Classroom management in higher education: A systematic literature review

ABSTRACT

This paper presents the findings of a systematic literature review (performed from 2010 to 2020) about classroom management (CM) in higher education. The purpose of this article is to present the state of CM in higher education. Search terms identified 129 papers, from which 42 relevant articles met the inclusion criteria of the current review. Data extraction was initially conducted based on title, keywords, and abstract; it continued with a full-text analysis for the final set of 42 included studies. Based on the reviewed articles factors affecting CM are classified according to students, instructors, and the system. The results show that novice instructors need training about CM and instructors should integrate active learning strategies for better CM. The results also point to a need for researches in online CM. Finally, the findings provide suggestions for future research on CM in higher education.

KEYWORDS:

• Classroom management
• classroom management models
• higher education
• college
• systematic literature review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Notes on contributors

Duygu Albayrak

Duygu Albayrak is coordinator of Bilkent University Teaching and Learning Support Center and a senior lecturer at Information Systems and Technologies at Bilkent University. She earned her BS in Physics Education, double major in Physics, and MS in both Physics and Information Systems from Middle East Technical University. She holds PhD in Computer Education and Instructional Technology Department at Middle East Technical University. Her research focuses on, Effectiveness of Educational Strategies, Course Management Systems, Software Engineering Education, Social Networking Sites Utilization in Education, Educational/Instructional Technology, Technology Enhanced Learning, e-learning, Human Computer Interaction, and Usability Studies.

Armagan Ateskan

Armagan Ateskan received her PhD in Computer Education and Instructional Technologies from Middle East Technical University, in 2008. She has been working at Bilkent University Graduate School of Education since 2002. She also worked as at Özel Bilkent Lisesi as a biology teacher, and as an educational technologist at an international school in Belgium. Her research interests are classroom management, ICT in education, STEM education, international education, health education, sustainability and outdoor education. She has led internationally and nationally funded research projects. She has published books, and articles in international and national journals. She is also organising workshops and seminars for students and teachers in schools.