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| Auteurs principaux: | , , , , , , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2024
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| Sujets: | |
| Accès en ligne: | https://eric.ed.gov/?id=EJ1411639 |
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| _version_ | 1867181911392124928 |
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| author | Naska Goagoses Tomi Suovuo Heike Winschiers-Theophilus Calkin Suero Montero Nicolas Pope Erkki Rötkönen Erkki Sutinen |
| author_facet | Naska Goagoses Tomi Suovuo Heike Winschiers-Theophilus Calkin Suero Montero Nicolas Pope Erkki Rötkönen Erkki Sutinen Naska Goagoses Tomi Suovuo Heike Winschiers-Theophilus Calkin Suero Montero Nicolas Pope Erkki Rötkönen Erkki Sutinen |
| collection | Education Resources Information Center |
| contents | A Systematic Review of Social Classroom Climate in Online and Technology-Enhanced Learning Environments in Primary and Secondary School Naska Goagoses Tomi Suovuo Heike Winschiers-Theophilus Calkin Suero Montero Nicolas Pope Erkki Rötkönen Erkki Sutinen Electronic Learning Classroom Environment Teacher Student Relationship Educational Theories In Person Learning Social Emotional Learning Educational Technology Elementary School Students Elementary School Teachers Secondary School Students Secondary School Teachers Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the COVID-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies' limitations we outline implications and future research, such as the need to consider students' voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries. |
| format | Recurso educativo Open Access |
| id | eric_EJ1411639 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | A Systematic Review of Social Classroom Climate in Online and Technology-Enhanced Learning Environments in Primary and Secondary School Naska Goagoses Tomi Suovuo Heike Winschiers-Theophilus Calkin Suero Montero Nicolas Pope Erkki Rötkönen Erkki Sutinen Electronic Learning Classroom Environment Teacher Student Relationship Educational Theories In Person Learning Social Emotional Learning Educational Technology Elementary School Students Elementary School Teachers Secondary School Students Secondary School Teachers A Systematic Review of Social Classroom Climate in Online and Technology-Enhanced Learning Environments in Primary and Secondary School Naska Goagoses Tomi Suovuo Heike Winschiers-Theophilus Calkin Suero Montero Nicolas Pope Erkki Rötkönen Erkki Sutinen Electronic Learning Classroom Environment Teacher Student Relationship Educational Theories In Person Learning Social Emotional Learning Educational Technology Elementary School Students Elementary School Teachers Secondary School Students Secondary School Teachers Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the COVID-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies' limitations we outline implications and future research, such as the need to consider students' voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries. |
| title | A Systematic Review of Social Classroom Climate in Online and Technology-Enhanced Learning Environments in Primary and Secondary School |
| topic | Electronic Learning Classroom Environment Teacher Student Relationship Educational Theories In Person Learning Social Emotional Learning Educational Technology Elementary School Students Elementary School Teachers Secondary School Students Secondary School Teachers |
| url | https://eric.ed.gov/?id=EJ1411639 |