Student conceptions of a community college team-taught learning community

The objective of this study was to investigate and chart student conceptual variation of their experience in community college team-taught learning communities, which consist of two courses integrated around a central theme and team-taught to one student cohort. Although a great deal of research supports improved student retention and persistence after learning community participation, little if any research has investigated and categorized the qualitatively different ways in which they understand the experience itself. Understanding student conceptions acknowledges students as full partners in the learning experience and contributes to our knowledge of how and why team-taught learning communities work.;The primary research data in the study consisted of unstructured, individual student interviews using a phenomenographical research approach. Phenomenography is a qualitative methodology that examines individual perceptions or conceptions of a situation, then hierarchically maps the range of the perceptions into interrelated categories.;Students perceived of the learning community experience in one or more of the following categories: Alternative Structure-Negative, Alternative Structure-Positive, Social Learning, Community, or Expanded Learning. Excepting Alternative Structure-Negative, each category was increasingly sophisticated and included previous category components. The discussion includes educational outcome implications, parallels to the Perry Scheme of Intellectual and Ethical Development, and suggestions for classroom techniques to facilitate higher conception levels.