Participation in the quasi-community pedagogy was followed by very high success in the certification examination¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? As the course progressed, students became competent with marine charts and certification-type tests, evident in their very high success rate in the end-of-course certification examination. → Emad 2016

Evidence¶

Emad 2016¶

Emad, G. R., & Roth, W.-M. (2016). Quasi-Communities: Rethinking Learning in Formal Adult and Vocational Education. Instructional Science. https://doi.org/10.1007/s11251-016-9386-9

q2 · i? · qualitative · r2

Outcome reported from the ethnographic case study of the eight-week, 120-hour course in which fifteen mariners participated. No pass-rate number or statistical test is printed; the finding is a qualitative observational report.

"As the course progressed, the students became competent in working with marine charts and answering these types of tests, which later became evident in the students' very high success rate in the certification examination that they attended at the end of the course."

Discussion¶

Related Claims¶

• Early realization of a shared object/motive bonds adult course participants into a quasi-community
• Turn-taking test review makes each member's expertise visible, enabling peers to locate and draw on community knowledge
• Ungraded practice tests function as a legitimate mediating practice that empowers learners and redefines the instructor's authority
• Storytelling from work experience serves as a key vehicle of knowledge production and communication in adult classroom quasi-communities — related