Adding Value: Learning Communities and Student Engagement

By Chunjuan Zhao, George D. Kuh. 2004

1,272 citations recorded by the source corpus.

This study examines the relationships between participating in learning communities and student engagement in a range of educationally purposeful activities of first-year and senior students from 365 4-year institutions. The findings indicate that participating in a learning community is positively linked to engagement as well as student self-reported outcomes and overall satisfaction with college.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/5cb6f6ad845c35a8e03a1c045e24e29bd51ca643

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Citations in the corpus

Evaluating the First Year Experience: Students' Knowledge, Attitudes, and Behaviors (2008, background): “Ting, Grant, and Plenert (2000), Turner (1992), and Zhao and Kuh (2004) stressed the importance of involvement in social activities and involvement in academic counseling as factors in collegiate success.”
Developing Social and Personal Competence in the First Year of College (2007, background): “Filkins and Doyle (2002), Zhao and Kuh (2004) and others have used this “social and personal competence scale” (with a few minor deviations) as an outcome measure in studying first-year college students.”
Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes (2011, methodology): “of .115 barely exceeded .10, the minimum value considered relevant for decision-making purposes (Alexander and Pallas 1985; Rosenthal and Rosnow 1991; Zhao and Kuh 2004, p. 123 ).”
Educational expenditures and student engagement: When does money matter? (2006, neutral): “Among the more important institutional factors influencing student engagement are institutional policies that emphasize the importance of undergraduate education (Kinzie, Schuh, and Kuh, 2004; Kuh et al., 2005) and widespread use of promising educational practices such as learning communities (Pike,”
Facebook in higher education promotes social but not academic engagement (2011, positive): “Student engagement has been identified as a significant predictor of academic performance (Astin, 1984/1999; Pascarella & Terenzini, 2005; Zhao & Kuh, 2004) and is considereddirectly relevant to implementing 1999).”
Living–Learning Programs and First-Generation College Students’ Academic and Social Transition to College (2007, background): “these programs has been in the form of single-institution studies or have been conducted at the 2-year college level (Zhao and Kuh, 2004).”
Underprepared, Ethnically Diverse Community College Students: Factors Contributing to Persistence. (2010, background): “Zhao and Kuh (2004) analyzed 80,479 students from 365 fouryear institutions, finding that participation in a learning community was positively linked with engagement in active and collaborative learning, increased interaction with faculty members, and augmented overall satisfaction with the college…”
Psychosocial Factors Predicting First-Year College Student Success (2013, neutral): “…for a limited portion of the total variance in students’ academic success, we believe they are noteworthy because institutional interventions can target change in these areas (Zhao & Kuh, 2004), unlike other variables related to student success (such as level of intelligence or general aptitude).”
Understanding student learning in context: relationships between university students’ social identity, approaches to learning, and academic performance (2011, background): “In existing research, being part of a supportive learning community (and perceiving it as so) has been already linked to higher engagement in learning as well as higher levels of independent learning, which are both good indicators of academic success and satisfaction (Pike et al. 1997; Tinto and Ru”
Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness (2016, background): “(p. 19) Learning communities lead to both greater levels of student engagement (Zhao & Kuh, 2004) and institutional commitment (Stassen, 2003).”
The Impact of Learning Communities on First Year Students’ Growth and Development in College (2011, background): “1997, 2008; Tinto and Russo 1994; Zhao and Kuh 2004), interactions with peers (Pike 1999; Pike et al. 2008; Tinto and Russo 1994; Zhao and Kuh 2004), time spent on academics and course involvement (Inkelas et al.”
Pedagogies of Engagement: Classroom‐Based Practices (2005, background): “For example, a recent study by Zhao and Kuh [89] examined the relationship between participating in learning communities and student engagement for first-year and senior students at 365 four-year institutions.”
What Matters to Student Success: A Review of the Literature (2006, background): “Further evidence of the theoretical connections between learning communities and student engagement, self-reported gains in learning, and persistence have been fairly well documented (Knight 2003; Pike 1999; Pike, Schroeder, and Berry, 1997; Price 2005; Zhao and Kuh 2004).”