Abstract
THE CURRENT INVESTIGATION sought to understand the relationships between college student perception of classroom climate, use of WebCT, and academic achievement. Fifty-three college students provided three categories of predictor and criterion measures: (1) rating scale responses that assessed perception of seven dimensions of classroom climate, (2) four metrics of use of WebCT, and (3) four measures of academic achievement. Results of stepwise regression analyses revealed that dimensions of classroom climate were useful in predicting student achievement and use of WebCT, but in ways that appear unique to hybrid learning environments. Results of backward elimination regression analyses suggested that student use of WebCT was predictive of academic achievement, but in ways that appear unique to hybrid learning environments.
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About the authorGenevieve Marie Johnson received her PhD from the University of Alberta, Canada. She is currently a faculty member in the Department of Psychology and Sociology at Grant MacEwen College. Dr. Johnson’s college teaching is a combination of traditional teaching strategies and online instructional techniques called hybrid learning. Her research agenda focuses on computer facilitation of cognitive and affective factors implicated in human learning.
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Johnson, G.M. Perception of classroom climate, use of WebCT, and academic achievement. J. Comput. High. Educ. 17, 25–46 (2006). https://doi.org/10.1007/BF03032697
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DOI: https://doi.org/10.1007/BF03032697