Connected Classroom Climate in Hybrid Classroom: Model and Comparison
This study defines the hybrid classroom, provides a best-practice model for the implementation, and explores the effectiveness of connected classroom climate in respect to students’ perception based on the Connected Classroom Climate Inventory. Based on t
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Communication University of China, Beijing 10024, China State University of New York at Oswego, Oswego 13126, USA [email protected] 3 Central China Normal University, Wuhan 430079, China
Abstract. This study defines the hybrid classroom, provides a best-practice model for the implementation, and explores the effectiveness of connected classroom climate in respect to students’ perception based on the Connected Classroom Climate Inventory. Based on the findings of this study, the authors conclude that the connected classroom climate in the hybrid classrooms can be equal to, or greater than, the traditional face-to-face classrooms. Keywords: Student perception Connected classroom climate Hybrid classroom Google classroom
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1 Introduction Amborse et al. [1] defined classroom climate as the intellectual, social, emotional, and physical environments in which our students learn. Accordingly climate is determined by a variety of interacting factors that include faculty-to-student interaction, instructional tone, stereotyping or tokenism, course demographics, student-to-student interaction, and the range of perspectives represented in the course content and materials [1]. The topic of classroom climate has become a focus of attention due to its significance in affecting student learning. Relevant research has covered various aspects of the topic, including: instructor-student interactions, classroom activities, types of classroom climate, and classroom climate measurement [2–6]. Among the various types of classroom climate, connected classroom climate is defined as student-to-student perceptions of a supportive and cooperative communication environment in the classroom [7]. Students’ perceptions of connectedness of classroom climate has been linked with retention and academic success [7]. However, as Dwyer et al. [7] concluded that research focus has been emphasized toward on teacher-to-student interactions in the college classroom, while very little exploration has focused on student-to-student behaviors influencing students’ perception of a connected classroom climate. Understanding and developing a connected classroom climate may become increasingly challenging in the digital age. Technology has profoundly influenced The rights of this work are transferred to the extent transferable according to title 17 § 105 U.S.C. © Springer International Publishing Switzerland 2016 (outside the US) S.K.S. Cheung et al. (Eds.): ICBL 2016, LNCS 9757, pp. 187–195, 2016. DOI: 10.1007/978-3-319-41165-1_17
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teaching and learning [8–10]. Hybrid courses, which are also referred to as web-enhanced, blended, or mixed mode learning, combine instructional elements of traditional face-to-face and online course formats [11]. Specifically focused within higher education, accessibility and changing student demographics have increased the attractiveness and reliance on hybrid course delivery [12]. Furthermore, as universities seek to reach more diverse student populations while managing modern budgetary restrai
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