The purpose of this descriptive, phenomenographic qualitative case study is to analyze facilitator perceptions of a model for a non-traditional graduate degree in education delivered in the form of integrated, seamless instruction, in a learning community setting, emphasizing social constructivism. Much has been written about the irony of ineffective traditional instructional methods taught currently in the vast majority of classrooms. This paper will examine several issues surrounding the nearly one hundred-year-old concept of the learning community and how it is implemented in one Midwestern state college. Major concepts of social constructivism learning theory, learning community format, integrated curriculum, adult learning theory and the role of the facilitator will be addressed. The five emergent themes included – facilitators perceived that: it is important for learners to personalize concepts, teacher-learners need to be self-directed, learning in a group community setting is a priority, learners need large concepts rather than small details, and best practice strategies are whatever the learners need. Recommendations for additional studies examining other areas within this non-traditional venue will also be offered.

Keywords: Learning community, social constructivism, non-traditional education, adult learning theory, integrated curriculum, facilitation, best practices, teaching strategies