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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?