These authors purport:

Intentional living-learning (LL) communities that expand upon the Oxford and Cambridge models of residential living are higher education's attempt to respond to the student and societal need for a quality and seamless education. These learning communities are not a response to one problem in higher education; they are a response to myriad concerns and fundamental issues identified by a number of national higher education reports. & #8230;Learning communities respond, in part, to the mismatched expectations of students and faculty, as well as to the inadequate amount of intellectual interaction between faculty and students and between students and students (Pasque & Murphy, ¶ 2).

Learning communities may or may not directly or indirectly enhance academic achievement, according to Pasque and Murphy (2005). The authors found from their study, albeit, that for specific students, learning communities did directly relate to academic achievement, even though not significantly.

Eric Daffron and...
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