Evaluation Of A Temporary, Immersive Learning Community Based On Worldschooling
Learning communities are a proven method for engaging groups of people who share common goals for personal growth and knowledge acquisition. However, little is known about the usefulness of this approach in the context of alternative education. This article describes the evaluation of a temporary, immersive learning community for Self-Directed teen learners, Project World School (PWS), which was based on a new, pedagogical approach to learning called worldschooling. Findings indicate that regardless of demographic characteristics and personal interests, PWS attendees experienced learning and progress in three main areas: social development, personal development, and experiential academics. The PWS model shows evidence of the benefits of worldschooling and has potential to be successfully replicated and translated to other international settings.
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