This article is a correction to:
A Learning Community Approach for Post-Secondary Large Lecture Courses
Steven P. Ehrlick
James Slotta- 1RTA School of Media, Ryerson University, Toronto, ON, Canada
- 2Lynch School of Education, Boston University, Boston, MA, United States
A Corrigendum on
A Learning Community Approach for Post-Secondary Large Lecture Courses
by Ehrlick, S. P., and Slotta, J. (2018). Front. Educ. 3:73. doi: 10.3389/feduc.2018.00073
In the original article, there was a mistake in Table 1 as published. The wrong Table was inserted. The corrected Table 1 appears below.
TABLE 1
Table 1. NVivo Main and Child Codes used to analyze test question and focus groups.
In the original article, there was an error. The word “three” should be deleted and the word “two” inserted in its place.
A correction has been made to the Interpretive Frameworks section, Paragraph eight (8). The sentence should read: Specifically, this study sought to address the following two research questions:
The purpose of this study is to be the first scientific investigation of the FCL curricular model enacted in a large university course setting, and to investigate the impact of the introduction of a KCI-inspired collaborative knowledge base. This design-based research (DBR) studied the efficacy of a complex pedagogical model in two iterations, situated in a lecture hall setting, populated in each iteration by ~235 undergraduate students in order to investigate the model's viability and to make recommendations as to improving its affordances for future research and application. Specifically, this study sought to address the following two research questions:
1. How can the FCL model be applied as a learning community approach within a large undergraduate course?
2. What are the limitations of the model, and what adaptations can help respond to those limitations?
The authors apologize for these error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Conflict of Interest Statement
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Keywords: learning community, active learning, collaborative learning, inquiry learning, reciprocal teaching, lectures, knowledge community
Citation: Ehrlick SP and Slotta J (2018) Corrigendum: A Learning Community Approach for Post-secondary Large Lecture Courses. Front. Educ. 3:98. doi: 10.3389/feduc.2018.00098
Received: 26 September 2018; Accepted: 24 October 2018;
Published: 14 November 2018.
Edited and reviewed by: Rob Cassidy, Concordia University, Canada
Copyright © 2018 Ehrlick and Slotta. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Steven P. Ehrlick, c2VocmxpY2tAcnllcnNvbi5jYQ==