Connected Classroom Climate and Communication in the Basic Course: r






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Connected Classroom Climate and Communication in the Basic Course:
Associations with Learning
*APA CITATION*
Highlights
Establishing a positive classroom climate
Poor climate can lead to students dropping out of school, feeling isolated, or disconnected
Supportive environment may assist student learning, retention, and satisfaction
There is a positive relationship between classroom climate and student learning – more focused on teacher role and not impact from student behaviors
Classroom connectedness – “student-to-student perceptions of a supportive and cooperative communication environment in the classroom”
Classroom connectedness integrates supportive climate, cohesiveness, belongingness, social support, and classroom community
Three types of learning:
cognitive – process by which info is converted into knowledge and made meaningful
affective – addressing, changing, or reinforcing students’ attitudes, beliefs, values, and underlying emotions or feelings as they relate to the knowledge and skills they are acquiring
Students are self-motivated to learn, and appreciative of what they learn
psychomotor domain
“Are student perceptions of classroom connectedness related to student perceptions of cognitive learning, affective learning, and affective behavioral intent?”
Research Study
437 undergraduate with a wide variety of majors
177 males, 259 females
124 sophomores
313 freshman
Age range from 17-35; average 19.09
Enrolled in the basic public speaking fundamentals course – 30 sections
To examine the impact of the basic course on relationships among several variables that potentially could affect student retention and overall success
Results
Agreements?

Basic Communication Course Annual

Volume 21 Article 11

2009

Connected Classroom Climate and
Comm