The College Classroom as a Community: Impact on Student Attitudes and Learning

McKinney, John Paul; McKinney, Kathleen; Franiuk, Renae; Schweitzer, John H.

doi:10.3200/ctch.54.3.281-284

Cited by 67 publications

(52 citation statements)

References 2 publications

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“…As noted earlier, Wasley (2006) argued that students who interact more with instructors reap positive benefits. Further, McKinney et al (2006) found that a sense of connectedness in a college classroom was related to both self-reported learning and objective exam performance. Thus, the final research question involved the extent to which an instructor, students, or overall classroom climate produce the greatest influence on perceived student participation and learning outcomes.…”

Section: Student Learningmentioning

confidence: 96%

“…retention (Bean & Eaton, 2001;McKinney, McKinney, Franiuk, & Schweitzer, 2006;Patrick, Ryan, & Kaplan 2007;Schaps, Lewis, & Watson, 1997;White, 2002;Zhang, 2004). Yet little is understood about the construction of connectedness in the classroom and the differential roles of both students and instructors in eliciting positive student outcomes including affective and cognitive learning.…”

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confidence: 93%

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Instructor–Student and Student–Student Rapport in the Classroom

Frisby

Martin

2010

Communication Education

359

236

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This study examined the relationships between instructors and their students, and between students, to determine their roles in building positive relationships and an overall positive classroom environment. Of particular interest was the examination of instructor rapport with students and rapport between students. Students (N 0232) reported on their perceptions of interpersonal relationships in the classroom and on their perceived participation and learning. Results indicate that perceived rapport with instructors and classmates is related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness enhanced student participation. Only instructor rapport consistently predicted participation, affective learning, and cognitive learning.College instructors strive to encourage student learning and to build a satisfying relationship with students (Ellis, 2004). However, Ellis argued that the primary job of an instructor is to promote learning, and thus called for more research to identify the instructor behaviors that contribute to that primary goal of promoting learning. Worley, Titsworth, Worley, and Cornett-DeVito (2007) argued that interpersonal relationships are essential in student learning. The Affective Learning Model (ALM; Rodriguez, Plax, & Kearney, 1996) has provided some insight into the impact instructors have on the learning processes of students. Specifically, the authors argued that positive instructor behaviors evoke affect toward the instructor and the class, which then enhances cognitive learning.Other scholars (Dwyer et al., 2004;Nuthall, 2004) countered that the focus should not only be on instructors, that studentÁstudent interactions should be assessed for their contribution to learning outcomes. The classroom is made up of multiple interpersonal relationships which contribute to the construction of a unique community. Generally, a positive classroom experience is associated with positive academic outcomes at the college level including adjustment, learning outcomes, and Brandi N. Frisby and Matthew M. Martin are at West Virginia University. Brandi N. Frisby can be contacted at

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Section: Student Learningmentioning

confidence: 96%

mentioning

confidence: 93%

Instructor–Student and Student–Student Rapport in the Classroom

Frisby

Martin

2010

Communication Education

359

236

View full text Add to dashboard Cite

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“…For example, Thompson et al (2007) examined the campus perceptions of college freshmen and found that student academic success was linked to the feeling of campus belonging. McKinney et al (2006) studied the impact of developing a classroom community on student attitudes and behaviors, and results indicated that an enhanced sense of community was associated with a variety of outcome variables including students' performance on exams. The importance of a sense of belonging was not limited to only young adult college students, as the sense of community was an important factor in management degree completion among returning adult students (Harris 2006(Harris -2007.…”

Section: Campus Climate and Social Supportmentioning

confidence: 98%

Perceptions of campus climate, academic efficacy and academic success among community college students: an ethnic comparison

Edman

Brazil

2008

Soc Psychol Educ

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The present study examined whether there are ethnic differences in perceptions of campus climate, social support, and academic efficacy among community college students, and whether student perceptions were associated with academic success. A total of 475 community college students completed a questionnaire that measured students' perceptions of cultural congruity, college environment, mentoring, peer social life and academic self efficacy. Ethnic differences were observed, as African American and Caucasian students reported higher levels of cultural congruity than Asian students and higher academic self efficacy than Asian and Latino students. There were also ethnic differences in the relationship between the students' perceptions and GPA. Cultural congruity and efficacy correlated with GPA among Latino students, academic efficacy correlated with GPA among Asian students, peer social support and college environment correlated with GPA among Caucasians, however, none of the perceptions scales correlated with GPA among African American students. The lack of relationship between academic efficacy and GPA among African American and Caucasians students is discussed.According to educational researchers, student retention is one of the most critical issues facing post-secondary institutions today (Hsieh et al. 2007;Thompson et al.

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“…Indeed, Tinto (1997) noted, students' ''engagement with their peers in and outside the classroom served to involve them more fully in the academic matters of the classroom' ' (p. 609). Student enjoyment of a psychology course was likewise positively related to sense of classroom community (McKinney, McKinney, Franiuk, & Schweitzer, 2006). Given that connected classroom climate focuses on supportive and cooperative student-student communication and that student-student interaction has been associated with positive affect (McKinney et al, 2006), the following hypothesis is proposed: H1: Students' perceptions of a connected classroom climate will be positively related to students' perceptions of affective learning.…”

Section: Affective Learningmentioning

confidence: 97%

Connected Classroom Climate: A Validity Study

Johnson

2009

Communication Research Reports

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Connected classroom climate, which focuses on the role of student-student communication in establishing a positive classroom climate, is a relatively new construct with the potential to enhance the understanding of classroom interaction. Results of this study support both the content and construct validity of Dwyer et al.'s (2004) Connected Classroom Climate Inventory as a measure of connected classroom climate. As expected, connected classroom climate was positively related to instructor nonverbal immediacy and student affective learning. Further, connected classroom climate contributed unique variance to affective learning beyond the contributions of instructor nonverbal immediacy. Recommendations for the future utility of this construct are discussed.

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The College Classroom as a Community: Impact on Student Attitudes and Learning

Cited by 67 publications

References 2 publications

Instructor–Student and Student–Student Rapport in the Classroom

Instructor–Student and Student–Student Rapport in the Classroom

Perceptions of campus climate, academic efficacy and academic success among community college students: an ethnic comparison

Connected Classroom Climate: A Validity Study

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