by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

As the growth of online programs continues to rapidly accelerate, concern over the retention of the online learner is increasing. Educational administrators at institutions offering online courses, those fully online or brick and mortars, are eager to promote student achievement. Retention is critically important, not just for student success, but also for the success of these institutions of higher education. Models for understanding student persistence in the face-to-face environment are well established; however, many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between student demographics and interactions, and retention at a large online university. Analysis of data, which included an n of 20,569, provides an illustration of the importance of transfer credit and the consistency of activity in predicting continued enrollment.

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Comprehensive Assessment of Student Retention in Online Learning Environments

The first iterations of the information commons organized library work space around access to digital resources, with research and computing assistance also available. More recently, however, change in academic libraries has paralleled the reorientation of knowledge in higher education. With further involvement in campus-wide initiatives and an emphasis on the social dimension of learning, the learning commons represents transformative change that extends beyond the reach of the traditional academic library. A review of literature on the learning commons provides case studies that reveal collaborative space, partnerships leading to integrated service, and user-centered assessment.

Common Knowledge: Learning Spaces in Academic Libraries

Righting the Balance.

Although the term lacks a standard definition, learning commons represent academic library spaces that provide computer and library resources as well as a range of academic services that support learners and learning. Learning commons have been equated to a laboratory for creating knowledge and staffed with librarians that serve as facilitators of learning. Many of these spaces evolved over time with the addition of campus partners and services. In this article, the authors examined the literature on academic library learning commons to identify common themes. A qualitiative analysis of 103 articles identified five themes including: planning the learning commons, assessing the learning commons, benefiting from the learning commons, collaborating in the learning commons, and staffing the learning commons. Foremost, the review pointed to the increasing popularity of learning commons in academic institutions. To that end, it remains critical that librarians possess the capabilities necessary to suppo...

Learning Commons in Academic Libraries: Discussing Themes in the Literature from 2001 to the Present

Victoria University (VU) implemented an Information
Commons in each of its 11 campus libraries in 2005. Since
then, VU has begun planning and development to redefine
these spaces according to a 'Learning Commons' model. The initiative has been based on the collaboration of three areas of the university: Library, Teaching and Learning Support and Information Technology Services. Transforming the existing Information Commons to a Learning Commons, this facility will be linked to a student pedestrian and retail precinct and will be the most comprehensive expression of this concept. The evolution from an Information Commons to a Learning Commons model at VU has occurred within the context of larger scale strategic shift in the university's focus from a largely teacher-centred to a learner-centred university. This chapter explores the planning processes to develop a 'shared' understanding of how a Learning Commons with a learner-centred focus could support and engage students given that VU has multiple campuses and a
highly diverse student population. While this is still a work
in progress, some important lessons have been learnt.

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Putting learners at the centre: the Learning Commons journey at Victoria University

Considerable attention has been given to physical design elements of the Learning Commons as many universities seek to create more student-centred environments. However less attention has been paid to the development of sustainable staffing models that underpin the Learning Commons. In addition to describing the Learning Commons journey, this paper outlines the planning, implementation and evaluation processes employed in developing a service and staffing model at Victoria University (VU). 
A multi-tiered service model was developed involving the three collaboration partners: Library, Teaching & Learning Support and Information Technology Services. The paper describes the roles and capabilities that each group brings to the shared environment of the Learning Commons in a multi-campus institution.
The VU experience is differentiated by a strong focus on learning. To improve engagement with students and to capitalise on peer mentoring theory, a Student Rover program was developed and piloted. Student Rovers provide first-tier support to students in the Learning Commons environment. They also assist their peers through referrals to more experienced discipline specialists as well as contributing to a culture of learning.
The paper highlights learning outcomes in the evolution of a Learning Commons philosophy to underpin the mission of an innovative and dynamic university.

Philip G Kent

Papers

Putting learners at the centre: the Learning Commons journey at Victoria University

Developing a sustainable staffing model for the learning commons: the Victoria University experience