Building Relational Learning Communities in Higher Education: Lessons From Practitioner and Self-Study Research

Session Type: Symposium

Abstract

This session examines how practitioner and self-study research innovate, challenge and expand on educational frameworks. The Relational Learning Community (RLC) framework was created in teacher and leadership professional development contexts (Author 1, 2017; 2021). The authors of the symposium papers applied the RLC framework in higher education settings and studied these implementations. By taking a practitioner research and/or self-study stance, these studies highlight the unique knowledge construction that can take place when those closest to the learning environment conduct systematic inquiries (Cochran-Smith & Lytle, 2009; LaBoskey, 2007). In addition, assessing the relevance and applicability of pedagogical frameworks must include rigorous investigation by practitioners who can assume responsibility, agency and voice in adapting frameworks to the needs of their students.

Sub Unit

• SIG-Action Research

Chair

• Miriam Raider-Roth, University of Cincinnati

Papers

• Relational Learning Communities 2.0: Updating a Pedagogical Framework - Miriam Raider-Roth, University of Cincinnati

• Creating a Relational Learning Community Online With Undergraduate Teaching Fellows During COVID-19 - Allison JoAnn Lester, University of Cincinnati

Discussant

• Carol R. Rodgers, University at Albany - SUNY