A Factor Analytic Study of the Adult Classroom Environment Scale

Langenbach, Michael; Aagaard, Lola

doi:10.1177/0001848190040002003

Cited by 14 publications

(8 citation statements)

References 4 publications

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“…This scale was developed by Darkenwald and Valentine (1986), and which has been empirically tested in several other studies (e.g. Langenbach & Aagaard, 1990). The scale's original version contains of 49 items; we used the shortened version with 15 items.…”

Section: Instrumentsmentioning

confidence: 99%

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Radovan

Makovec²

2015

IES

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The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes and confidence. Recent theories that deal with 'powerful learning environments ' (Fraser, 2002) stress that the teacher should not look only at the physical aspects of the environment in which learning takes place, but also at the learner's perceptions and beliefs. The importance of multiple aspects of learning environments will be stressed and some recommendations for improving the effectiveness of these environments will be given. Additionally, some theoretical concepts of learning environments will be reviewed. We will examine empirically the differences and correlations that occur in adult learners' motivation and attitudes due to their psycho-social and physical learning environment. An international comparison between various post-socialist countries has also been carried out.

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Section: Instrumentsmentioning

confidence: 99%

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Radovan

Makovec²

2015

IES

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“…The general importance of specific classroom experiences to desired outcomes has also been noted in studies of adult students whose university experience is primarily that of the commuter (Ashar & Skenes, 1993;Beer & Darkenwald, 1989;Darkenwald & Gavin, 1987;Langenbach & Aagard, 1990). In view of findings such as these, it is essential to look at the nature of the classroom experience as distinct from traditional measures of academic and social involvement and contacts with faculty.…”

Section: Classroom Characteristicsmentioning

confidence: 96%

Does Race Matter? - Outcomes of the First Year Experience in a Canadian University

Grayson¹

1995

CJHE

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Canadian cities are experiencing increasing ethnic and racial diversity. As a result there is a growing concern with the degree to which Canadian institutions meet the needs of a heterogeneous population. Despite this concern, as yet, there have been no systematic studies of race relations on Canadian campuses and the degree to which outcomes of the university experience are affected by race. Data for the current study were collected at York University through a survey of 1,093 students at the time of entry in September and a survey of 1,129 students conducted in February/March of the first year. Data analysis focuses on the background characteristics of students of various races, their social and academic involvement and classroom experiences, outcomes of the first year in university, and the degree to which race affects both experiences and outcomes. It is found that in general students of non-European origins come from families with different socio-economic characteristics than those of European descent. In addition, the nature of the university experience varies by minority status and/or race. Comparisons, however, do not always favour students of European origin. Finally, although some outcomes of the first year experience - self-assessed intellectual development and knowledge, grade point averages, and intentions to return to the university - vary by racial group; race per se explains little, if any, of the total variance. In essence, there is a considerable degree of equality in outcomes so far as race is concerned. Explanations for differences in outcomes are to be found in classroom experiences, contacts with faculty etc., and academic involvement.

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“…The ACES was used in this study to measure students' ideal expectations of the classroom environment, with respect to a six-factor structure identified by Langenbach and Aagaard (1990):…”

Section: Major Variables and Instrumentationmentioning

confidence: 99%

Learning Styles, Classroom Environment Preferences, Teaching, Styles, and Remedial Course Outcomes for Underprepared Adults at a Two-Year College

Miglietti

Strange

1998

Community College Review

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College campuses are becoming diverse academic communities with adult students enrolling in increasing numbers. A 1990 nationwide campus survey of all types of institutions indicated that 6 million students over age 25 are studying for college credit each year (National Center for Education Statistics, 1992). Also established was the fact that 45% of all undergraduate and graduate students were over age 25, with the prediction that over the next seven years that proportion could increase. Nevertheless, higher education in general has not been very responsive to older learners. The exception to this has been the two-year institution, which includes junior, community, and technical colleges. The multifaceted role of the junior college, which includes providing terminal and transfer programs along with multipurpose services in the community, transformed many such institutions into community colleges, reflecting their wider role in the community (Boss, 1985;Mickler & Zippert, 1987). Because of their emphasis on serving the community, as well as their capacity for responding quickly to market needs, two-year colleges have been more successful than four-year institutions in attracting nontraditional learners. Adult students bring to the classroom unique learning interests, educational goals, and instructional needs. Are educators responding appropriately?As college enrollments grow more diverse, meeting the instructional needs of a changing student population is paramount. Serving students well should include examining students' preferences for different teachCommunity College Review Volume 26, No. 1

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A Factor Analytic Study of the Adult Classroom Environment Scale

Cited by 14 publications

References 4 publications

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Does Race Matter? - Outcomes of the First Year Experience in a Canadian University

Learning Styles, Classroom Environment Preferences, Teaching, Styles, and Remedial Course Outcomes for Underprepared Adults at a Two-Year College

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