Notes:

Self-regulation is also enhanced when teachers support the development of learning communities on campus (upper-right quadrant). Although teacher (or institutional) interventions can support the development of learning networks and communities they cannot mandate them. When students have a positive experience of group working in class they might also be more likely to extend these activities beyond the classroom. For example, in a course at Glasgow Caledonian University, students set up their own virtual space to share resources and discuss assignments outside the classroom. They organised their own feedback and discussion groups using technology previously only used for informal learning (and leisure pursuits) to support formal learning. In the REAP project, we have found that the mere setting up of a shared discussion board for first year students in a single course stimulated and enhanced the natural development of learning networks.
 
Finally in this figure it is assumed that those supporting first year teaching, learning and assessment have an abiding concern for the growth and development of students. The idea is that teachers would use feedback from their assessment practices to shape subsequent teaching. This is represented by the principle ‘adapt teaching to student needs’ in the centre of the Figure 2.