Abstract
ABSTRACT This study investigated the relationship learning community participation has with community college students’ perceived learning gains and engagement in educationally purposeful activities. Study data were sourced from the Community College Survey of Student Engagement (CCSSE) with a total of 694 institutions and over 107,000 participants. To control for differences between community colleges, fixed-effects regressions were conducted. Findings indicate that learning community participation was significantly related with increased perceived learning gains and four of the CSSSE engagement benchmarks: active/collaborative learning, academic challenge, student-faculty interaction, and support for learners. Implications for community college policymakers and administrators are discussed.
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