Assessment of the learning climate, basic psychological needs and perceived knowledge transfer in an active classroom

he thesis analyzes the impact of introducing active learning components by measuring the learning climate, basic psychological needs and perceived knowledge transfer of one course. This thesis has utilized the data obtained by the IMPACT team to evaluate the learning climate of the classroom with the evolution of the course by measuring the cognitive presence, learning presence and teaching presence in each of the semesters. The results of this study show the impact of the different elements of active learning in a classroom. The study of data over three semesters for one class is a model for other large intake foundational courses to show the impact of infusing various active learning elements into a course on its Learning Climate, Basic Psychological Needs and Perceived Knowledge Transfer