1. excessive socialization, disruptive or rebellious behavior, clique formation, behavioral conformity
2. if the group of students have enough power, they can criticize the professor to the point of bullying (challenge the professor's authority and knowledge)
3. "intellectual inbreeding" occurs when students no longer challenge each other or themselves and instead try to maintain status quo

University of Rochester

Formal learning communities try to restructure university curricula to combat structural barriers to excelling in education by emphasizing interactions between students, faculty, and staff. 

The following are basic characteristics of learning communities:

1. Organizing students and faculty into smaller groups
2. Encouraging integration of the curriculum
3. Helping students establish academic and social support networks
4. Providing a setting for students to be socialized to the expectations of college
5. Bringing faculty together in more meaningful ways
6. Focusing faculty and students on learning outcomes
7. Providing a setting for community-based delivery of academic support programs

Formal Learning Community

Beachboard, M. R., Beachboard, J. C., Li, W., &amp; Adkison, S. R. (2011). Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes. Research in Higher Education, 52(8), 853–874. https://doi.org/10.1007/s11162-011-9221-8 

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

1. gains in "practical competence and general education"
2. improved skill in reading, writing, decision making, oral presentations
3. good environment for networking, intellectual security

 Positive Effects of Learning Communities

Negative Effects of Learning Communities

1. Group dynamics of formal learning communities are probably the most important variable that affects the outcome (whether the group fosters a safe environment, whether the group is disruptive, etc).
2. Implementing more higher-order thinking assignments results in the students thinking that their institutions are contributing more to their education development regardless of participation in formal learning communities.

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