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STEP on connected classroom climate in a hybrid learning environment

Author

Listed:
  • Juan Xu
  • Harrison Hao Yang
  • Jason MacLeod

Abstract

This study provides a best-practice model for addressing the connectedness of a hybrid classroom and explores the effectiveness of connected classroom climate from the students-to-student perspective. Based on the connected classroom climate inventory, research findings suggest the connected classroom climate in hybrid classrooms can be equal to or greater than traditional face-to-face classrooms. Course implementation is discussed and recommendations for design characteristics are proposed for elevating student connectedness in hybrid classroom contexts.

Suggested Citation

  • Juan Xu & Harrison Hao Yang & Jason MacLeod, 2018. "STEP on connected classroom climate in a hybrid learning environment," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 23(4), pages 430-443.
    • Handle: RePEc:ids:ijilea:v:23:y:2018:i:4:p:430-443
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    Cited by:

    1. Aiste Dirzyte & Živilė Sederevičiūtė-Pačiauskienė & Jolita Šliogerienė & Aivaras Vijaikis & Aidas Perminas & Lukas Kaminskis & Giedrius Žebrauskas & Kęstutis Mačiulaitis, 2021. "Peer-to-Peer Confirmation, Positive Automatic Thoughts, and Flourishing of Computer Programming E-Learners," Sustainability, MDPI, vol. 13(21), pages 1-24, October.

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