Connected Classroom Climate in Higher Education: A Scoping Review

摘要

The introduction of Dwyer et al.'s [1] Connected Classroom Climate Inventory (CCCI) began a seminal divergence of research focusing toward student-to-student socialization and behavior in educational environments. Connected classroom climate research has provided meaningful direction for improving instructional processes in face-to-face environments for nearly fifteen years. However, understanding of student-to-student connectedness is lacking in modern technology-mediated environments-arguably where student-to-student connectedness is most needed. This study presents a synthesis of peer-reviewed journal articles [2-17] that empirically utilized the CCCI within face-to-face, hybrid, and online environments to support future research on this important topic.