Interaction and belongingness in two student-centered learning environments

Jasperina Brouwer*, Ellen Jansen, Sabine Severiens, Marieke Meeuwisse

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

6 Citations (Scopus)

Abstract

Extant research is inconclusive about how student-centered learning might affect peer interactions, teacher interactions, belongingness, and academic success. This study investigates the relationships in two commonly applied types of learning environments: learning communities (LCs) and problem based learning (PBL). Survey data from 425 first-year university students, enrolled in either an LC (N = 333) or PBL (N = 92) context, provide the input for path analyses to explore two conceptual models. Belongingness appears more important in LCs, whereas for PBL, formal peer interaction seems more important for academic success, which is consistent with the main focus of the two learning environments. LCs are dominantly focused on creating a safe environment and a PBL context is mainly focused on knowledge construction.

Original languageEnglish
Pages (from-to)119-130
Number of pages12
JournalInternational Journal of Educational Research
Volume97
DOIs
Publication statusPublished - 2019

Keywords

  • Learning environment
  • Academic success
  • Interaction
  • Belongingness
  • Collaborative learning
  • SOCIAL INTEGRATION
  • HIGHER-EDUCATION
  • COLLEGE
  • CONSTRUCTIVIST
  • WORK
  • ACHIEVEMENT
  • ENGAGEMENT
  • MOTIVATION
  • 1ST-YEAR
  • BEHAVIOR

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