Direct, indirect, and contingent relationships between learning community participation and educational outcomes

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dc.contributor.authorPike, G. R.
dc.contributor.authorKuh, G. D.
dc.contributor.authorMcCormick, A. C.
dc.date.accessioned2019-09-10T16:25:29Z
dc.date.available2019-09-10T16:25:29Z
dc.date.issued2008-11-07
dc.descriptionPresented at the 2008 Association for the Study of Higher Education Annual Conference in Jacksonville, FL.
dc.description.abstractThis study examines the direct, indirect, and contingent relationships between participating in a learning  community, student engagement, and self‐reported learning outcomes. Using data from the 2004 administration of the National Survey of Student Engagement (NSSE), the results indicate that the relationships between a learning community experience and learning outcomes are mediated by students’ levels of engagement. Learning community participation was not directly related to gains in learning and development, but it was related to student engagement. Student engagement, in turn, was strongly related to gains in learning. In addition, institutional characteristics were related to the strength of the relationships between learning community participation and student engagement.
dc.identifier.urihttps://hdl.handle.net/2022/23748
dc.language.isoen
dc.publisherAssociation for the Study of Higher Education Annual Conference
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleDirect, indirect, and contingent relationships between learning community participation and educational outcomes
dc.typePresentation

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