The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience. Page: 39
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package" of sorts. Most significantly, students are better able to develop a
community of learners in such a course. Instead of spending three hours a week
in one course with the students enrolled in it and another three hours a week with
a different group of students in another course, students spend six hours a week
with the same group, more deeply exploring the content of both courses and the
connections between them.
Learning community courses have been found to have a positive impact
on student retention and success, particularly for entering students. Initiatives at
Cuyahoga Community College and Valencia Community College linking
developmental studies with college level courses in learning communities have
documented increases in success and retention (Lincoln, 2009). A study tracking
student progress at thirteen community colleges found that low-income,
academically unprepared freshmen who were placed in learning communities
were "significantly more likely to persist to sophomore year" than those who were
not (McHugh Engstrom & Tinto, 2008). While this research has focused on the
impact of learning communities for entering students, this integrated approach
can also provide a means to create a capstone experience in which student
efforts are focused on a large-scale project aimed at promoting the higher-order
outcomes identified as necessary to students' future success:
* Engagement with big questions
* Critical and creative thinking about complex problems
* Active involvement in diverse communities and real world challenges
* Application of knowledge and skills in diverse settings and innovative
ways (Peter D. Hart Research Associates, 2008).39
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Dondlinger, Mary Jo. The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience., dissertation, May 2009; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc10995/m1/48/: accessed March 28, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .