Active Learning,Technology,and Student-to-Student Connectedness:Examining Technology Enabled Active Learning Classsrooms In Chinese Higher Education

The development of Dwyer et al.'s(2004)Connected Classroom Climate Inventory stimulated an expansion of research exploring student-to-student connectedness in higher education.Student-to-student connectedness is prompted by active learning processes and refers to the perception of supportive and cooperative communication between peers in the classroom.In order to improve the cultivation of learning through positive peer relationships,early research emphasized student-to-student connectedness within face-to-face learning environments.However,few research has analyzed student-to-student connectedness in technological environments such as the technology enabled active learning classroom(ALC),where it is arguably a more critical factor of student success.Based upon two systematic reviews of extant research,one pertaining to the ALC and the second examining student-to-student connectedness,this dissertation affirms two critical assumptions:(1)research generally shows that the ALC can improve student learning outcomes beyond what is capable in traditional face-to-face classrooms,and(2)no research examining student-to-student connectedness has been conducted within an individualized ALC environment.Therefore,the present dissertation was designed to provide a comprehensive overview of student-to-student connectedness in the ALC by empirically examining both the out-of-class cloud classroom and in-class physical classroom components of the environment.The research questions examining the out-of-class cloud classroom component of ALCs were:(1)What key technological factors can be used to increase college students,student-to-student connectedness in cloud classrooms?(2)To what extent does student-to-student connectedness influence college students cloud classroom acceptance in China?The research question guiding examination of the in-class physical classroom component of ALCs was:To what extent does Chinese college students' preferences toward learning environment features influence student-to-student connectedness?The results showed that student-to-student connectedness was a critical factor influencing the out-of-class cloud classroom acceptance and four technological factors examined(Computer Importance,Program/Software Computer Experience,Internet/Entertainment Computer Experience,Advanced Computer Self-efficacy)showed significant positive relationships with student-to-student connectedness.Additionally,all eight in-class learning environment features examined(Student Negotiation,Inquiry Learning,Reflective Thinking,Functional Design,Connectedness,Ease of Use,Usefulness,Multiple Sources)were observed with significant positive correlations to student-to-student connectedness in Chinese higher education.The qualitative literature reviews and empirical investigations presented within contribute original knowledge highlighting the theoretical implications and practical viability of cultivating student-to-student connectedness in the ALC.With the increasing global prevalence of ALC implementation,the insights provided by this dissertation can assist researchers,practitioners,and administrators to make informed decisions for optimizing ALC designs from the perspective of student-to-student connectedness.