Goagoses Naska, Suovuo Tomi Bgt, Winschiers-Theophilus Heike, Suero Montero Calkin, Pope Nicolas, Rötkönen Erkki, Sutinen Erkki
Department of Special Needs Education and Rehabilitation, Carl von Ossietzky University of Oldenburg, Ammerländer Heerstraße 114-118, Oldenburg, 26129 Germany.
Department of Computing, University of Turku, Agora, Turku, 20014 Finland.
Educ Inf Technol (Dordr). 2023 May 25:1-34. doi: 10.1007/s10639-023-11705-9.
Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies' limitations we outline implications and future research, such as the need to consider students' voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.
尽管积极的社交课堂氛围在面对面学习中的重要性已得到确立，但其在在线学习和技术增强学习环境中的作用尚不清楚。本系统综述的核心目的是综合实证研究的结果，这些研究考察了中小学在线学习和技术增强学习环境中社交课堂氛围的任何方面。2021年11月，在ACM数字图书馆、科学网、Scopus和教育资源信息中心中输入了适当的检索词。如果文章与研究目的相关、报告了原始数据、以中小学学生和/或教师为样本，并且以英文发表在期刊、会议论文集或书籍章节中，则纳入研究。此外，如果文章专注于测量工具的开发/测试，则将其排除。主题叙事综合包括29篇文章，涵盖定性、定量和混合方法研究。对所有文章都完成了质量评估清单。研究结果包括对新冠疫情之前和期间在线学习、混合学习环境中的社交课堂氛围的考察，以及两者之间的比较。此外，还探讨了在线社交课堂氛围与学业变量之间的关联，以及通过同步/异步讨论组和社交媒体培养这种氛围的情况。我们讨论了这些研究的理论框架、积极的课堂氛围在在线学习和技术增强学习环境中对学生的影响，以及利用技术的实际方法和新机遇。基于研究结果和研究的局限性，我们概述了相关启示和未来研究方向，比如需要考虑学生的声音和多样性、技术视角、跨学科方法以及对界限的重新概念化。
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