Abstract
ABSTRACT Beliefs learners have about the acquisition of knowledge can be a key factor in creating effective educational settings. The present exploratory study endeavors to understand student–instructor relationships and expectancy in community college classrooms. Using a mixed-method design, which employed a focus group and a survey, this study sought to investigate students’ beliefs about knowledge in their classrooms, and the role instructors play in students’ acquisition of knowledge. Results suggested that students value their relationships with their instructors. Data also showed that students believe that instructors are crucial players in their acquisition of knowledge. Findings have implications for cultivating student learning while improving community college course completion and retention rates.
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