First-year learning communities (FLCs) are known to improve student integration, retention and learning (Tinto, 1997; Zhao & Kuh, 2004). However, the classroom social climate within FLCs and its potential role in contributing to these outcomes of FLCs have not been studied.

Aim and research question

The aim of our research is to elucidate students’ perceptions of the social climate within the Utrecht Undergraduate Pharmacy FLCs by exploring students’ perceptions and valuation of peer and teacher interactions within these FLCs, relate these perceptions to the dimensions of the classroom social climate and clarify which factors help or hinder a positive perception.

Set-up and method

Fourteen first-year students from the cohort 2020-2021 participated in semi-structured individual interviews in the first (T1), second (T2) and fourth period (T3) of the first year.

(Preliminary) results

Our results show that FLC interactions are positively valued when students experience learning support from peers and teacher, social connectedness with peers and teacher, and active participation in class activities. These learning environment characteristics correspond to the classroom social climate dimensions student cohesiveness, student involvement and personalization (Fraser et al, 1986). Students’ valuation of FLC interactions are influenced by a variety of factors of which online classes hampered all valued classroom social climate dimensions and thereby had a huge impact on the valuation of FLC interactions. Furthermore, social connectedness with peers and teacher was not only one of the most valued classroom climate aspects, but also indirectly influenced the other two valued social climate aspects learning support and active participation.

Conclusion

The results of our study not only provide insight in the process of students’ academic and social integration, but also on how to promote this integration on a classroom level. Moreover, our study highlights the importance of social connectedness in the online and face-to-faceclassroom which, in our opinion, needs an increased amount of attention in higher education.

References

• Fraser, B. J., Treagust, D. F., & Dennis, N. C. (1986). Development of an instrument for assessing classroom psychosocial environment at universities and colleges. Studies in Higher Education, 11(1), 43–54.
• Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68(6), 599–623.
• Zhao, C.-M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115–138.