According to the organization, College Parents of America, studies suggest that students involved in learning communities experience increased retention. Students tend to have increased self-responsibility, more pronounced intrinsic motivation, higher levels of intellectual development and higher grades.
Students involved in college learning communities tend to form close social and working relationships. These students’ report to have higher college experience satisfaction rates, thereby increasing overall graduation rates. In addition to having multiple classes together, being in a learning community creates a shared experience, therefore strengthening bonds in less time. There is also evidence of greater involvement in school organizations and addressing campus issues.
Learning communities provide scheduling advantages. It allows set schedules with a similar student base, providing young adults an advantage of an increased opportunity to form meaningful bonds with faculty and students. This secures important study and learning networks. Assigned work may also be of higher interest with more easily managed caseloads since classes are often related.
Because students spend so much time together in their learning communities, they often create strong social bonds. The challenge for some, therefore, becomes continued focus on studies verses the social game. Another factor that can hinder progress is that of personality conflicts. Class time can be uncomfortable for those who don't get along, as they will most likely have multiple classes together. Therefore, groups can become divided.
Due to scheduling blocks of classes and/or students, students may have less flexibility to schedule desired classes. Another issue may arise for those students with Attention Deficit Disorder, as students who have trouble concentrating may have increased difficulties with longer blocks of classes.