Investigating classroom community in higher education Export

@article{citeulike:6083184, abstract = {The purpose of this research was to demonstrate an empirical relationship between classroom community and students' achievement goals in higher education, and to offer a possible explanation for differences in this relationship for cooperative and non-cooperative classrooms. Structural equation modeling techniques revealed that students' perceptions of interactive learning significantly mediated the relationship between students' goals and their sense of classroom community, but only for classrooms that used cooperative learning techniques. In the traditional lecture-style course surveyed, students' feelings of classroom community and interactive learning were significantly lower than in cooperative learning classrooms. Finally, while mastery goals were significantly higher for cooperative learning students, performance-approach goals were significantly higher for traditional lecture students.}, author = {Summers, J. and Svinicki, M.}, citeulike-article-id = {6083184}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.lindif.2007.01.006}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S1041608007000143}, doi = {10.1016/j.lindif.2007.01.006}, issn = {10416080}, journal = {Learning and Individual Differences}, keywords = {measurement, social\_networks}, number = {1}, pages = {55--67}, posted-at = {2009-11-07 18:02:02}, priority = {2}, title = {Investigating classroom community in higher education}, url = {http://dx.doi.org/10.1016/j.lindif.2007.01.006}, volume = {17}, year = {2007} }

TY - JOUR ID - citeulike:6083184 L3 - citeulike-article-id:6083184 N2 - The purpose of this research was to demonstrate an empirical relationship between classroom community and students' achievement goals in higher education, and to offer a possible explanation for differences in this relationship for cooperative and non-cooperative classrooms. Structural equation modeling techniques revealed that students' perceptions of interactive learning significantly mediated the relationship between students' goals and their sense of classroom community, but only for classrooms that used cooperative learning techniques. In the traditional lecture-style course surveyed, students' feelings of classroom community and interactive learning were significantly lower than in cooperative learning classrooms. Finally, while mastery goals were significantly higher for cooperative learning students, performance-approach goals were significantly higher for traditional lecture students. IS - 1 JF - Learning and Individual Differences SN - 10416080 EP - 67 TI - Investigating classroom community in higher education VL - 17 SP - 55 KW - measurement KW - social_networks AU - Summers, J AU - Svinicki, M PY - 2007/// UR - http://dx.doi.org/10.1016/j.lindif.2007.01.006 ER -