The Influence of Empirically Based Dimensions of the Learning Environment on Student Engagement and Classroom Experience

• In Event: New Instruments for Assessing Learning Environments

Abstract

Students in seven high school classrooms in five different subject areas were videoed and participated in the Experience Sampling Method (ESM). Dimensions of the learning environment were coded from the video observations using a newly developed observational instrument (OLE-OLA) in order to predict their engagement as measured by the ESM. Results of validity testing provided evidence of the validity and reliability of the measures of both the experiential and observed classroom environment measures. The primary characteristic of learning environments predicting student engagement was the simultaneous combination of environmental challenge and environmental support. Support for motivation and the importance of the activity were specific dimensions of the learning environment predicting engagement as well as classroom confidence, vitality, and academic intensity.

Authors

• David J. Shernoff, Rutgers University

• Robert Frederick Cavanagh, Curtin University

• Beheshteh Abdi, Northern Illinois University

• Stephen M. Tonks, Northern Illinois University