutorizada y acompañamiento o refuerzo educativo. Para la recogida de datos se ha empleado el cuestionario SAVUCdA con 54 ítems categorizados en ocho bloques. Se sigue una metodología cuantitativa, realizando análisis descriptivos, de contraste y correlacionales que permiten identificar la evolución de las valoraciones y las relaciones entre los bloques en los diferentes años. Entre los principales resultados destacamos buenas valoraciones tras el largo periodo estudiado, lo que implica buena coordinación y seguimiento de las prácticas, disponibilidad y buen hacer de todos los agentes implicados en las mismas. Los resultados correlacionales indican, como conclusión principal, que este tipo de prácticas facilitan el aprendizaje y desarrollo de todos los ámbitos del alumnado. Es de destacar que, aunque los estudiantes no tuvieran inicialmente altas expectativas respecto a sus prácticas, las valoraciones de los aprendizajes adquiridos sí han sido muy positivas en todos los cursos, This article presents the results of an investigation in which 255 student volunteers from the University of Seville have collaborated and have participated in 29 centers constituted as learning communities (CdeA) in the province of Seville. This study aims to disseminate the assessment of the experience made by students during the 2014 to 2020 academic years, regarding their reasons for participating, expectations, self-perceptions, their personal, academic, professional, and social learning, and the overall assessment of the experience. The volunteer participates in an activity subject to academic recognition (ASRA), called Psychoeducational Intervention in Learning Communities, of up to 6 ECTS credits; In these centers they participate in successful educational actions such as interactive groups, gatherings, a tutored library and educational accompaniment or reinforcement. For data collection, the SAVUCdA questionnaire was used with 54 items categorized into eight blocks. A quantitative methodology is followed, carrying out descriptive, contrast and correlational analyzes that allow identifying the evolution of the valuations and the relationships between the blocks in the different years. Among the main results, we highlight good evaluations after the long period studied, which implies good coordination and monitoring of the internships, availability and good work of all the agents involved in them. The correlational results indicate, as a main conclusion, that this type of practice facilitates the learning and development of all areas of the student body. It is noteworthy that, although the students did not initially have high expectations regarding their practices, the evaluations of the learning acquired have been very positive in all the courses

In response to an individual and competitive social model, educational initiatives arise that propose an approach based on critical pedagogy to return to a collectivity within the school and society. By means of two case studies in two centres recognised as Learning Communities, the role played by Dialogical Music Talks as a successful educational strategy in the music classroom for the training of critical students committed to the problems of their context is presented. These talks seem to contribute to the improvement of academic output not only in the field of music, but also to the acquisition of skills related to training as a citizen. The development of Music under this approach is included within a critical paradigm for the transformation of the context through musical experience, using dialogic learning and critical reflection as strategies in educational processes., Ante un modelo social individual y competitivo, surgen iniciativas educativas que plantean un enfoque basado en la pedagogía crítica para volver a una colectividad dentro de la escuela y la sociedad. Mediante dos estudios de caso en dos centros reconocidos como Comunidades de Aprendizaje, se recoge el papel que desarrollan las Tertulias Musicales Dialógicas como estrategia educativa de éxito en el aula de música para la formación de estudiantes críticos y comprometidos con los problemas del entorno. La realización de estas tertulias parece contribuir a la mejora de los rendimientos académicos no solo en el ámbito de la Música, sino también para la adquisición de habilidades relacionadas con la formación como ciudadano. El desarrollo de la Música bajo este enfoque se encuadra dentro de un paradigma crítico para la transformación del contexto mediante la experiencia musical, utilizando el aprendizaje dialógico y la reflexión crítica como estrategias en los procesos educativos.

This document studies the plausibility of learning communities as a facilitating mechanism for environmental education and risk management processes with a comprehensive human development approach. The process carried out over eleven years in the municipality of Salgar (Antioquia) involving various actors is studied. Using a qualitative exploratory methodology. It was analyzed the process reviewing four learning community concepts and four learning moments in six initiatives. It is concluded that learning communities are a plausible mechanism for environmental learning and risk management in the municipality., Este documento estudia la plausibilidad de las comunidades de aprendizaje como un mecanismo facilitador de procesos de educación ambiental y gestión del riesgo con enfoque de desarrollo humano integral. Se estudia el proceso que se ha adelantado a lo largo de once años en el municipio de Salgar (Antioquia) involucrando diversos actores. Empleando una metodología exploratoria cualitativa se analiza el proceso, revisando cuatro conceptos de comunidad de aprendizaje y cuatro momentos de aprendizaje en seis iniciativas. Se concluye que las comunidades de aprendizaje son un mecanismo plausible para el aprendizaje ambiental y de gestión del riesgo en el municipio.

In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance., Funding: Dutch Research Council [VI.Veni.191S.010]

This white paper gives an overview of the Lean Advancement Initiative (LAI), defines LAI’s focus, outlines the central ideas and concepts driving LAI’s approach, explains the similarities and differences between LAI’s approach and various continuous process improvement methods, and highlights how all of these approaches can be used in combination most effectively to achieve enterprise change and transformation. The paper is addressed at a general business, government and academic audience interested in enterprise transformation, with particular focus on the role of the Lean Advancement Initiative as a unique industry-government-academic partnership dedicated to the creation of a learning community for enterprise transformation through holistic enterprise systems thinking.

In online or blended environments, the Community of Inquiry (CoI) framework sets that a meaningful educational experience derives from the interrelation of teaching, social and cognitive presences. Each presence is subdivided, resulting in a structure in ten categories at the basis for the CoI survey instrument. Although the survey structure in three presences was repeatedly validated in the literature, the categories within presences were not and were consequently investigated in this study. High internal consistencies between items of each category demonstrated that the structure is reliable. Its convergent and discriminant validity were confirmed using multi-group confirmatory factor analyses, that further allowed to reinforce the construct validation by evaluating its factorial invariance across independent samples collected in two universities and varying in gender and age (n1 = 343; n2 = 420). To assess its discriminant validity and because high estimated correlations between categories were observed, alternative structures in eight, seven and six factors were also compared to the original ten-category structure. They were all valid despite yielding inferior fits. The partial structural invariance of CoI structures in categories were also confirmed across groups. Next, a CoI structure in three presences resulted in an insufficient fit to data across independent groups. Much more conclusively, a second-order structure including both presences and categories demonstrated a very good fit to the data, highlighting the importance of categories to reflect students' perceptions. This paper, although presented at a conceptual level, enlightens the potential of studying the influence of categories on each other, learning outcomes, or to identify areas of improvement in online and blended courses by relying on meaningful and trustful categories that further characterize the well-known presences.

ABSTRACT In an era of educational reform, schools face the significant challenge of increasing academic achievement. Learning Communities have emerged as a method of school reform with some research suggesting their link to increasing academic achievement and personalizing learning environments. Using individual and focus group interviews, this qualitative case study examines the use of Learning Communities as a reform initiative at a high school in New Mexico to facilitate a stronger sense of belonging among students and to provide individualized guidance, tracking, and support. Findings on the influence of Learning Communities are presented: addition of Advisory/Advisor which provides academic assistance, fosters a sense of belonging, and a personalized learning environment. Recommendations to improve Learning Communities locally and nationally are included.

ABSTRACT In an era of educational reform, schools face the significant challenge of increasing academic achievement. Learning Communities have emerged as a method of school reform with some research suggesting their link to increasing academic achievement and personalizing learning environments. Using individual and focus group interviews, this qualitative case study examines the use of Learning Communities as a reform initiative at a high school in New Mexico to facilitate a stronger sense of belonging among students and to provide individualized guidance, tracking, and support. Findings on the influence of Learning Communities are presented: addition of Advisory/Advisor which provides academic assistance, fosters a sense of belonging, and a personalized learning environment. Recommendations to improve Learning Communities locally and nationally are included.

Though Assembly Bill 705 was passed in California to reduce gaps in retention and completion for community college students of color, these equity gaps persist. This study used quantitative and qualitative research methods to examine factors that influence enrollment choices and success in gatekeeper courses, like English, for African American community college students. Of particular focus were institutional supports and the role of learning communities. This study’s findings mostly confirm existing research on learning communities and other institutional supports, like counseling, and the ways in which these supports help students enroll in and complete courses. Primary findings from this study emphasize the importance of creating Educational Plans with counselors and frequent contact with counselors. The quality of professors was also perceived to influence students’ academic success, in addition to precollege factors, such as pre-existing writing skills. This study was grounded in two theoretical frameworks: Regina Deil-Amen’s (2011) Socio-Academic Integrative Moments and Laura Rendon’s (1994) Theory of Validation. The important role that learning communities play in community building and increasing a sense of belonging among students of color are validated through the lenses of these theories.

Las comunidades de aprendizaje (CdeA) están transformando cada vez más el sistema educativo de España, a través de sus planteamientos innovadores e inclusivos, en los que toda la comunidad educativa queda implicada. El objetivo fue conocer y analizar la importancia y el funcionamiento de las CdeA, haciendo hincapié en el análisis de una de las principales estrategias de éxito: los grupos interactivos (GGII). Se llevó a cabo una investigación cualitativa, mediante entrevistas y observaciones como instrumentos de recogida de información, obteniéndose datos de los diferentes sujetos que conformaron la muestra del estudio. A partir del análisis de los resultados se obtuvo que los GGII constituyen la estrategia de éxito que más se efectúa en la escuela, a pesar de la escasa participación existente. Finalmente, se ha concluido que un elevado número de las planificaciones que se desarrollan en el centro investigado coinciden con las descritas en otros estudios de caso españoles, desarrollados en escuelas de éxito con bajo nivel socioeconómico y cultural, habiéndose introducido dichas estrategias para lograr una mejora en la lucha que el centro lleva a cabo contra la exclusión escolar y social, Implementándose una propuesta de mejora en la que se desarrollan materiales didácticos para las sesiones de GGII., Learning Communities (CdeA) are increasingly transforming the education system of our country, through their innovative and inclusive approaches in which the entire educational community is involved. The objective is to understand and analyze the importance and functioning of CdeA, emphasising the analysis of one of the main strategies of success: Interactive Groups (IGGs). Qualitative research is carried out using the interview as an information gathering tool, through which data have been obtained from the different subjects that make up the sample of this study. Based on the analysis of the results, it has been obtained that a large number of the plans carried out in the research centre coincide with those described in other Spanish case studies carried out in successful schools with a low socioeconomic and cultural level, having been introduced to bring about an improvement in the centre’s fight against school and social exclusion. Finally, based on the results obtained, a number of conclusions and a proposal for improvement have been proposed, in which instructional materials are developed in the IIGG.

The dialogical literary gatherings are a methodological strategy that can enrich teacher training as they promote deep reading, thinking and communication among students. This paper aims to explore the perceptions the use of the dialogical literary gatherings as a strategy that favors communication and reflection in Higher Education students. The results show high benefits about the dialogical literary gatherings after having experienced its development in the university context, that are useful to develop communicative skills in educational contexts as teachers and education professionals and, specially, to teacher education in Early Childhood Education. After completing this experience, it is possible to conclude that the students’ communicative competence has improved, and other abilities linked to the thinking process, such as reflection and metacognition, have been fostered, improving the practical skills of the teacher in training and, in addition, allowing him/her to overcome the training scenario in which he/she finds him/herself to prepare his/her work as a communicator and researcher- reflexive teacher of his/her educational practice.

Buildings need to be carefully operated and maintained for optimum health, comfort, energy performance, and utility costs. The increasing use of Machine Learning combined with Big Data in the building services sector has shown the potential to bring energy efficiency and cost-effectiveness. Therefore, upskilling and reskilling the current workforce is required to realize new possibilities. In addition, sharing and preserving knowledge are also required for the sustainable growth of professionals and companies. This formed the basis for the Dutch Research Council funded TransAct project. To increase access to education on the job, online learning is experiencing phenomenal growth. A study was conducted with two focus groups - professionals of a building service company and university researchers - to understand the existing challenges and the ways to improve knowledge sharing and upskilling through learning on the job. This study introduced an Enterprise Social Network platform that connects members and may facilitate knowledge sharing. As a community forum, Yammer from office 365 was used. For hosting project files, a SharePoint page was created. For online courses, the company’s online learning site was utilized. The log data from the online tools were analysed, semi-structured interviews and webinars were conducted and feedback was collected with google forms. Incentive models like social recognition and innovative project results were used to motivate the professionals for online activities. This paper distinguishes the impacts of initiatives on the behaviour of university researchers vs company employees., Web Information Systems, Building Energy Epidemiology

The purpose of this study is to understand the influence of new technologies on learning communities at the Technological Higher Institute of Paulo Emilio Macías (ISTPEM), a phenomenon that is observed empirically through professional practice in the context of a global pandemic where the pedagogical practice is assumed in a virtual. For the methodology, the viewpoint is the interpretive paradigm, qualitative approach, and phenomenological method. The technique used to collect information was an in-depth interview through a semi-structured interview script that served as an instrument, applied to 5 teachers from that house of studies, who offered their opinions as key informants, which was analyzed through triangulation. The findings found were directed towards the recognition of the potential that new technologies have in the educational process, which achieves the student's self-training with family and social intervention, according to their own reality, since it contributes to the collaborative and collective construction of learning because it facilitates the generation of spaces that foster the exchange of ideas and respond to academic needs, transforming into a virtual learning community, allowing, in turn, to approach the contents from different perspectives with the definition of new rules of participation., O objetivo desta pesquisa é compreender a influência que as novas tecnologias têm nas comunidades de aprendizagem no Instituto Superior Tecnológico Paulo Emilio Macías (ISTPEM), um fenômeno que é observado empiricamente através da prática profissional no contexto de uma pandemia global onde a prática pedagógica é assumida virtualmente. Metodologicamente foi desenvolvido com o paradigma interpretativo, abordagem qualitativa e método fenomenológico. A técnica utilizada para coletar informações foi uma entrevista aprofundada através de um roteiro de entrevista semi-estruturado que serviu como instrumento, aplicado a 5 professores deste centro de ensino, que ofereceram suas opiniões como informantes-chave, que foi analisado através de triangulação. Os resultados foram direcionados para o reconhecimento do potencial das novas tecnologias no processo pedagógico, o que permite a autoformação do estudante com intervenção familiar e social, de acordo com sua própria realidade, pois contribui para a construção colaborativa e coletiva do aprendizado, pois facilita a geração de espaços que promovem o intercâmbio de idéias e respondem às necessidades acadêmicas, tornando-se uma comunidade de aprendizado virtual, permitindo, por sua vez, abordar os conteúdos sob diferentes perspectivas com a definição de novas regras de participação., El propósito de la presente investigación es comprender la influencia que tienen las nuevas tecnologías sobre las comunidades de aprendizaje en el Instituto Superior Tecnológico Paulo Emilio Macías (ISTPEM), fenómeno que se observa empíricamente a través del ejercicio profesional en el contexto de una pandemia mundial donde la práctica pedagógica se asume de manera virtual. Metodológicamente se desarrolló con el paradigma interpretativo, enfoque cualitativo y método fenomenológico. La técnica utilizada para recabar información fue una entrevista en profundidad mediante un guion de entrevista semiestructurado que sirvió como instrumento, aplicado a 5 docentes de este centro de educación, quienes ofrecieron sus opiniones como informantes clave, misma que fue analizada a través de la triangulación. Los hallazgos encontrados estuvieron direccionados hacia el reconocimiento del potencial que tienen las nuevas tecnologías en el proceso pedagógico, que logra la autoformación del estudiante con la intervención familiar y social, acorde a su propia realidad, dado que coadyuva en la construcción colaborativa y colectiva del aprendizaje, debido a que facilita la generación de espacios que propician el intercambio de ideas y responden a las necesidades académicas, transformándose en una comunidad virtual de aprendizaje, permitiendo a su vez, abordar los contenidos desde diferentes perspectivas con la definición de nuevas reglas de participación.

The purpose of this study is to understand the influence of new technologies on learning communities at the Technological Higher Institute of Paulo Emilio Macías (ISTPEM), a phenomenon that is observed empirically through professional practice in the context of a global pandemic where the pedagogical practice is assumed in a virtual. For the methodology, the viewpoint is the interpretive paradigm, qualitative approach, and phenomenological method. The technique used to collect information was an in-depth interview through a semi-structured interview script that served as an instrument, applied to 5 teachers from that house of studies, who offered their opinions as key informants, which was analyzed through triangulation. The findings found were directed towards the recognition of the potential that new technologies have in the educational process, which achieves the student's self-training with family and social intervention, according to their own reality, since it contributes to the collaborative and collective construction of learning because it facilitates the generation of spaces that foster the exchange of ideas and respond to academic needs, transforming into a virtual learning community, allowing, in turn, to approach the contents from different perspectives with the definition of new rules of participation., O objetivo desta pesquisa é compreender a influência que as novas tecnologias têm nas comunidades de aprendizagem no Instituto Superior Tecnológico Paulo Emilio Macías (ISTPEM), um fenômeno que é observado empiricamente através da prática profissional no contexto de uma pandemia global onde a prática pedagógica é assumida virtualmente. Metodologicamente foi desenvolvido com o paradigma interpretativo, abordagem qualitativa e método fenomenológico. A técnica utilizada para coletar informações foi uma entrevista aprofundada através de um roteiro de entrevista semi-estruturado que serviu como instrumento, aplicado a 5 professores deste centro de ensino, que ofereceram suas opiniões como informantes-chave, que foi analisado através de triangulação. Os resultados foram direcionados para o reconhecimento do potencial das novas tecnologias no processo pedagógico, o que permite a autoformação do estudante com intervenção familiar e social, de acordo com sua própria realidade, pois contribui para a construção colaborativa e coletiva do aprendizado, pois facilita a geração de espaços que promovem o intercâmbio de idéias e respondem às necessidades acadêmicas, tornando-se uma comunidade de aprendizado virtual, permitindo, por sua vez, abordar os conteúdos sob diferentes perspectivas com a definição de novas regras de participação., El propósito de la presente investigación es comprender la influencia que tienen las nuevas tecnologías sobre las comunidades de aprendizaje en el Instituto Superior Tecnológico Paulo Emilio Macías (ISTPEM), fenómeno que se observa empíricamente a través del ejercicio profesional en el contexto de una pandemia mundial donde la práctica pedagógica se asume de manera virtual. Metodológicamente se desarrolló con el paradigma interpretativo, enfoque cualitativo y método fenomenológico. La técnica utilizada para recabar información fue una entrevista en profundidad mediante un guion de entrevista semiestructurado que sirvió como instrumento, aplicado a 5 docentes de este centro de educación, quienes ofrecieron sus opiniones como informantes clave, misma que fue analizada a través de la triangulación. Los hallazgos encontrados estuvieron direccionados hacia el reconocimiento del potencial que tienen las nuevas tecnologías en el proceso pedagógico, que logra la autoformación del estudiante con la intervención familiar y social, acorde a su propia realidad, dado que coadyuva en la construcción colaborativa y colectiva del aprendizaje, debido a que facilita la generación de espacios que propician el intercambio de ideas y responden a las necesidades académicas, transformándose en una comunidad virtual de aprendizaje, permitiendo a su vez, abordar los contenidos desde diferentes perspectivas con la definición de nuevas reglas de participación.

The purpose of this study is to understand the influence of new technologies on learning communities at the Technological Higher Institute of Paulo Emilio Macías (ISTPEM), a phenomenon that is observed empirically through professional practice in the context of a global pandemic where the pedagogical practice is assumed in a virtual. For the methodology, the viewpoint is the interpretive paradigm, qualitative approach, and phenomenological method. The technique used to collect information was an in-depth interview through a semi-structured interview script that served as an instrument, applied to 5 teachers from that house of studies, who offered their opinions as key informants, which was analyzed through triangulation. The findings found were directed towards the recognition of the potential that new technologies have in the educational process, which achieves the student's self-training with family and social intervention, according to their own reality, since it contributes to the collaborative and collective construction of learning because it facilitates the generation of spaces that foster the exchange of ideas and respond to academic needs, transforming into a virtual learning community, allowing, in turn, to approach the contents from different perspectives with the definition of new rules of participation., O objetivo desta pesquisa é compreender a influência que as novas tecnologias têm nas comunidades de aprendizagem no Instituto Superior Tecnológico Paulo Emilio Macías (ISTPEM), um fenômeno que é observado empiricamente através da prática profissional no contexto de uma pandemia global onde a prática pedagógica é assumida virtualmente. Metodologicamente foi desenvolvido com o paradigma interpretativo, abordagem qualitativa e método fenomenológico. A técnica utilizada para coletar informações foi uma entrevista aprofundada através de um roteiro de entrevista semi-estruturado que serviu como instrumento, aplicado a 5 professores deste centro de ensino, que ofereceram suas opiniões como informantes-chave, que foi analisado através de triangulação. Os resultados foram direcionados para o reconhecimento do potencial das novas tecnologias no processo pedagógico, o que permite a autoformação do estudante com intervenção familiar e social, de acordo com sua própria realidade, pois contribui para a construção colaborativa e coletiva do aprendizado, pois facilita a geração de espaços que promovem o intercâmbio de idéias e respondem às necessidades acadêmicas, tornando-se uma comunidade de aprendizado virtual, permitindo, por sua vez, abordar os conteúdos sob diferentes perspectivas com a definição de novas regras de participação., El propósito de la presente investigación es comprender la influencia que tienen las nuevas tecnologías sobre las comunidades de aprendizaje en el Instituto Superior Tecnológico Paulo Emilio Macías (ISTPEM), fenómeno que se observa empíricamente a través del ejercicio profesional en el contexto de una pandemia mundial donde la práctica pedagógica se asume de manera virtual. Metodológicamente se desarrolló con el paradigma interpretativo, enfoque cualitativo y método fenomenológico. La técnica utilizada para recabar información fue una entrevista en profundidad mediante un guion de entrevista semiestructurado que sirvió como instrumento, aplicado a 5 docentes de este centro de educación, quienes ofrecieron sus opiniones como informantes clave, misma que fue analizada a través de la triangulación. Los hallazgos encontrados estuvieron direccionados hacia el reconocimiento del potencial que tienen las nuevas tecnologías en el proceso pedagógico, que logra la autoformación del estudiante con la intervención familiar y social, acorde a su propia realidad, dado que coadyuva en la construcción colaborativa y colectiva del aprendizaje, debido a que facilita la generación de espacios que propician el intercambio de ideas y responden a las necesidades académicas, transformándose en una comunidad virtual de aprendizaje, permitiendo a su vez, abordar los contenidos desde diferentes perspectivas con la definición de nuevas reglas de participación.

In the last two decades, in Spain, participatory experiences are being developed in all educational stages of centers configured as Learning Communities. Its objective is, little by little, to transform the socio-educational reality of the school and its environment, mobilizing the cultural and educational contribution and involving many people in the improvement of education. This article will analyze how, through the successful educational performance of Dialogical Artistic Gatherings, educational inclusion, an improvement of coexistence and the development of key competences are achieved. The context of the study is a center transformed into a Learning Community, where 84% of the students are of Roma ethnicity. The research methodology used responds to the critical communicative approach, seeking the description and / or interpretation of reality, to help transform that reality. This methodology is based on equal dialogue between the scientific community and people whose reality is the subject of research. Through in-depth interviews of communicative orientation and communicative discussion groups, it is evident that it improves the climate and decreases the conflictive of the classroom, there is the inclusion of all students in the educational center and an optimal acquisition of key competences., En las dos últimas décadas, en España, se están desarrollando experiencias participativas en todas las etapas educativas de centros configurados como Comunidades de Aprendizaje. Su objetivo es, poco a poco, transformar la realidad socioeducativa de la escuela y su entorno, movilizando la aportación cultural y educativa e implicando a muchas personas en la mejora de la educación. En este artículo se analizará cómo, a través de la actuación educativa de éxito de Tertulias Dialógicas Artísticas, se consigue una inclusión educativa, una mejora de la convivencia y el desarrollo de las competencias clave. El contexto de estudio es un centro transformado en Comunidad de Aprendizaje, donde el 84% del alumnado es de etnia gitana. La metodología de investigación utilizada responde al enfoque comunicativo crítico, buscando la descripción y/o interpretación de la realidad, para ayudar a transformar esa realidad. Dicha metodología está basada en el diálogo igualitario entre la comunidad científica y las personas cuya realidad sea objeto de investigación. A través de las entrevistas en profundidad de orientación comunicativa y los grupos de discusión comunicativos se evidencia que mejora el clima y disminuye la conflictividad del aula, se produce la inclusión de todo el alumnado en el centro educativo y una óptima adquisición de las competencias clave.

In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance., Funding: Dutch Research Council [VI.Veni.191S.010]

In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance., Funding: Dutch Research Council [VI.Veni.191S.010]

In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance., Funding: Dutch Research Council [VI.Veni.191S.010]

In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance., Funding: Dutch Research Council [VI.Veni.191S.010]

Though Assembly Bill 705 was passed in California to reduce gaps in retention and completion for community college students of color, these equity gaps persist. This study used quantitative and qualitative research methods to examine factors that influence enrollment choices and success in gatekeeper courses, like English, for African American community college students. Of particular focus were institutional supports and the role of learning communities. This study’s findings mostly confirm existing research on learning communities and other institutional supports, like counseling, and the ways in which these supports help students enroll in and complete courses. Primary findings from this study emphasize the importance of creating Educational Plans with counselors and frequent contact with counselors. The quality of professors was also perceived to influence students’ academic success, in addition to precollege factors, such as pre-existing writing skills. This study was grounded in two theoretical frameworks: Regina Deil-Amen’s (2011) Socio-Academic Integrative Moments and Laura Rendon’s (1994) Theory of Validation. The important role that learning communities play in community building and increasing a sense of belonging among students of color are validated through the lenses of these theories.

In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance., Funding: Dutch Research Council [VI.Veni.191S.010]

El objetivo principal de esta investigación es desarrollar y validar un programa de formación de comunidades de aprendizajes, dirigido a estudiantes de licenciaturas de las diferentes carreras que ofrece la Universidad Especializada de las Américas. Es un estudio con un diseño investigación acción, de tipo transversal, descriptivo y explicativo, que permite reflexionar y analizar las fortalezas y debilidades en la formación de los estudiantes en investigación y aéreas a fines. Se busca promover una cultura científica a través de un seguimiento semanal mediante una plataforma virtual y reuniones mensuales, logrando consolidar comunidades de aprendizajes en estudiantes durante la realización de estudios científicos. Dichas comunidades son formadas por estudiantes y profesores tutores del curso de investigación con intereses en una misma línea de investigación. Los resultados incluyen la evaluación de 27 estudiantes de diferentes carreras a nivel nacional que respondieron a la convocatoria y han permanecido en el programa. En el mismo se tomaron los lineamientos éticos correspondientes: los participantes fueron informados sobre el estudio, la participación dé cada estudiante fue voluntaria y no les causo daño ni incomodidad durante el proceso.

El objetivo principal de esta investigación es desarrollar y validar un programa de formación de comunidades de aprendizajes, dirigido a estudiantes de licenciaturas de las diferentes carreras que ofrece la Universidad Especializada de las Américas. Es un estudio con un diseño investigación acción, de tipo transversal, descriptivo y explicativo, que permite reflexionar y analizar las fortalezas y debilidades en la formación de los estudiantes en investigación y aéreas a fines. Se busca promover una cultura científica a través de un seguimiento semanal mediante una plataforma virtual y reuniones mensuales, logrando consolidar comunidades de aprendizajes en estudiantes durante la realización de estudios científicos. Dichas comunidades son formadas por estudiantes y profesores tutores del curso de investigación con intereses en una misma línea de investigación. Los resultados incluyen la evaluación de 27 estudiantes de diferentes carreras a nivel nacional que respondieron a la convocatoria y han permanecido en el programa. En el mismo se tomaron los lineamientos éticos correspondientes: los participantes fueron informados sobre el estudio, la participación dé cada estudiante fue voluntaria y no les causo daño ni incomodidad durante el proceso.

The research presented in this article shows the strategies of family and community participation after the arrival of the COVID-19, in the Centro Rural Agrupado (CRA) of Lozoyuela (Madrid), constituted as an educational centre Learning Community. In order to elaborate and consolidate a theoretical framework that encompasses the subject, a bibliographic review has been carried out of various scientific sources and authors on relevant concepts and approaches to: social and educational exclu-sion and inclusion; community and educational social work; community participa-tion; the Learning Communities project; and, recent research related to family and community participation as a consequence of COVID-19.A qualitative methodology with a communicative orientation has been used, by whereby the participation of the people involved in the research - in this case: tea-chers, PTSC, head and management of the CRA; and family members - is pro-moted, through the cooperation in constructing knowledge, carried out by means of semi-structured interviews and discussion groups. After the interpretation of the results, the strategies that have achieved the greatest success in the participation of families and the community in the CRA of Lozoyuela, from the COVID-19, are presented, the ones where the families have had a voice and have felt involved in their initiative and organisation., La investigación presentada en este artículo muestra las estrategias de participa-ción familiar y comunitaria tras la llegada de la COVID-19, en el Centro Rural Agru-pado (CRA) de Lozoyuela (Madrid), constituido como centro educativo Comunidad de Aprendizaje. Para elaborar y consolidar un marco teórico que englobe el tema, se ha hecho una revisión bibliográfica de diversas fuentes científicas y autorías sobre conceptos y enfoques relevantes acerca de: la exclusión e inclusión social y educativa; el trabajo social comunitario y en el ámbito educativo; la participación de la comunidad; el proyecto Comunidades de Aprendizaje; y, sobre investigaciones recientes acerca de la participación familiar y comunitaria a raíz de la COVID-19.Se ha utilizado una metodología cualitativa con orientación comunicativa por la cual se potencia la participación de las personas implicadas en la investigación -en este caso: profesorado, PTSC, jefatura y dirección del CRA; y familiares-, a través de la construcción conjunta de conocimiento, realizada por entrevistas semiestructura-das y grupos de discusión. Tras la interpretación de resultados, se exponen aque-llas estrategias que han conseguido un mayor éxito en la participación de familias y de la comunidad en el CRA de Lozoyuela, a partir de la COVID-19, siendo aquellas en las que las familias han tenido voz y se han sentido partícipes en su iniciativa y organización.

The research presented in this article shows the strategies of family and community participation after the arrival of the COVID-19, in the Centro Rural Agrupado (CRA) of Lozoyuela (Madrid), constituted as an educational centre Learning Community. In order to elaborate and consolidate a theoretical framework that encompasses the subject, a bibliographic review has been carried out of various scientific sources and authors on relevant concepts and approaches to: social and educational exclu-sion and inclusion; community and educational social work; community participa-tion; the Learning Communities project; and, recent research related to family and community participation as a consequence of COVID-19.A qualitative methodology with a communicative orientation has been used, by whereby the participation of the people involved in the research - in this case: tea-chers, PTSC, head and management of the CRA; and family members - is pro-moted, through the cooperation in constructing knowledge, carried out by means of semi-structured interviews and discussion groups. After the interpretation of the results, the strategies that have achieved the greatest success in the participation of families and the community in the CRA of Lozoyuela, from the COVID-19, are presented, the ones where the families have had a voice and have felt involved in their initiative and organisation., La investigación presentada en este artículo muestra las estrategias de participa-ción familiar y comunitaria tras la llegada de la COVID-19, en el Centro Rural Agru-pado (CRA) de Lozoyuela (Madrid), constituido como centro educativo Comunidad de Aprendizaje. Para elaborar y consolidar un marco teórico que englobe el tema, se ha hecho una revisión bibliográfica de diversas fuentes científicas y autorías sobre conceptos y enfoques relevantes acerca de: la exclusión e inclusión social y educativa; el trabajo social comunitario y en el ámbito educativo; la participación de la comunidad; el proyecto Comunidades de Aprendizaje; y, sobre investigaciones recientes acerca de la participación familiar y comunitaria a raíz de la COVID-19.Se ha utilizado una metodología cualitativa con orientación comunicativa por la cual se potencia la participación de las personas implicadas en la investigación -en este caso: profesorado, PTSC, jefatura y dirección del CRA; y familiares-, a través de la construcción conjunta de conocimiento, realizada por entrevistas semiestructura-das y grupos de discusión. Tras la interpretación de resultados, se exponen aque-llas estrategias que han conseguido un mayor éxito en la participación de familias y de la comunidad en el CRA de Lozoyuela, a partir de la COVID-19, siendo aquellas en las que las familias han tenido voz y se han sentido partícipes en su iniciativa y organización.

Nowadays, designers deal with increasingly complex and meaningful challenges. Because of that, design schools are required to deliver professional designers capable of handling what future decades might bring. Therefore, resilience, generally described as the process of adapting well in the presence of adversity, makes it a valuable quality future generations of designers could develop. As resilience is still an abstract concept within the education domain, this thesis aimed to explore how it could be built and enhanced in such a context. The approach chosen to tackle that question was initially to analyze the literature regarding resilience. Then, to perform an in-depth autoethnographic study in a moment I believed resilience was systematically achieved in the Industrial Design Engineering faculty: the COVID19 lockdowns. Finally, I synthesized the learnings from that period and previous literature research into a theoretical framework that aims to assist educators in conceptualizing interventions to foster Resilience in Learning Systems. This framework was implemented to design and evaluate MyRubric, a co-creative guide for adaptive assessment, which aims to offer a constructive, resilient alternative to the current rubric., Design for Interaction

This paper shows the educational and artistic experience which was developed in an collaborative audiovisual project: Libertad, by a learning community compound of teachers, students, artists, and educators, that made a film from the live story of Josefa Castro (1920-2015). The project was developed by a museum of contemporary art, MUSAC in León (Spain) through the LAAV_ Experimental Audiovisual Anthropology Laboratory. The paper, through an artographic approach, shows the Libertad project through the data recollection tools used; video, audio, interactive images and documents as principal support of communication and the learning community that become in and for the project. The conclusions pointed out to the necessity of sufficiently document this practices to open source for the purpose of new research and even the replica and replacement of them to other theoretical and practical contexts., Este artículo recoge la experiencia educativa y artística que se llevó a cabo en un proyecto audiovisual colaborativo: Libertad, por una comunidad de aprendizaje formada por docentes y alumnado de 1º y 2ª de Bachillerato, artistas, mediadoras y educadoras que realizaron una película en cine analógico de 16 mm a partir del relato de vida de Josefa Castro (1920-2015). El proyecto se llevó a cabo en un museo de arte contemporáneo, el MUSAC de León, en el curso escolar 2017-2018 a través del LAAV_ Laboratorio de Antropología Audiovisual Experimental. El artículo, desde una perspectiva A/r/tográfica, expone el proyecto Libertad a partir de las herramientas de recogida/producción de datos que se utilizaron y que se ordenan por la tipología de medios que nos ofrece, resultando en una compilación de videos, audios, imágenes interactivas y textos/documentos que actúan como principal soporte de comunicación en el artículo. Finalmente también hace referencia al componente humano del proyecto, que en este caso se identifica con la comunidad de aprendizaje que se constituye en y para el proyecto. Las conclusiones del artículo apuntan la necesidad de documentar suficientemente estas prácticas para dejarlas abiertas a nuevas investigaciones por ser susceptibles de transferencia a otros contextos teóricos y prácticos.

The increased educational use of social networks is due to the fact that they offer resources that facilitate both the monitoring of academic activity and the social aspects inherent in the educational process; however, these platforms are not usually used as a resource for education. Facebook offers various channels of communication and has shown its potential for channeling collaborative activities between students. In this experience, Facebook was used as an environment to develop the characteristics of the sports education model (season, affiliation, formal competition, systematic registration, festive atmosphere and final celebration) in the area of Physical Education, using the resources of the social network. Each of the characteristics of the educational model was developed through the tools of the social network in a group created as a complementary resource to the educational action in the classroom. The parents of the participating students registered and were able to participate in the activity from a distance, which was extended outside the school thanks to the use of Facebook. The results showed increased monitoring, parental involvement, and the building of a community of practice. The educational model used was fully developed, helping the students “keep an eye” on the activity outside the school., El aumento del uso educativo de las redes sociales se debe a que ofrecen recursos que facilitan tanto el seguimiento de la actividad académica como los aspectos sociales inherentes al proceso educativo; sin embargo, estas plataformas no son empleadas habitualmente como un recurso para la educación. Facebook ofrece diversos canales de comunicación y ha mostrado su potencialidad para vehicular las actividades colaborativas entre estudiantes. En esta experiencia se empleó Facebook como entorno para desarrollar las características del modelo de educación deportiva (temporada, afiliación, competición formal, registro sistemático, ambiente festivo y celebración final) en el área de Educación Física, empleando los recursos propios de la red social. Cada una de las características del modelo pedagógico se desarrolló a través de las herramientas de la red social en un grupo creado como recurso complementario a la acción educativa de aula. Los progenitores del alumnado participante se inscribieron y pudieron participar a distancia en la actividad, que se extendió fuera del centro educativo gracias al empleo de Facebook. Los resultados muestran un mayor seguimiento, implicación parental y la construcción de una comunidad de práctica. El modelo educativo utilizado pudo desarrollarse de forma más completa, logrando que el alumnado se mantuviera pendiente de la actividad fuera del centro educativo.

This paper aims to analyze Language and Mathematics performance improvement when Interactive Groups are held at school. This study was developed applying a communicative methodology and gathered information through interviews, focus groups and data analysis. It provides evidence on how interactions with volunteers involved in the classroom foster the students´ educational success in the schools studied. Results, in line with similar studies, point out that holding Interactive Groups at school is linked to an academic achievement improvement for those groups and students involved. Evidence point out the relevant role of participation in the educative process. Interactions provided by volunteers´ involvement, their diversity and the intensity linked to this Successful Educational practice, are key elements for the students´ educational success and the improvement process., Este artículo analiza la mejora del rendimiento escolar en centros de Comunidades de Aprendizaje de Castilla-La Mancha, tras la organización del aula en Grupos interactivos, con un peso fundamental del voluntariado. Las evidencias recogidas muestran una evolución positiva de los resultados en el curso 2017-2018, después de la implantación de los Grupos interactivos. A través de la metodología comunicativa, este estudio analiza las interacciones que se producen en el aula con la participación del voluntariado, y se apoya en el análisis comparado de los datos relativos a las calificaciones finales del alumnado en el curso 2016-17 y 2017-18. Los resultados obtenidos demuestran que la organización de Grupos interactivos en el aula tiene como resultado la mejora de los resultados académicos en los grupos de alumnos donde se lleva a cabo. Las interacciones con el voluntariado se muestran como un elemento esencial en el proceso de mejora y en el éxito escolar del alumnado.

The main objective of this report is to analyze the university students concerns and perceptions regarding their participation in a Service-Learning experience in Learning Communities. The context research is located in four educational centers situated in exclusion areas and, in the Physical Education Teaching students of the Primary Education Degree of Physical Education Subject. The information was produced using qualitative strategies, specifically through an open questionnaire, using for its analysis a mixed strategy of categorical analysis supported by NVivo. The main research findings show that students have a maximum predisposition towards participation in this type of proposal to develop their skills and acquire personal and professional skills for their learning. Finally and based on all of the above, we could point out that the Service-Learning proposals offer a wide range of experiences and knowledge for the professional development of future teachers., Este artículo tiene el objetivo de analizar las inquietudes y percepciones del alumnado universitario en una experiencia de Aprendizaje-Servicio en Comunidades de Aprendizaje. El contexto de la investigación se sitúa en cuatro centros educativos situados en zonas de exclusión social, y 36 estudiantes de la asignatura de Enseñanza de la Educación Física del Grado de Educación Primaria. La producción de la información se ha realizado mediante estrategias cualitativas, concretamente a través de un cuestionario abierto, utilizando para su análisis una metodología mixta de análisis categorial apoyado por el NVivo. Los principales hallazgos de la investigación muestran que el alumnado universitario muestra una excelente predisposición hacia la participación en este tipo de propuestas, buscando en ellas el desarrollo de competencias generales y profesionales del título. Por último y en base a todo lo anterior, podríamos señalar que las propuestas de Aprendizaje-Servicio ofrecen una amplia gama de experiencias y conocimientos para el desarrollo profesional de los futuros docentes.

The recent coronavirus outbreak transformed learning processes, bringing them emergingly into virtuality and forcing educational institutions to develop strategies for moving towards remote education. The Social Web facilitated the technological transition and with the support of virtual learning communities made more flexible teaching environments and create different ways of interaction to reach academic goals. This essay, through document review, introduces guidelines for turning Social Networks into learning communities. Also propose the main benefits and disadvantages of Social Networks use in learning processes., El reciente brote de coronavirus transformó los procesos de formación llevándolos de manera emergente a la virtualidad y obligando a las instituciones de educación a desarrollar estrategias para transitar hacia la enseñanza remota. La Web Social facilitó la transición tecnológica y junto a la conformación de comunidades virtuales de aprendizaje se flexibilizaron los ambientes de enseñanza y crearon diferentes formas de interacción para cumplir los objetivos académicos. Este ensayo, a través de la revisión documental, propone lineamientos para convertir a las Redes Sociales en comunidades de aprendizaje e identifica que entre los principales beneficios están: (1) facilitar el acceso a la información, (2) la interconectividad ubicua y (3) la distribución de contenidos de forma rápida, libre y con gran alcance.

This paper aims to analyze Language and Mathematics performance improvement when Interactive Groups are held at school. This study was developed applying a communicative methodology and gathered information through interviews, focus groups and data analysis. It provides evidence on how interactions with volunteers involved in the classroom foster the students´ educational success in the schools studied. Results, in line with similar studies, point out that holding Interactive Groups at school is linked to an academic achievement improvement for those groups and students involved. Evidence point out the relevant role of participation in the educative process. Interactions provided by volunteers´ involvement, their diversity and the intensity linked to this Successful Educational practice, are key elements for the students´ educational success and the improvement process., Este artículo analiza la mejora del rendimiento escolar en centros de Comunidades de Aprendizaje de Castilla-La Mancha, tras la organización del aula en Grupos interactivos, con un peso fundamental del voluntariado. Las evidencias recogidas muestran una evolución positiva de los resultados en el curso 2017-2018, después de la implantación de los Grupos interactivos. A través de la metodología comunicativa, este estudio analiza las interacciones que se producen en el aula con la participación del voluntariado, y se apoya en el análisis comparado de los datos relativos a las calificaciones finales del alumnado en el curso 2016-17 y 2017-18. Los resultados obtenidos demuestran que la organización de Grupos interactivos en el aula tiene como resultado la mejora de los resultados académicos en los grupos de alumnos donde se lleva a cabo. Las interacciones con el voluntariado se muestran como un elemento esencial en el proceso de mejora y en el éxito escolar del alumnado.