Publication

Interaction and belongingness in two student-centered learning environments

Brouwer, J., Jansen, E., Severiens, S. & Meeuwisse, M., 2019, In : International Journal of Educational Research. 97, p. 119-130 12 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Brouwer, J., Jansen, E., Severiens, S., & Meeuwisse, M. (2019). Interaction and belongingness in two student-centered learning environments. International Journal of Educational Research, 97, 119-130. https://doi.org/10.1016/j.ijer.2019.07.006

Author

Brouwer, Jasperina ; Jansen, Ellen ; Severiens, Sabine ; Meeuwisse, Marieke. / Interaction and belongingness in two student-centered learning environments. In: International Journal of Educational Research. 2019 ; Vol. 97. pp. 119-130.

Harvard

Brouwer, J, Jansen, E, Severiens, S & Meeuwisse, M 2019, 'Interaction and belongingness in two student-centered learning environments', International Journal of Educational Research, vol. 97, pp. 119-130. https://doi.org/10.1016/j.ijer.2019.07.006

Standard

Interaction and belongingness in two student-centered learning environments. / Brouwer, Jasperina; Jansen, Ellen; Severiens, Sabine; Meeuwisse, Marieke.

In: International Journal of Educational Research, Vol. 97, 2019, p. 119-130.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Brouwer J, Jansen E, Severiens S, Meeuwisse M. Interaction and belongingness in two student-centered learning environments. International Journal of Educational Research. 2019;97:119-130. https://doi.org/10.1016/j.ijer.2019.07.006


BibTeX

@article{935fa103c3e24f249a7722875d457c50,
title = "Interaction and belongingness in two student-centered learning environments",
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.",
keywords = "Learning environment, Academic success, Interaction, Belongingness, Collaborative learning, SOCIAL INTEGRATION, HIGHER-EDUCATION, COLLEGE, CONSTRUCTIVIST, WORK, ACHIEVEMENT, ENGAGEMENT, MOTIVATION, 1ST-YEAR, BEHAVIOR",
author = "Jasperina Brouwer and Ellen Jansen and Sabine Severiens and Marieke Meeuwisse",
year = "2019",
doi = "10.1016/j.ijer.2019.07.006",
language = "English",
volume = "97",
pages = "119--130",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "ELSEVIER SCI LTD",

}

RIS

TY - JOUR

T1 - Interaction and belongingness in two student-centered learning environments

AU - Brouwer, Jasperina

AU - Jansen, Ellen

AU - Severiens, Sabine

AU - Meeuwisse, Marieke

PY - 2019

Y1 - 2019

N2 - 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.

AB - 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.

KW - Learning environment

KW - Academic success

KW - Interaction

KW - Belongingness

KW - Collaborative learning

KW - SOCIAL INTEGRATION

KW - HIGHER-EDUCATION

KW - COLLEGE

KW - CONSTRUCTIVIST

KW - WORK

KW - ACHIEVEMENT

KW - ENGAGEMENT

KW - MOTIVATION

KW - 1ST-YEAR

KW - BEHAVIOR

U2 - 10.1016/j.ijer.2019.07.006

DO - 10.1016/j.ijer.2019.07.006

M3 - Article

VL - 97

SP - 119

EP - 130

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

ER -

ID: 102712051