ABSTRACT

This study investigated the relationship learning community participation has with community college students’ perceived learning gains and engagement in educationally purposeful activities. Study data were sourced from the Community College Survey of Student Engagement (CCSSE) with a total of 694 institutions and over 107,000 participants. To control for differences between community colleges, fixed-effects regressions were conducted. Findings indicate that learning community participation was significantly related with increased perceived learning gains and four of the CSSSE engagement benchmarks: active/collaborative learning, academic challenge, student-faculty interaction, and support for learners. Implications for community college policymakers and administrators are discussed.

摘要

本研究调查了学习社区参与与社区大学生感知的学习收益和参与有目的的教育活动之间的关系。研究数据来自社区大学学生参与调查 (CCSSE)，共有 694 所机构和超过 107,000 名参与者。为了控制社区学院之间的差异，进行了固定效应回归。调查结果表明，学习社区参与与感知学习收益的增加和 CSSSE 参与基准的四个显着相关：主动/协作学习、学术挑战、师生互动和对学习者的支持。讨论了对社区大学政策制定者和管理人员的影响。