The Impact of Participation in Out-of-Class Communities of Practice and Bridge Learning on Student Learning and Development

Abstract

This article investigates student development through participation in CoPs (communities of practice) and the use of Bridge Learning (linking out-of-class to in-class study). I classified 431 undergraduate students (participants in a survey conducted in 2010 in WAVOC (The Hirayama Ikuo Volunteer Centre in Waseda University)) into four groups. Students who studied in an out-of-class CoP and created bridges to in-class learning succeeded in balancing their campus activities and scored significantly higher on self-reports of knowledge and skill acquisition. I therefore conclude that CoPs and Bridge Learning are important for student learning.