Instructional Real World Community Engagement

Instructional Real World Community Engagement

Caroline M. Crawford (University of Houston – Clear Lake, USA)
Copyright: © 2018 |Pages: 13
DOI: 10.4018/978-1-5225-2255-3.ch127

Abstract

The impact of the instructional real world community engagement upon the learner's cognitive understanding and subject matter attainment is recognized as a viable and integrally important element within the learner's instructional process. The integration of an active instructional engagement at the real world community engagement level supports recognition of academic communities of engagement, personal communities of engagement, and professional communities of engagement. The academic community of engagement includes current course colleagues, prior course collegial support systems, and current and prior instructors. Within personal communities of engagement falls friends, family, and social connections. Within professional communities of engagement falls current work colleagues, prior work collegial support systems, and professional organization colleagues.
Chapter Preview
Top

Background

Discussions surrounding the important elements that impact the instructional environment are worthy of consideration, as the knowledge base within which this real world community engagement occurs is vitally important. The importance and impact of the real world community engagement within the instructional realm is supported by an understanding of cognitive taxonomies, conceptual frameworks of understanding, social discourse, active instructional engagement and implicit cognitive vulnerability that undergirds the holistic understanding of the distinctive importance associated with instructional real world community engagement.

Key Terms in this Chapter

Academic Community: This type of learner-realized real world community engagement falls within three realms of influence, specifically current course colleagues, prior course collegial support system, and current and prior instructors.

Community: This group of people are influential members of a cultural or social environment that may be geographic, emotional or impactful in some important manner of influence. Within this discussion, the community are a group of persons who impact a learner’s sense of self as well as sense of subject matter understanding.

Self-Regulation: This is the learner’s ability to understand one’s own affective actions and reactions, recognize and control one’s own environmental conditions, as well as observe one’s own conduct and reactive performance.

Tiered Learning: Tiered learning is an instructional design approach. Within the concept of an instructional real world community, the academic, personal and professional communities are tiered engagements.

Professional Community: This type of learner-realized real world community engagement falls within three realms of influence, specifically current work colleagues, prior work collegial support system, and professional organization colleagues.

Self-Efficacy: This term refers to a learner’s ability to identify and distinguish one’s own potential towards success. Within this discussion, the term refers to the learner’s ability to identify and distinguish one’s own potential towards learning success.

Complete Chapter List

Search this Book:
Reset