Sample records for environment students learn
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Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen
2016-01-01
Objective To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. Setting A nursing course at a university in central Taiwan. Participants 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Design and methods Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a ‘preferred environment aligned with perceived learning environment’ group and a ‘preferred environment discordant with perceived learning environment’ group. Learning outcomes were analysed by group. Outcome measures Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. Conclusions As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. PMID:27207620
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Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen
2016-05-20
To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. A nursing course at a university in central Taiwan. 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
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Science Learning Outcomes in Alignment with Learning Environment Preferences
NASA Astrophysics Data System (ADS)
Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia
2011-04-01
This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.
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ERIC Educational Resources Information Center
Daghan, Gökhan; Akkoyunlu, Buket
2012-01-01
This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…
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Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Liz; Baird, Marilyn; Aldabah, Ligal
2011-11-01
Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential. Copyright © 2010 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne
2016-01-01
The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…
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Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E
2017-01-01
Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p < .0001) is more than 3 times greater than the drop between the 1st and 2nd year (0.07 points, effect size = 0.14, p < .0001). The largest declines were from items related to work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.
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ERIC Educational Resources Information Center
Cakiroglu, Jale; Telli, Sibel; Cakiroglu, Erdinc
The purpose of this study was to examine Turkish high school students' perceptions of learning environment in biology classrooms and to investigate relationships between learning environment and students' attitudes toward biology. Secondly, the study aimed to investigate the differences in students' perceptions of learning environments in biology…
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ERIC Educational Resources Information Center
Young, J. E.; Williamson, M. I.; Egan, T. G.
2016-01-01
Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…
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ERIC Educational Resources Information Center
Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.
2014-01-01
The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…
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Lekalakala-Mokgele, Eucebious; Caka, Ernestine M
2015-03-31
The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.
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Nursing students' perceptions of learning in practice environments: a review.
Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel
2012-04-01
Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.
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Students' perception of the learning environment in a distributed medical programme.
Veerapen, Kiran; McAleer, Sean
2010-09-24
The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites.
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Miscellany of Students' Satisfaction in an Asynchronous Learning Environment
ERIC Educational Resources Information Center
Larbi-Siaw, Otu; Owusu-Agyeman, Yaw
2017-01-01
This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…
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Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.
ERIC Educational Resources Information Center
Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert
2002-01-01
Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…
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Baeten, Marlies; Dochy, Filip; Struyven, Katrien
2013-09-01
Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.
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ERIC Educational Resources Information Center
Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido
2017-01-01
Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…
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Haraldseid, Cecilie; Friberg, Febe; Aase, Karina
2015-09-01
The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Nursing students' satisfaction of the clinical learning environment: a research study.
Papastavrou, Evridiki; Dimitriadou, Maria; Tsangari, Haritini; Andreou, Christos
2016-01-01
The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions. The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students' learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical learning environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.
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Aharony, Noa
2006-12-01
The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.
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Constructivist Learning Environment among Palestinian Science Students
ERIC Educational Resources Information Center
Zeidan, Afif
2015-01-01
The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the…
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ERIC Educational Resources Information Center
Nijhuis, Jan; Segers, Mien; Gijselaers, Wim
2007-01-01
Previous research on students' learning strategies has examined the relationships between either perceptions of the learning environment or personality and learning strategies. The focus of this study was on the joint relationships between the students' perceptions of the learning environment, their personality, and the learning strategies they…
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Web-Based Learning Environment Based on Students’ Needs
NASA Astrophysics Data System (ADS)
Hamzah, N.; Ariffin, A.; Hamid, H.
2017-08-01
Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.
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Active Learning Environment with Lenses in Geometric Optics
ERIC Educational Resources Information Center
Tural, Güner
2015-01-01
Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…
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Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina
2018-03-01
The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development. This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these. The study was performed as a cross-sectional study. The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis. More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning. The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice. Copyright © 2018 Elsevier Ltd. All rights reserved.
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Alotaibi, Khaled N
2016-01-01
There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. A survey involving 342 [Corrected] Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Student Motivation in Constructivist Learning Environment
ERIC Educational Resources Information Center
Cetin-Dindar, Ayla
2016-01-01
The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…
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ERIC Educational Resources Information Center
Du, Jianxia; Xu, Jianzhong; Fan, Xitao
2015-01-01
The present study examines empirical models of students' management of the learning environment in the context of online collaborative groupwork. Such environment management is an important component of students' overall self-regulated learning strategy for effective learning. Student- and group-level predictors for study environment management in…
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ERIC Educational Resources Information Center
Thomas, Gregory P.; Anderson, David
2014-01-01
Concerns persist regarding science classroom learning environments and the lack of development of students' metacognition and reasoning processes within such environments. Means of shaping learning environments so that students are encouraged to develop their metacognition are required in order to enhance students' reasoning and…
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Students' perception of the learning environment in a distributed medical programme
Veerapen, Kiran; McAleer, Sean
2010-01-01
Background The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites. PMID:20922033
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ERIC Educational Resources Information Center
Yarrow, Allan; Millwater, Jan
1995-01-01
This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…
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Student-Teacher Interaction in Online Learning Environments
ERIC Educational Resources Information Center
Wright, Robert D., Ed.
2015-01-01
As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…
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ERIC Educational Resources Information Center
Chang, Chun-Yeh; Chang, Yueh-Hsia
2010-01-01
This study used an instrument to examine undergraduate students' preferred and actual learning environment perceptions in an introductory earth science course. The results show that science students expect to learn in a learning environment combining teacher-centred and student-centred approaches. However, an expectation incongruence was found in…
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Rochmawati, Erna; Rahayu, Gandes Retno; Kumara, Amitya
2014-11-01
The aims of this study were to assess students' perceptions of their educational environment and approaches to learning, and determine if perceptions of learning environment associates with approaches to learning. A survey was conducted to collect data from a regional private university in Indonesia. A total of 232 nursing students completed two questionnaires that measured their perceptions of educational environment and approaches to learning. The measurement was based on Dundee Ready Education Environment Measurement (DREEM) and Approaches and Study Skills Inventory for Students (ASSIST). Five learning environments dimensions and three learning approaches dimensions from two measures were measured. The overall score of DREEM was 131.03/200 (SD 17.04), it was in the range considered to be favourable. The overall score is different significantly between years of study (p value = 0.01). This study indicated that the majority of undergraduate nursing students' adopt strategic approach (n = 139. 59.9%). The finding showed that perceived educational environment significantly associated with approaches to learning. This study implicated the need to maintain conducive learning environment. There is also a need to improve the management of learning activities that reflect the use of student-centered learning. Copyright © 2014 Elsevier Ltd. All rights reserved.
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The Challenges of Nursing Students in the Clinical Learning Environment: A Qualitative Study
Jamshidi, Nahid; Molazem, Zahra; Sharif, Farkhondeh; Torabizadeh, Camellia; Najafi Kalyani, Majid
2016-01-01
Background/Aim. Clinical learning is a main part of nursing education. Students' exposure to clinical learning environment is one of the most important factors affecting the teaching-learning process in clinical settings. Identifying challenges of nursing students in the clinical learning environment could improve training and enhance the quality of its planning and promotion of the students. We aimed to explore Iranian nursing students' challenges in the clinical learning environment. Materials and Methods. This is a qualitative study using the content analysis approach. The participants consisted of seventeen nursing students and three nursing instructors. The participants were selected through purposive sampling method and attended semistructured interviews and focus groups. Results. Three themes emerged after data analysis, including ineffective communications, inadequate readiness, and emotional reactions. Conclusion. Nursing students in Iran are faced with many challenges in the clinical learning environment. All challenges identified in this study affected the students' learning in clinical setting. Therefore, we recommend that the instructors prepare students with a specific focus on their communication and psychological needs. PMID:27366787
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Wong, Florence Mei Fung
2018-06-18
Small group work is an effective teaching-learning approach in nursing education to enhance students' learning in theoretical knowledge and skill development. Despite its potential advantageous effects on learning, little is known about its actual effects on students' learning from students' and educators' perspectives. To understand students' learning through small group work from the perspectives of students and educators. A qualitative study with focus group interviews was carried out. Semi-structured interviews with open-ended questions were performed with 13 undergraduate nursing students and 10 educators. Four main themes, "initiative learning", "empowerment of interactive group dynamics", "factors for creating effective learning environment", and "barriers influencing students' learning", were derived regarding students' learning in small group work based on the perspectives of the participants. The results showed the importance of learning attitudes of students in individual and group learning. Factors for creating an effective learning environment, including preference for forming groups, effective group size, and adequacy of discussion, facilitate students' learning with the enhancement of learning engagement in small group work. The identified barriers, such as "excessive group work", "conflicts", and "passive team members" can reduce students' motivation and enjoyment of learning. Small group work is recognized as an effective teaching method for knowledge enhancement and skill development in nursing education. All identified themes are important to understand the initiatives of students and group learning, factors influencing an effective learning environment, and barriers hindering students' learning. Nurse educators should pay more attention to the factors that influence an effective learning environment and reduce students' commitment and group dynamics. Moreover, students may need further support to reduce barriers that impede students' learning motivation and enjoyment. Copyright © 2018 Elsevier Ltd. All rights reserved.
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Blackboard as an Online Learning Environment: What Do Teacher Education Students and Staff Think?
ERIC Educational Resources Information Center
Heirdsfield, Ann; Walker, Susan; Tambyah, Mallihai; Beutel, Denise
2011-01-01
As online learning environments now have an established presence in higher education we need to ask the question: How effective are these environments for student learning? Online environments can provide a different type of learning experience than traditional face-to-face contexts (for on-campus students) or print-based materials (for distance…
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Gan, Runye; Snell, Linda
2014-04-01
Despite widespread implementation of policies to address mistreatment, high rates of mistreatment during clinical training are reported, prompting the question of whether "mistreatment" means more to students than delineated in official codes of conduct. Understanding "mistreatment" from students' perspective and as it relates to the learning environment is needed before effective interventions can be implemented. The authors conducted focus groups with final-year medical students at McGill University Faculty of Medicine in 2012. Participants were asked to characterize "suboptimal learning experience" and "mistreatment." Transcripts were analyzed via inductive thematic analysis. Forty-one of 174 eligible students participated in six focus groups. Students described "mistreatment" as lack of respect or attack directed toward the person, and "suboptimal learning experience" as that which compromised their learning. Differing perceptions emerged as students debated whether "mistreatment" can be applied to negative learning environments as well as isolated incidents of mistreatment even though some experiences fell outside of the "official" label as per institutional policies. Whether students perceived "mistreatment" versus a "suboptimal learning experience" in negative environments appeared to be influenced by several key factors. A concept map integrating these ideas is presented. How students perceived negative situations during training appears to be a complex process. When medical students say "mistreatment," they may be referring to a spectrum, with incident-based mistreatment on one end and learning-environment-based mistreatment on the other. Multiple factors influenced how students perceived an environment-based negative situation and may provide strategies to improving the learning environment.
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ERIC Educational Resources Information Center
Belaineh, Matheas Shemelis
2017-01-01
Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…
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The clinical learning environment in nursing education: a concept analysis.
Flott, Elizabeth A; Linden, Lois
2016-03-01
The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.
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Living and learning in a rural environment: a nursing student perspective.
Pront, Leeanne; Kelton, Moira; Munt, Rebecca; Hutton, Alison
2013-03-01
This study investigates the influences on nursing student learning who live and learn in the same rural environment. A declining health workforce has been identified both globally and in Australia, the effects of which have become significantly apparent in the rural nursing sector. In support of rural educational programs the literature portrays rural clinical practice experiences as significant to student learning. However, there is little available research on what influences learning for the nursing student who studies in their own rural community. The aim of this study was to understand what influences student learning in the rural clinical environment. Through a multiple case study design five nursing students and two clinical preceptors from a rural clinical venue were interviewed. The interviews were transcribed and thematically analysed to identify factors that influenced student learning outcomes. The most significant influence on nursing student learning in the rural clinical environment was found to include the environment itself, the complex relationships unique to living and studying in a rural community along with the capacity to link theory to practice. The rural environment influences those in it, the demands placed on them, the relationships they form, the ability to promote learning and the time to teach and learn. Copyright © 2012. Published by Elsevier Ltd.
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Midgley, Kirsten
2006-05-01
If we subscribe to the notion that nursing is an action profession, that nurses learn by doing [Neary, M., 2000. Responsive assessment: assessing student nurses' clinical competence. Nurse Education Today 21, 3-17], then the mastery of fundamental clinical skills must be a key component of courses leading to registration. The last two decades have seen widespread changes to nurse education but the clinical field remains an invaluable resource in preparing students for the reality of their professional role supporting the integration of theory and practice and linking the 'knowing what' with the 'knowing how'. The clinical-learning environment represents an essential element of nurse education that needs to be measurable and warrants further investigation. This exploratory cohort study (n = 67) examined pre-registration student nurses' perception of the hospital-learning environment during clinical placements together with the key characteristics of the students' preferred learning environment utilising an established tool, the clinical-learning environment inventory (CLEI) tool [Chan, D., 2001a. Development of an innovative tool to assess hospital-learning environments. Nurse Education Today 21, 624-631; Chan, D., 2001b. Combining qualitative and quantitative methods in assessing hospital-learning environments. International Journal of Nursing Studies 3, 447-459]. The results demonstrated that in comparison with the actual hospital environment, students would prefer an environment with higher levels of individualisation, innovation in teaching and learning strategies, student involvement, personalisation and task orientation.
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Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach
NASA Astrophysics Data System (ADS)
Collins, Stephen Craig
This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.
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ERIC Educational Resources Information Center
Baeten, Marlies; Kyndt, Eva; Struyven, Katrien; Dochy, Filip
2010-01-01
This review outlines encouraging and discouraging factors in stimulating the adoption of deep approaches to learning in student-centred learning environments. Both encouraging and discouraging factors can be situated in the context of the learning environment, in students' perceptions of that context and in characteristics of the students…
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Supporting the Transition of Learning Disabled Students to the Postsecondary Environment
ERIC Educational Resources Information Center
Gray, Patricia Jean
2012-01-01
Students with learning disabilities present a diverse spectrum of learning needs; research suggest they may have difficulty making the transition to the postsecondary environment. Learning disabled students at the subject high school were not successfully making the transition from the secondary to the postsecondary environment. This study was…
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ERIC Educational Resources Information Center
Magen-Nagar, Noga; Steinberger, Pnina
2017-01-01
An innovative learning environment is the current outcome of the constructivist approach, the essence of which is co-construction of knowledge in an Information and Communication Technology (ICT) environment. We examined how Israeli students perceived 10 characteristics of their classroom learning environment--student cohesiveness, teacher…
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Assessing the Impact of Student Learning Style Preferences
NASA Astrophysics Data System (ADS)
Davis, Stacey M.; Franklin, Scott V.
2004-09-01
Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that disagrees with the expressed learning style preference, paying close attention to social (group vs. individual) and auditory (those who prefer to learn by listening) environments. These are particularly relevant to activity-based curricula which typically emphasize group-work and de-emphasize lectures. Our methods include multiple-choice assessments, individual student interviews, and a study in which we attempt to isolate the learning environment.
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Payne, Leslie K; Glaspie, Tina
2014-06-01
Students' perceptions of their educational environment have been found to be related to their approaches to learning and learning outcomes. Educational environment is just beginning to be researched in nursing education with the vast majority of studies focusing on the clinical educational environment. Perception of educational environment has been shown to influence student implementation of a specific learning style and influences educational outcomes such as program completion and GPA. There is a need for sound research that explores the relationship, if any, between perceptions of environment and outcomes. To explore the relationship between baccalaureate nursing student (BSN) perception of educational environment (SPEE) and objective learning outcomes. Retrospective correlational descriptive study. Private School of Nursing in the Southwest. Convenience sample of 62 graduating baccalaureate students. All graduating BSN students were invited to complete the Dundee Ready Education Environment Measure (DREEM) through the online survey application Qualtrics. A total of 62 students completed the DREEM survey. These results were compared with each student's GPA and HESI score. A total of 62 students completed the survey for an overall response rate of 57%. There was no correlation between total SPEE and nursing grade point average (NGPA) or HESI exit scores. Based on this study at this institution, it appears that students' performance was not influenced by SPEE. One of the major implications of this study is the possibility that an "acceptable" SPEE (one that is neither exceptional nor terrible) may not significantly influence student outcomes. Exploring this relationship has theoretical as well as practical implications as educators seek to determine the effectiveness of educational interventions. Student perception of learning environment is measured in various ways at the majority of institutions. It has been assumed that an educational environment that is ranked high by students result in increased learning. However, as the science of nursing education advances, educators need to determine if and how these perceptions relate to actual learning outcomes. As academicians, we need to be concerned with the relationship between learning outcomes and environment in order to create the most effective learning environment. © 2013.
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Hooven, Katie
2015-08-01
The nature of the clinical learning environment has a huge impact on student learning. For instance, research has supported the idea that a positive learning environment increases student learning. Therefore, the ability to gain information from the student perspective about the learning environment is essential to nursing education. This article reviews qualitative research on nursing students' experiences of the clinical learning environment. The significance of the issue, the purpose of the integrative review, the methods used in the literature search, and the results of the review are presented. Seventeen studies from 12 countries are identified for review, and six common themes are discussed. An exhaustive literature review revealed that among the 17 articles evaluated, six themes were common. The findings indicate the need to continue quality improvement to advance clinical education. Copyright 2015, SLACK Incorporated.
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Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education
ERIC Educational Resources Information Center
Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine
2014-01-01
If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning…
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Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education
ERIC Educational Resources Information Center
Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine
2014-01-01
If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning…
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Nursing students' assessment of the learning environment in different clinical settings.
Bisholt, Birgitta; Ohlsson, Ulla; Engström, Agneta Kullén; Johansson, Annelie Sundler; Gustafsson, Margareta
2014-05-01
Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings. The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students. A cross-sectional study with comparative design was conducted. Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement. The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives. In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved. Copyright © 2013 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas
2016-01-01
The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…
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ERIC Educational Resources Information Center
Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara
2015-01-01
This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…
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Factors Influencing Learning Environments in an Integrated Experiential Program
NASA Astrophysics Data System (ADS)
Koci, Peter
The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning environments and how they influence learning and behaviour. Keywords: learning environments; integrated experiential programs; environmental education.
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Approaches to Studying and Students' Use of a Computer Supported Learning Environment
ERIC Educational Resources Information Center
Foster, Jonathan; Lin, Angela
2007-01-01
Although studies of students' study approaches in face to face learning environments are commonplace, studies investigating the role of students' study approaches in online learning environments is currently a less explored area. This paper presents the findings of a survey aimed at investigating the relationship between students' approaches to…
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Impact of Multimedia on Students' Perceptions of the Learning Environment in Mathematics Classrooms
ERIC Educational Resources Information Center
Chipangura, Addwell; Aldridge, Jill
2017-01-01
We investigated (1) whether the learning environment perceptions of students in classes frequently exposed to multimedia differed from those of students in classes that were not, (2) whether exposure to multimedia was differentially effective for males and females and (3) relationships between students' perceptions of the learning environment and…
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Skaalvik, Mari Wolff; Normann, Hans Ketil; Henriksen, Nils
2011-08-01
To measure nursing students' experiences and satisfaction with their clinical learning environments. The primary interest was to compare the results between students with respect to clinical practice in nursing homes and hospital wards. Clinical learning environments are important for the learning processes of nursing students and for preferences for future workplaces. Working with older people is the least preferred area of practice among nursing students in Norway. A cross-sectional design. A validated questionnaire was distributed to all nursing students from five non-randomly selected university colleges in Norway. A total of 511 nursing students completed a Norwegian version of the questionnaire, Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale in 2009. Data including descriptive statistics were analysed using the Statistical Program for the Social Sciences. Factor structure was analysed by principal component analysis. Differences across sub-groups were tested with chi-square tests and Mann-Whitney U test for categorical variables and t-tests for continuous variables. Ordinal logistic regression analysis of perceptions of the ward as a good learning environment was performed with supervisory relationships and institutional contexts as independent variables, controlling for age, sex and study year. The participating nursing students with clinical placements in nursing homes assessed their clinical learning environment significantly more negatively than those with hospital placements on nearby all sub-dimensions. The evidence found in this study indicates that measures should be taken to strengthen nursing homes as learning environments for nursing students. To recruit more graduated nurses to work in nursing homes, actions to improve the learning environment are needed. © 2011 Blackwell Publishing Ltd.
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Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark
2016-09-01
Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.
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Validation of the Clinical Learning Environment Inventory.
Chan, Dominic S
2003-08-01
One hundred eight preregistration nursing students took part in this survey study, which assessed their perceptions of the clinical learning environment. Statistical data based on the sample confirmed the reliability and validity of the Clinical Learning Environment Inventory (CLEI), which was developed using the concept of classroom learning environment studies. The study also found that there were significant differences between students' actual and preferred perceptions of the clinical learning environments. In terms of the CLEI scales, students preferred a more positive and favorable clinical environment than they perceived as being actually present. The achievement of certain outcomes of clinical field placements might be enhanced by attempting to change the actual clinical environment in ways that make it more congruent with that preferred by the students.
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NASA Astrophysics Data System (ADS)
Chang, Chun-Yen; Yeh, Ting-Kuang; Lin, Chun-Yen; Chang, Yueh-Hsia; Chen, Chia-Li D.
2010-08-01
This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on students' science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students' preferred learning environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH. Students were categorized into two groups; "preferred alignment with actual learning environment" (PAA) and "preferred discordant with actual learning environment" (PDA), according to their PLEI and ALEI scores. The results of this study revealed that most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between groups in terms of students' post-test scores on scientific literacy with the students' pre-test scores as the covariate. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between preferred and actual learning environments on students' scientific literacy is noteworthy. Future study of this nature appears to merit further replications and investigations.
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Benefits of Informal Learning Environments: A Focused Examination of STEM-Based Program Environments
ERIC Educational Resources Information Center
Denson, Cameron D.; Austin Stallworth, Chandra; Hailey, Christine; Householder, Daniel L.
2015-01-01
This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We…
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Baecher-Lind, Laura E; Chang, Katherine; Blanco, Maria A
2015-01-01
For reasons that remain not entirely clear, Obstetrics and Gynecology (Ob/Gyn) clerkships often exhibit comparatively higher rates of medical student mistreatment. To explore perceptions of our local learning environment, focus groups were held with students yet to start (pre-students) and students having completed (post-students) their Ob/Gyn clerkship. Topics of discussion included learning expectations and experiences, perceptions of mistreatment, and suggestions for improving the learning environment and student treatment. Using a naturalistic approach, we conducted a conventional content analysis to identify emergent themes. Nine pre-students and nine post-students participated. While pre-students anticipated being actively engaged, they also expected - based on peer accounts - to be subject to an unwelcoming learning environment on the Ob/Gyn clerkship, despite working hard to become team members. Due to patient advocacy and protection concerns, post-students reported low levels of student involvement and, subsequently, an overall passive learning experience. Students from both groups offered valuable suggestions for improving the learning environment and student treatment. The sensitive nature of Ob/Gyn clinical encounters may lead to overprotective behaviors that contribute to students feeling mistreated and excluded from patient care and team membership. Students' experiences during Ob/Gyn clerkships could be improved by better balancing patient advocacy and student involvement. Practical implications to address these issues are offered.
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A Simultaneous Mobile E-Learning Environment and Application
ERIC Educational Resources Information Center
Karal, Hasan; Bahcekapili, Ekrem; Yildiz, Adil
2010-01-01
The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students' views. With the mobile learning environment developed in the study, the students are able to follow…
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Using Scenarios to Design Complex Technology-Enhanced Learning Environments
ERIC Educational Resources Information Center
de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.
2012-01-01
Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…
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Group Modeling in Social Learning Environments
ERIC Educational Resources Information Center
Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna
2012-01-01
Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…
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Mikkonen, Kristina; Elo, Satu; Kuivila, Heli-Maria; Tuomikoski, Anna-Maria; Kääriäinen, Maria
2016-02-01
Learning in the clinical environment of healthcare students plays a significant part in higher education. The greatest challenges for culturally and linguistically diverse healthcare students were found in clinical placements, where differences in language and culture have been shown to cause learning obstacles for students. There has been no systematic review conducted to examine culturally and linguistically diverse healthcare students' experiences of their learning in the clinical environment. This systematic review aims to identify culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment. The search strategy followed the guidelines of the Centre of Reviews and Dissemination. The original studies were identified from seven databases (CINAHL, Medline Ovid, Scopus, Web of Science, Academic Search Premiere, Eric and Cochrane Library) for the period 2000-2014. Two researchers selected studies based on titles, abstracts and full texts using inclusion criteria and assessed the quality of studies independently. Twelve original studies were chosen for the review. The culturally and linguistically diverse healthcare students' learning experiences were divided into three influential aspects of learning in a clinical environment: experiences with implementation processes and provision; experiences with peers and mentors; and experiences with university support and instructions. The main findings indicate that culturally and linguistically diverse healthcare students embarking on clinical placements initially find integration stressful. Implementing the process of learning in a clinical environment requires additional time, well prepared pedagogical orientation, prior cultural and language education, and support for students and clinical staff. Barriers to learning by culturally and linguistically diverse healthcare students were not being recognized and individuals were not considered motivated; learners experienced the strain of being different, and faced language difficulties. Clinical staff attitudes influenced students' clinical learning experiences and outcomes. Additional education in culture and language for students and clinical staff is considered essential to improve the clinical learning experiences of culturally and linguistically diverse healthcare students. Further studies of culturally and linguistically diverse healthcare students' learning experiences in the clinical environment need to be conducted in order to examine influential aspects on the clinical learning found in the review. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A
2015-02-01
Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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Examining Self-Determination in a Service Learning Course
ERIC Educational Resources Information Center
Levesque-Bristol, Chantal; Stanek, Layla R.
2009-01-01
This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses…
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ERIC Educational Resources Information Center
Choi, Beomkyu
2016-01-01
The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…
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Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students
ERIC Educational Resources Information Center
Sun, Daner; Looi, Chee-Kit; Xie, Wenting
2017-01-01
When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…
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ERIC Educational Resources Information Center
Gray, Julie A.; DiLoreto, Melanie
2016-01-01
Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…
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Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics
NASA Astrophysics Data System (ADS)
Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.
2016-06-01
A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.
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The Impact of Multitasking Learning Environments in the Middle Grades
ERIC Educational Resources Information Center
Drinkwine, Timothy
2013-01-01
This research study considers the status of middle school students in the 21st century in terms of their tendency to multitask in their daily lives and the overall influence this multitasking has on teaching and learning environments. Student engagement in the learning environment and students' various learning styles are discussed as primary…
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ERIC Educational Resources Information Center
Seng, Ernest Lim Kok; Khoo-Lattimore, Catheryn
2012-01-01
The number of international students enrolling at higher learning institutions in Malaysia is increasing each year. However, the quality of learning environment is not always easy to measure, particularly for private universities which are not financially aided by the government, where the learning environment is characterized by their physical…
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Facilitating Application of Language Skills in Authentic Environments with a Mobile Learning System
ERIC Educational Resources Information Center
Shadiev, R.; Hwang, W.-Y.; Huang, Y.-M.; Liu, T.-Y.
2018-01-01
We uncovered two critical issues in earlier studies: (a) some studies have shown that mobile learning technology is not beneficial for all students due to complexity of learning environments and student prior knowledge, skills, and experience and (b) familiarity of students with the authentic environments in which they learn using mobile…
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ERIC Educational Resources Information Center
Khawaja, M. Asif; Prusty, Gangadhara B.; Ford, Robin A. J.; Marcus, Nadine; Russell, Carol
2013-01-01
Online interactive systems offer the beguiling prospect of an improved environment for learning at minimum extra cost. We have developed online interactive tutorials that adapt the learning environment to the current learning status of each individual student. These Adaptive Tutorials (ATs) modify the tasks given to each student according to their…
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ERIC Educational Resources Information Center
Padrón, Yolanda N.; Waxman, Hersh C.; Lee, Yuan-Hsuan
2014-01-01
The lack of achievement of students from high-risk and high-poverty environments necessitates changes in today's middle school environments to create a caring, supportive environment where all middle school students can succeed. This study investigated the classroom learning environments of resilient, average, and nonresilient minority students in…
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Web-Based Learning Support System
NASA Astrophysics Data System (ADS)
Fan, Lisa
Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.
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Analysing the physics learning environment of visually impaired students in high schools
NASA Astrophysics Data System (ADS)
Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry
2017-07-01
Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.
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Assessing culturally sensitive factors in the learning environment of science classrooms
NASA Astrophysics Data System (ADS)
Fisher, Darrell L.; Waldrip, Bruce G.
1997-03-01
As schools are becoming increasingly diverse in their scope and clientele, any examination of the interaction of culturally sensitive factors of students' learning environments with learning science assumes critical importance. The purpose of this exploratory study was to develop an instrument to assess learning environment factors that are culturally sensitive, to provide initial validation information on the instrument and to examine associations between students' perceptions of their learning environments and their attitudes towards science and achievement of enquiry skills. A measure of these factors of science student's learning environment, namely the Cultural Learning Environment Questionnaire (CLEQ), was developed from past learning environment instruments and influenced by Hofstede's four dimensions of culture (Power Distance, Uncertainty Avoidance, Individualism, and Masculinity/Femininity). The reliability and discriminant validity for each scale were obtained and associations between learning environment, attitude to science and enquiry skills achievement were found.
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ERIC Educational Resources Information Center
Ponte, Lucille M.
2006-01-01
Pedagogical experts contend that students learn best when they are actively involved in and responsible for their own learning. In a student-centered learning environment, the instructor ideally serves primarily as a learning resource or facilitator. With the guidance of the instructor, students in active learning environments strive for…
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ERIC Educational Resources Information Center
Horton, Lucas; Liu, Min; Olmanson, Justin; Toprac, Paul
2011-01-01
In this paper we explore students' engagement in a new media enhanced problem-based learning (PBL) environment and investigate the characteristics of these environments that facilitate learning. We investigated both student experiences using a new media enhanced PBL environment and the specific elements students found most supportive of their…
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ERIC Educational Resources Information Center
Yigit, Nevzat; Alpaslan, Muhammet Mustafa; Cinemre, Yasin; Balcin, Bilal
2017-01-01
This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment.…
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Learning Environment and Student Effort
ERIC Educational Resources Information Center
Hopland, Arnt O.; Nyhus, Ole Henning
2016-01-01
Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…
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Science Learning Outcomes in Alignment with Learning Environment Preferences
ERIC Educational Resources Information Center
Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia
2011-01-01
This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…
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Student Perceptions of E-Learning Environments, Self-Regulated Learning and Academic Performance
ERIC Educational Resources Information Center
Covington, Keisha Casan Danielle
2012-01-01
Student perceptions of e-learning are potential causes of student dropout in online education. The social cognitive theoretical view was used to investigate the relationship between perceived e-learning environments, self-regulated learning (SRL), and academic performance in online education. This mixed methods study used a quantitative…
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ERIC Educational Resources Information Center
Casquero, Oskar; Ovelar, Ramón; Romo, Jesús; Benito, Manuel; Alberdi, Mikel
2016-01-01
The main objective of this paper is to analyse the effect of the affordances of a virtual learning environment and a personal learning environment (PLE) in the configuration of the students' personal networks in a higher education context. The results are discussed in light of the adaptation of the students to the learning network made up by two…
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Bierer, S Beth; Dannefer, Elaine F
2016-11-01
The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.
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ERIC Educational Resources Information Center
Zhang, Ke; Peng, Shiang Wuu; Hung, Jui-long
2009-01-01
This case study investigated undergraduate students' first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor's field notes, researchers' online observations, students' online discourse, and group artifacts. The findings revealed…
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Does a New Learning Environment Come Up to Students' Expectations? A Longitudinal Study
ERIC Educational Resources Information Center
Konings, Karen D.; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.; Broers, Nick J.
2008-01-01
School transitions and educational innovations confront students with changes in their learning environment. Though expectations are known to influence perceptions and motivation, which, in turn, influence the effectiveness of any situation, students' expectations for a new learning environment have received little attention. This longitudinal…
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Nursing students' perceptions of hospital learning environments--an Australian perspective.
Chan, Dominic S
2004-01-01
Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students' clinical learning outcomes, there is a need to examine the clinical learning environment. The purpose of this study was to assess pre-registration nursing students' perceptions of hospital learning environments during clinical field placement. Quantitative and qualitative methodology was used. One hundred and eight students provided quantitative data through completion of the survey instrument, the Clinical Learning Environment Inventory (Actual and Preferred forms). Each form is a 5-point Likert-type questionnaire, made up of 35 items consisted of 5 scales with 7 items per scale. Qualitative data, obtained through semi-structured interview of 21 students from the same cohort, were used to explain and support the quantitative findings. There were significant differences between students' actual and preferred perceptions of the clinical learning environments. Generally students preferred a more positive and favourable clinical environment than they perceived as being actually present. Since participants consisted of nursing students from just one university nursing school in South Australia, the findings may not be representative of all nursing students in general with respect to their clinical placement. However, the value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.
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Perception of hospital learning environment: a survey of Hong Kong nursing students.
Chan, Dominic S K; Ip, Wan Y
2007-10-01
The last two decades have seen widespread changes to nurse education but the clinical field remains an essential and invaluable resource in preparing students for the reality of their professional role, supporting the integration of theory and practice, and linking the 'knowing what' to do with the 'knowing how' to deliver care. The clinical learning environment represents a vital element of nurse education that needs to be measurable and warrants further investigation. This survey study examined Hong Kong nursing students' perception of the social climate of the clinical learning environment. Participants were invited to complete the two versions, the Actual and Preferred Forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred eighty one Actual Forms and 243 Preferred Forms returned. SPPS version 11 was employed to analyse data with descriptive and inferential statistics. It was found that there were significant differences between students' perceptions of the actual clinical learning environment and the ideal clinical learning environment they desired. The study highlights the need for a supportive clinical learning environment which is of paramount importance for students in clinical practice.
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Evaluation of students' perception of their learning environment and approaches to learning
NASA Astrophysics Data System (ADS)
Valyrakis, Manousos; Cheng, Ming
2015-04-01
This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.
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Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics
ERIC Educational Resources Information Center
Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.
2016-01-01
A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…
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How clinical medical students perceive others to influence their self-regulated learning.
Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C
2017-03-01
Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative. From a socio-cultural perspective, learning takes place in social practice, and therefore teachers and other hospital staff present are vital for students' self-regulated learning in a given context. Therefore, in this study we were interested in how others in a clinical environment influence clinical students' self-regulated learning. We conducted a qualitative study borrowing methods from grounded theory methodology, using semi-structured interviews facilitated by the visual Pictor technique. Fourteen medical students were purposively sampled based on age, gender, experience and current clerkship to ensure maximum variety in the data. The interviews were transcribed verbatim and were, together with the Pictor charts, analysed iteratively, using constant comparison and open, axial and interpretive coding. Others could influence students' self-regulated learning through role clarification, goal setting, learning opportunities, self-reflection and coping with emotions. We found large differences in students' self-regulated learning and their perceptions of the roles of peers, supervisors and other hospital staff. Novice students require others, mainly residents and peers, to actively help them to navigate and understand their new learning environment. Experienced students who feel settled in a clinical environment are less susceptible to the influence of others and are better able to use others to their advantage. Undergraduate medical students' self-regulated learning requires context-specific support. This is especially important for more novice students learning in a clinical environment. Their learning is influenced most heavily by peers and residents. Supporting novice students' self-regulated learning may be improved by better equipping residents and peers for this role. © 2016 The Authors. Medical Education Published by John Wiley & Sons Ltd and The Association for the Study of Medical Education.
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ERIC Educational Resources Information Center
Wolf, Stephen J.; Fraser, Barry J.
2008-01-01
This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…
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NASA Astrophysics Data System (ADS)
Judd, Jeffrey S.
Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings suggest that classroom learning environments and instruction can be modified using variations of these key features to promote specific or various levels of motivation and self-regulatory skill. In this way, educators may tailor their lessons or design their classrooms to better match and develop students' current level of motivation and self-regulation in order to maximize engagement in an academic task.
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Husebø, Anne Marie Lunde; Storm, Marianne; Våga, Bodil Bø; Rosenberg, Adriana; Akerjordet, Kristin
2018-04-01
To give an overview of empirical studies investigating nursing homes as a learning environment during nursing students' clinical practice. A supportive clinical learning environment is crucial to students' learning and for their development into reflective and capable practitioners. Nursing students' experience with clinical practice can be decisive in future workplace choices. A competent workforce is needed for the future care of older people. Opportunities for maximum learning among nursing students during clinical practice studies in nursing homes should therefore be explored. Mixed-method systematic review using PRISMA guidelines, on learning environments in nursing homes, published in English between 2005-2015. Search of CINAHL with Full Text, Academic Search Premier, MEDLINE and SocINDEX with Full Text, in combination with journal hand searches. Three hundred and thirty-six titles were identified. Twenty studies met the review inclusion criteria. Assessment of methodological quality was based on the Mixed Methods Appraisal Tool. Data were extracted and synthesised using a data analysis method for integrative reviews. Twenty articles were included. The majority of the studies showed moderately high methodological quality. Four main themes emerged from data synthesis: "Student characteristic and earlier experience"; "Nursing home ward environment"; "Quality of mentoring relationship and learning methods"; and "Students' achieved nursing competencies." Nursing home learning environments may be optimised by a well-prepared academic-clinical partnership, supervision by encouraging mentors and high-quality nursing care of older people. Positive learning experiences may increase students' professional development through achievement of basic nursing skills and competencies and motivate them to choose the nursing home as their future workplace. An optimal learning environment can be ensured by thorough preplacement preparations in academia and in nursing home wards, continuous supervision and facilitation of team learning. © 2018 John Wiley & Sons Ltd.
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NASA Astrophysics Data System (ADS)
Nasrudin, Ajeng Ratih; Setiawan, Wawan; Sanjaya, Yayan
2017-05-01
This study is titled the impact of audio narrated animation on students' understanding in learning humanrespiratory system based on gender. This study was conducted in eight grade of junior high school. This study aims to investigate the difference of students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation. Research method that is used is quasy experiment with matching pre-test post-test comparison group design. The procedures of study are: (1) preliminary study and learning habituation using audio narrated animation; (2) implementation of learning using audio narrated animation and taking data; (3) analysis and discussion. The result of analysis shows that there is significant difference on students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation, both in general and specifically in achieving learning indicators. The discussion related to the impact of audio narrated animation, gender characteristics, and constructivist learning environment. It can be concluded that there is significant difference of students' understanding at boys and girls classes in learning human respiratory system using audio narrated animation. Additionally, based on interpretation of students' respond, there is the difference increment of agreement level in learning environment.
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The, A J M; Adam, L; Meldrum, A; Brunton, P
2017-10-06
This project is a qualitative investigation into student and staff experiences of the effect of a major building redevelopment on their Dental School learning and teaching environments. Currently, there is little research exploring the impact of disruptions to the learning environment on students' learning and staff teaching experiences. Data were collected in 2016 using an online survey, semi-structured interviews and focus groups with students and staff. Data were analysed using a general inductive approach. Four broad themes emerged as follows: (i) students valued having a space for personal and collaborative work within the Dental School; (ii) both staff and students positioned staff contributions to learning experiences above the role of the physical learning environment; (iii) the majority of staff and students not feel that the physical environment limited their clinical training; and (iv) staff and students were able to adapt to the impact of building redevelopment through resilience and organisation. Results of this research have informed the provision of collegial spaces at the School, both as the building redevelopment continues, and in planning for the completed building. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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ERIC Educational Resources Information Center
Shin, Tae Seob
2010-01-01
This study examined whether providing a rationale for learning a particular lesson influences students' motivation and learning in online learning environments. A mixed-method design was used to investigate the effects of two types of rationales (former student vs. instructor rationales) presented in an online introductory educational psychology…
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Wayne, Sharon J; Fortner, Sally A; Kitzes, Judith A; Timm, Craig; Kalishman, Summers
2013-05-01
A school's learning environment is believed to influence academic performance yet few studies have evaluated this association controlling for prior academic ability, an important factor since students who do well in school tend to rate their school's environment more highly than students who are less academically strong. To evaluate the effect of student perception of the learning environment on their performance on a standardized licensing test while controlling for prior academic ability. We measured perception of the learning environment after the first year of medical school in 267 students from five consecutive classes and related that measure to performance on United States Medical Licensing Examination (USMLE) Step 1, taken approximately six months later. We controlled for prior academic performance by including Medical College Admission Test score and undergraduate grade point average in linear regression models. Three of the five learning environment subscales were statistically associated with Step 1 performance (p < 0.05): meaningful learning environment, emotional climate, and student-student interaction. A one-point increase in the rating of the subscales (scale of 1-4) was associated with increases of 6.8, 6.6, and 4.8 points on the Step 1 exam. Our findings provide some evidence for the widely held assumption that a positively perceived learning environment contributes to better academic performance.
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Carmody, Dianne F; Jacques, Angela; Denz-Penhey, Harriet; Puddey, Ian; Newnham, John P
2009-12-01
Medical student education in Western Australia is expanding to secondary level metropolitan hospitals and rural sites to accommodate workforce demands and increasing medical student numbers. To determine if students' perceptions of the teaching environment for obstetrics and gynaecology differ between tertiary, secondary level metropolitan hospitals and rural sites, and to determine if students' perceptions of their learning environment are associated with improved academic performance. An evaluation was conducted of medical students' perceptions of their learning environment during an obstetrics and gynaecology program at a variety of sites across metropolitan and rural Western Australia. The evaluation was based on the Dundee Ready Education Environmental Measure (DREEM) questionnaire. There were no significant differences in students' perceptions of their learning environment between the tertiary hospital, combined programs involving a tertiary and secondary metropolitan hospital, rural sites with a population of more than 25,000 and rural sites with a population less than 25,000 people. Perceptions were similar in male and female students. The overall mean score for all perceptions of the learning environment in obstetrics and gynaecology were in the range considered to be favorable. Higher scores of perceptions of the learning environment were associated positively with the measures of academic achievement in the clinical, but not written, examination. Medical students' perceptions of their learning environment in obstetrics and gynaecology were not influenced by the geographical site of delivery or their gender but were positively related to higher academic achievement. Providing appropriate academic and clinical support systems have been put in place the education of medical students can be extended outside major hospitals and into outer metropolitan and rural communities without any apparent reduction in perceptions of the quality of their learning environment.
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Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment.
Dimitriadou, Maria; Papastavrou, Evridiki; Efstathiou, Georgios; Theodorou, Mamas
2015-06-01
This study is an exploration of nursing students' experiences within the clinical learning environment (CLE) and supervision provided in hospital settings. A total of 357 second-year nurse students from all universities in Cyprus participated in the study. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher instrument. The dimension "supervisory relationship (mentor)", as well as the frequency of individualized supervision meetings, were found to be important variables in the students' clinical learning. However, no statistically-significant connection was established between successful mentor relationship and team supervision. The majority of students valued their mentor's supervision more highly than a nurse teacher's supervision toward the fulfillment of learning outcomes. The dimensions "premises of nursing care" and "premises of learning" were highly correlated, indicating that a key component of a quality clinical learning environment is the quality of care delivered. The results suggest the need to modify educational strategies that foster desirable learning for students in response to workplace demands. © 2014 Wiley Publishing Asia Pty Ltd.
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Challenging clinical learning environments: experiences of undergraduate nursing students.
O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn
2014-03-01
Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Huang, Xudong
2016-01-01
Help-seeking is a crucial behavior during learning in interactive learning environments (ILEs). Appropriate help-seeking promotes learning, while inappropriate help-seeking prohibits learning. However, many students are unaware of effective help-seeking behaviors. Therefore, research is needed to examine how students seek help in ILEs. Although…
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University Students' Emotions, Interest and Activities in a Web-Based Learning Environment
ERIC Educational Resources Information Center
Nummenmaa, Minna; Nummenmaa, Lauri
2008-01-01
Background: Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). Aims: This…
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ERIC Educational Resources Information Center
Lee, Young-Jin
2011-01-01
In the last decades, many education researchers have been trying to use computerized learning environments to enhance student learning. Without proper instructional supports and guidance, however, students often failed to acquire knowledge from computer-based learning activities. The objective of this study was to demonstrate how research-based…
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Software Application for Computer Aided Vocabulary Learning in a Blended Learning Environment
ERIC Educational Resources Information Center
Essam, Rasha
2010-01-01
This study focuses on the effect of computer-aided vocabulary learning software called "ArabCAVL" on students' vocabulary acquisition. It was hypothesized that students who use the ArabCAVL software in blended learning environment will surpass students who use traditional vocabulary learning strategies in face-to-face learning…
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ERIC Educational Resources Information Center
Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.
2013-01-01
Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…
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Aktaş, Yeşim Yaman; Karabulut, Neziha
2016-01-01
Nursing education is a process that includes theoretical and practical learning and requires the acquisition of theoretical knowledge and skill. Nursing students need a good clinical practice environment in order to apply their knowledge and skills due to the fact that the clinical practice settings play an important role in the nursing profession. This study was carried out in an effort to explore nursing students' perception of the clinical learning environment and its association with academic motivation and clinical decision making. A descriptive survey design was used. This study was conducted in Giresun University in Turkey. Participants were second-, third- and fourth-year undergraduate students (n=222) in the Bachelor of Nursing Science Degree in the academic spring term of 2014-2015. The data was collected using the 'Clinical Learning Environment Scale', the 'Academic Motivation, and the 'The Clinical Decision Making in Nursing Scale'. Of the respondents in this study, 45% of the students were second class, 30.6% of the students were third class and 24.3% of the students were fourth class. There was a statistically significant positive correlation found between the clinical learning environment and the nursing students' academic motivation (r=0.182, p<.05). However, there was no correlation between the clinical learning environment and clinical decision making (r=0.082, p>.05). One of the prerequisites for the training of qualified students is to provide nursing students with a qualified clinical environment. It was found that nursing students' academic motivation increased as the quality of their clinical learning environment improved. Copyright © 2015 Elsevier Ltd. All rights reserved.
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A Web-Based Blended Learning Environment for Programming Languages: Students' Opinions
ERIC Educational Resources Information Center
Yagci, Mustafa
2017-01-01
A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students' success in a computer programming course in which face-to-face and web-based…
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Using Scaffolding to Improve Student Learning in Legal Environment Courses
ERIC Educational Resources Information Center
May, Diane
2014-01-01
Students taking the initial legal environment course in a business school generally have little background in the law. Most of these students are learning new terms and are exposed to the workings of the legal system and statutes and cases for the first time. Some students have characterized learning the law as like "learning a new…
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The Influence of Virtual Learning Environments in Students' Performance
ERIC Educational Resources Information Center
Alves, Paulo; Miranda, Luísa; Morais, Carlos
2017-01-01
This paper focuses mainly on the relation between the use of a virtual learning environment (VLE) and students' performance. Therefore, virtual learning environments are characterised and a study is presented emphasising the frequency of access to a VLE and its relation with the students' performance from a public higher education institution…
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Effect of Blended Learning Environment Model on High School Students' Academic Achievement
ERIC Educational Resources Information Center
Kazu, Ibrahim Yasar; Demirkol, Mehmet
2014-01-01
This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir Anatolian…
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ERIC Educational Resources Information Center
Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva
2011-01-01
This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…
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ERIC Educational Resources Information Center
Ak, Oguz; Kutlu, Birgul
2017-01-01
The aim of this study was to investigate the effectiveness of traditional, 2D and 3D game-based environments assessed by student achievement scores and to reveal student perceptions of the value of these learning environments. A total of 60 university students from the Faculty of Education who were registered in three sections of a required…
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ERIC Educational Resources Information Center
Lemley, J. Brett; Schumacher, Gary; Vesey, Winona
2014-01-01
The purpose of a recent study was to determine what learning environments best address the needs of 21st-century students at the secondary level. This study concluded that the presence of a positive 21st-century learning environment is related to student satisfaction and student-teacher relationships. While the majority of the literature on…
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ERIC Educational Resources Information Center
Kinnebrew, John S.; Segedy, James R.; Biswas, Gautam
2017-01-01
Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…
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Student-Teachers' Approaches to Learning, Academic Performance and Teaching Efficacy
ERIC Educational Resources Information Center
Swee-Choo, Pauline Goh; Kung-Teck, Wong; Osman, Rosma
2012-01-01
Purpose: It is argued that the approaches to learning of students undergoing teacher training are likely to be related to their teaching and learning environment, especially as they move from a more regimented, structured learning environment in school to a tertiary learning environment that encourages more independent thinking and perhaps…
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Snell, Linda
2014-01-01
Purpose Despite widespread implementation of policies to address mistreatment, high rates of mistreatment during clinical training are reported, prompting the question of whether “mistreatment” means more to students than delineated in official codes of conduct. Understanding “mistreatment” from students’ perspective and as it relates to the learning environment is needed before effective interventions can be implemented. Method The authors conducted focus groups with final-year medical students at McGill University Faculty of Medicine in 2012. Participants were asked to characterize “suboptimal learning experience” and “mistreatment.” Transcripts were analyzed via inductive thematic analysis. Results Forty-one of 174 eligible students participated in six focus groups. Students described “mistreatment” as lack of respect or attack directed toward the person, and “suboptimal learning experience” as that which compromised their learning. Differing perceptions emerged as students debated whether “mistreatment” can be applied to negative learning environments as well as isolated incidents of mistreatment even though some experiences fell outside of the “official” label as per institutional policies. Whether students perceived “mistreatment” versus a “suboptimal learning experience” in negative environments appeared to be influenced by several key factors. A concept map integrating these ideas is presented. Conclusions How students perceived negative situations during training appears to be a complex process. When medical students say “mistreatment,” they may be referring to a spectrum, with incident-based mistreatment on one end and learning-environment-based mistreatment on the other. Multiple factors influenced how students perceived an environment-based negative situation and may provide strategies to improving the learning environment. PMID:24556767
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Saylor, Catherine D; Keselyak, Nancy T; Simmer-Beck, Melanie; Tira, Daniel
2011-02-01
The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.
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Virtual Representations in 3D Learning Environments
ERIC Educational Resources Information Center
Shonfeld, Miri; Kritz, Miki
2013-01-01
This research explores the extent to which virtual worlds can serve as online collaborative learning environments for students by increasing social presence and engagement. 3D environments enable learning, which simulates face-to-face encounters while retaining the advantages of online learning. Students in Education departments created avatars…
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ERIC Educational Resources Information Center
Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew
2016-01-01
This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…
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Perception of and satisfaction with the clinical learning environment among nursing students.
D'Souza, Melba Sheila; Karkada, Subrahmanya Nairy; Parahoo, Kader; Venkatesaperumal, Ramesh
2015-06-01
Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. A cross-sectional descriptive design was used. A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R(2)=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Cultural learning environment of upper secondary science students
NASA Astrophysics Data System (ADS)
Dhindsa, Harkirat S.
2005-05-01
The aims of this research were to validate the Cultural Learning Environment Questionnaire in the Brunei context and to evaluate culturally sensitive factors (gender equity, collaboration, deference, competition, teacher authority, modelling and congruence) of upper secondary students’ learning environment. The subjects of this study were 831 upper secondary science students from coeducational schools in Brunei. The data were collected by administering the Cultural Learning Environment Instrument developed by Fisher and Waldrip. Factor analysis and reliability results showed that the instrument was suitable for evaluating the six culturally sensitive factors associated with the cultural learning environment of Bruneian upper secondary students. The results also suggested that students believed both genders were treated equally in their classes. The students viewed that they were to some extent dependent learners; however, they were willing to give their independent views in their classes. The data also suggest that students perceived that they were equally cooperative and competitive. The culturally sensitive factors of the students’ cultural learning environment were not influenced by their gender, but regional variations in values for some of these factors were observed. Further research has been recommended to investigate how the students were equally cooperative and competitive, as well as what factors contributed to the regional differences.
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Bjørk, Ida T; Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete
2014-10-01
To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. A survey design was used. The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting. © 2014 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.
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Bjørk, Ida T; Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete
2014-01-01
Aims and objectives To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. Background Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. Design A survey design was used. Method The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Results Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Conclusion Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Relevance to clinical practice Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting. PMID:24460862
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ERIC Educational Resources Information Center
Kek, Megan A. Yih Chyn; Darmawan, I. Gusti Ngurah; Chen, Yu Sui
2007-01-01
This article presents the quantitative findings from a mixed methods study of students and faculty at a private medical university in Malaysia. In particular, the relationships among students' individual characteristics, general self-efficacy, family context, university and classroom learning environments, curriculum, approaches to learning, and…
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Community College Students' Preferences of Learning Environment in Three Modalities
ERIC Educational Resources Information Center
Agostini, Preslie
2013-01-01
This study examined student preferences of learning environment in three separate learning modalities (traditional, online, and hybrid) in an English 102 course at three community colleges in central Arizona. The basis for the study revolved around the constructivist theory, which implies that students learn from their own experiences. The…
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Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments
ERIC Educational Resources Information Center
Jin, Sung-Hee
2017-01-01
Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…
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ERIC Educational Resources Information Center
Lin, Jian-Wei; Huang, Hsieh-Hong; Chuang, Yuh-Shy
2015-01-01
An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…
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ERIC Educational Resources Information Center
Cassidy, Simon
2016-01-01
Virtual learning environments (VLE) have become a standard feature of most courses in higher education, offering the potential to facilitate and improve teaching and learning. Whilst there is an implicit assumption that VLEs benefit student learning, much of the evidence originates from direct questioning of students about their satisfaction with…
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ERIC Educational Resources Information Center
Lin, Hung-Ming; Tsai, Chin-Chung
2011-01-01
This study investigates the differences between students' conceptions of learning management via traditional instruction and Web-based learning environments. The Conceptions of Learning Management Inventory (COLM) was administered to 259 Taiwanese college students majoring in Business Administration. The COLM has six factors (categories), namely,…
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Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).
ERIC Educational Resources Information Center
von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus
2001-01-01
Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…
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NASA Astrophysics Data System (ADS)
Drexler, Wendy
This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.
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Engaging students in a community of learning: Renegotiating the learning environment.
Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M
2018-03-01
Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.
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Determination of Science Teachers' Opinions about Outdoor Education
ERIC Educational Resources Information Center
Kubat, Ulas
2017-01-01
The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by…
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Offering a Framework for Value Co-Creation in Virtual Academic Learning Environments
ERIC Educational Resources Information Center
Ranjbarfard, Mina; Heidari Sureshjani, Mahboobeh
2018-01-01
Purpose: This research aims to convert the traditional teacher-student models, in which teachers determine the learning resources, into a flexible structure and an active learning environment so that students can participate in the educational processes and value co-creation in virtual academic learning environments (VALEs).…
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Barcelo, Jonathan M
2016-01-01
This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains 'perception of learning' and 'perception of teaching.' Male medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning' among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning.' Nursing students identified 7 problem areas, most of which were related to their instructors. Medical laboratory science and nursing students viewed their academic learning environment as 'more positive than negative.' However, the relationship of the nursing instructors to their students needs improvement.
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ERIC Educational Resources Information Center
Ünal, Erhan; Çakir, Hasan
2017-01-01
The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…
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The Influences of the 2D Image-Based Augmented Reality and Virtual Reality on Student Learning
ERIC Educational Resources Information Center
Liou, Hsin-Hun; Yang, Stephen J. H.; Chen, Sherry Y.; Tarng, Wernhuar
2017-01-01
Virtual reality (VR) learning environments can provide students with concepts of the simulated phenomena, but users are not allowed to interact with real elements. Conversely, augmented reality (AR) learning environments blend real-world environments so AR could enhance the effects of computer simulation and promote students' realistic experience.…
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Modell, Harold I; DeMiero, Frank G; Rose, Louise
2009-03-01
A holistic learning environment is one that nurtures all aspects of students' learning. The environment is safe, supportive, and provides opportunities to help students deal with nonacademic as well as academic factors that impact their learning. Creation of such an environment requires the establishment of a supportive learning community. For a variety of reasons, establishing such a learning community of first-year medical students can be challenging. This communication presents one approach to meeting this challenge in a medical school Human Physiology course. Steps were taken at the beginning of the course to create the community, and activities designed to reinforce these efforts were incorporated into the course as it progressed. Two pilot studies were conducted to test the hypothesis that providing students with a participatory music experience may help to promote a holistic learning environment by helping them restore a sense of balance to their emotional well-being as well as reinforce a sense of community in the classroom. Student response to these activities indicated that these efforts provided emotional support during stressful periods during the quarter, helped promote a feeling of safety within the environment, and re-energized the class during long class sessions. This project illustrates that each instructor, within the confines of his/her own classroom, can make a significant contribution to achieving a holistic learning environment for his/her students.
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Henderson, Amanda; Heel, Alison; Twentyman, Michelle; Lloyd, Belinda
2006-01-01
This study investigated the impact of a collaborative clinical education model on students' perception of the psycho-social learning environment. A pre-test and post-test quasi experimental design. A tertiary referral centre. Second and third year undergraduate nursing students were asked to rate their perceptions of the psycho-social learning environment at the completion of the clinical practicum. TOOL: The tool used to measure psycho-social perceptions of the clinical learning environment was the Clinical Learning Environment Inventory previously validated in Australian health care contexts. A collaborative arrangement with the university and ward staff where eight students are placed on a ward and a ward staff member is paid by the university to be 'off-line' from a clinical workload to supervise the students. This is in contrast to the standard facilitation model where students are placed with registered nurses in different localities under the supervision of a 'roving' registered nurse paid by the university. No significant differences were found in pre-test mean scores when comparing wards. Significant differences in post-test scores for the intervention group were identified in the sub scales of Student Involvement, Satisfaction, Personalisation and Task Orientation. The adoption of a collaborative clinical education model where students are integrated into the ward team and the team is responsible for student learning can positively enhance capacity for student learning during their clinical practicum.
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Medical students' perceptions of their learning environment during a mandatory research project.
Möller, Riitta; Ponzer, Sari; Shoshan, Maria
2017-10-20
To explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project. This cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. The item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, p<0.001). Overall satisfaction with supervision correlated strongly with the items interaction (r=0.78, p < 0.001), feedback (r=0.76, p<0.001), and a sense of trust (r=0.71, p < 0.001). Supervisors´ failures to bridge the gap between theory and practice or to explain intended learning outcomes were important negative factors. Students with basic science or epidemiological projects rated their learning environments higher than did students with clinical projects (χ 2 (3, N=437) =20.29, p<0.001). A good research environment for medical students comprises multiple meaningful learning activities, individual supervision with continuous feedback, and a trustful atmosphere including interactions with the whole staff. Students should be advised that clinical projects might require a higher degree of student independence than basic science projects, which are usually performed in research groups where members work in close collaboration.
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Toward a critical approach to the study of learning environments in science classrooms
NASA Astrophysics Data System (ADS)
Lorsbach, Anthony; Tobin, Kenneth
1995-03-01
Traditional learning environment research in science classrooms has been built on survey methods meant to measure students' and teachers' perceptions of variables used to define the learning environment. This research has led mainly to descriptions of learning environments. We argue that learning environment research should play a transformative role in science classrooms; that learning environment research should take into account contemporary post-positivist ways of thinking about learning and teaching to assist students and teachers to construct a more emancipatory learning environment. In particular, we argue that a critical perspective could lead to research playing a larger role in the transformation of science classroom learning environments. This argument is supplemented with an example from a middle school science classroom.
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ERIC Educational Resources Information Center
Hadie, Siti Nurma Hanim; Hassan, Asma'; Ismail, Zul Izhar Mohd; Asari, Mohd Asnizam; Khan, Aaijaz Ahmed; Kasim, Fazlina; Yusof, Nurul Aiman Mohd; Manan@Sulong, Husnaida Abdul; Tg Muda, Tg Fatimah Murniwati; Arifin, Wan Nor; Yusoff, Muhamad Saiful Bahri
2017-01-01
Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment,…
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Supporting Social Awareness in Collaborative E-Learning
ERIC Educational Resources Information Center
Lambropoulos, Niki; Faulkner, Xristine; Culwin, Fintan
2012-01-01
In the last decade, we have seen the emergence of virtual learning environments. Initially, these environments were a little more than document repositories that tutor used unicast to the students. Informed in part by social constructivist theories of education, later environments included capabilities for tutor-student and student-student,…
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Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C.
2017-01-01
Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages. PMID:28883801
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Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C
2017-01-01
Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs) . Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.
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ERIC Educational Resources Information Center
Keskitalo, Tuulikki
2012-01-01
Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and…
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ERIC Educational Resources Information Center
Ingerham, Laura
2012-01-01
Recent studies of online learning environments reveal the importance of interaction within the virtual environment. Abrami, Bernard, Bures, Borokhovski, and Tamim (2011) identify and study 3 types of student interactions: student-content, student-teacher, and student-student. This article builds on this classification of interactions as it…
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ERIC Educational Resources Information Center
Aharony, Noa
2006-01-01
Background: The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). Aim: The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from…
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ERIC Educational Resources Information Center
Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan
2017-01-01
Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…
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ERIC Educational Resources Information Center
Santoso, Harry B.; Batuparan, Alivia Khaira; Isal, R. Yugo K.; Goodridge, Wade H.
2018-01-01
Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when…
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ERIC Educational Resources Information Center
Budak, Ibrahim; Kaygin, Bulent
2015-01-01
In this study, through the observation of mathematically promising students in regular classrooms, relevant learning environments and the learning needs of promising students, teacher approaches and teaching methods, and the differences between the promising students and their normal ability peers in the same classroom were investigated.…
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Students' Opinions on Facebook Supported Blended Learning Environment
ERIC Educational Resources Information Center
Erdem, Mukaddes; Kibar, Pinar Nuhoglu
2014-01-01
The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…
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Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen
2006-01-01
Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.
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Implementing an Active Learning Environment to Influence Students' Motivation in Biochemistry
ERIC Educational Resources Information Center
Cicuto, Camila Aparecida Tolentino; Torres, Bayardo Baptista
2016-01-01
The Biochemistry: Biomolecules Structure and Metabolism course's goal is to promote meaningful learning through an active learning environment. Thus, study periods (SP) and discussion groups (DG) are used as a substitute for lecture classes. The goal of this study was to evaluate how this learning environment influences students' motivation (n =…
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ERIC Educational Resources Information Center
Fernández-Pascual, Maria Dolores; Ferrer-Cascales, Rosario; Reig-Ferrer, Abilio; Albaladejo-Blázquez, Natalia; Walker, Scott L.
2015-01-01
The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students' perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active…
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ERIC Educational Resources Information Center
Clayton, Karen; Blumberg, Fran; Auld, Daniel P.
2010-01-01
This study examined how students' achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational…
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Open Learning Environments and the Impact of a Pedagogical Agent
ERIC Educational Resources Information Center
Clarebout, Geraldine; Elen, Jan
2006-01-01
Research reveals that in highly structured learning environments pedagogical agents can act as tools to direct students' learning processes by providing content or problem solving guidance. It has not yet been addressed whether pedagogical agents have a similar impact in more open learning environments that aim at fostering students' acquisition…
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ERIC Educational Resources Information Center
Papp, Inkeri; Markkanen, Marjatta; von Bonsdorff, Mikaela
2003-01-01
Finnish student nurses (n=16) described their clinical learning experiences. Several themes were identified: feeling appreciated and supported, the quality of mentoring and patient care, and self-directedness. School and clinical staff cooperation helped create a good learning environment in which theory and practice complemented each other.…
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ERIC Educational Resources Information Center
Baeten, Marlies; Dochy, Filip; Struyven, Katrien
2013-01-01
Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with…
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ERIC Educational Resources Information Center
Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.
2018-01-01
In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…
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ERIC Educational Resources Information Center
Stegeman, Cynthia A.
2011-01-01
The purpose of this study was to compare the effects of a student-centered, interactive, case-based, multimedia learning environment to a traditional tutorial-based, multimedia learning environment on second-year dental hygiene students (n = 29). Surveys were administered at four points to measure attainment and retention of knowledge, attitude,…
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Learning challenges of nursing students in clinical environments: A qualitative study in Iran
Baraz, Shahram; Memarian, Robabeh; Vanaki, Zohreh
2015-01-01
Background: Clinical learning environment is a complex social entity. This environment is effective on the learning process of nursing students in the clinical area. However, learning in clinical environment has several benefits, but it can be challenging, unpredictable, stressful, and constantly changing. In attention to clinical experiences and factors contributing to the learning of these experiences can waste a great deal of time and energy, impose heavy financial burden on educational systems, cause mental, familial and educational problems for students, and compromise the quality of patient care. Therefore, this study was carried out with the goal of determining the learning challenges of nursing students in clinical environments in Iran. Materials and Methods: In this qualitative study carried out in 2012–2013, 18 undergraduate nursing students were selected by using purposive sampling method from the Faculty of Nursing and Midwifery of Tehran and Shahid Beheshti Universities. Semi-structured interviews were used to collect data. The content analysis method was used to determine relevant themes. Results: Two themes were derived from the data analysis, which represented the students’ clinical learning challenges. These two themes included insufficient qualification of nursing instructors and unsupportive learning environment. Conclusions: Identification of the students’ clinical learning challenges and actions to remove or modify them will create more learning opportunities for the students, improve the achievement of educational goals, provide training to nursing students with the needed competencies to meet the complex demands of caring and for application of theories in practice, and improve the quality of healthcare services. PMID:26430679
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Shivers, Eleanor; Hasson, Felicity; Slater, Paul
2017-08-01
Clinical learning is a vital component of nurse education and assessing student's experiences can provide useful insights for development. Whilst most research in this area has focused on the acute setting little attention has been given to all pre-registration nurses' experience across the clinical placements arenas. To examine of pre-registration nursing students (first, second and third year) assessment of their actual experiences of their most recent clinical learning clinical learning experience. A cross sectional survey involving a descriptive online anonymous questionnaire based on the clinical learning environment inventory tool. One higher education institution in the United Kingdom. Nursing students (n=147) enrolled in an undergraduate nursing degree. This questionnaire included demographic questions and the Clinical Learning Environment Inventory (CLEI) a 42 item tool measuring student's satisfaction with clinical placement. SPPS version 22 was employed to analyse data with descriptive and inferential statistics. Overall students were satisfied with their clinical learning experience across all placement areas. This was linked to the 6 constructs of the clinical learning environment inventory; personalization, innovation, individualization, task orientation, involvement, satisfaction. Significant differences in student experience were noted between age groups and student year but there was no difference noted between placement type, age and gender. Nursing students had a positive perception of their clinical learning experience, although there remains room for improvement. Enabling a greater understanding of students' perspective on the quality of clinical education is important for nursing education and future research. Copyright © 2017. Published by Elsevier Ltd.
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Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.
Berkhout, Joris J; Teunissen, Pim W; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P M; Jaarsma, Debbie A D C
2017-03-01
Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' needs.
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Mikkonen, Kristina; Elo, Satu; Miettunen, Jouko; Saarikoski, Mikko; Kääriäinen, Maria
2017-05-01
Previously, it has been shown that the clinical learning environment causes challenges for international nursing students, but there is a lack of empirical evidence relating to the background factors explaining and influencing the outcomes. To describe international and national students' perceptions of their clinical learning environment and supervision, and explain the related background factors. An explorative cross-sectional design was used in a study conducted in eight universities of applied sciences in Finland during September 2015-May 2016. All nursing students studying English language degree programs were invited to answer a self-administered questionnaire based on both the clinical learning environment, supervision and nurse teacher scale and Cultural and Linguistic Diversity scale with additional background questions. Participants (n=329) included international (n=231) and Finnish (n=98) nursing students. Binary logistic regression was used to identify background factors relating to the clinical learning environment and supervision. International students at a beginner level in Finnish perceived the pedagogical atmosphere as worse than native speakers. In comparison to native speakers, these international students generally needed greater support from the nurse teacher at their university. Students at an intermediate level in Finnish reported two times fewer negative encounters in cultural diversity at their clinical placement than the beginners. To facilitate a successful learning experience, international nursing students require a sufficient level of competence in the native language when conducting clinical placements. Educational interventions in language education are required to test causal effects on students' success in the clinical learning environment. Copyright © 2017 Elsevier Ltd. All rights reserved.
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What Teachers Need to Know about Augmented Reality Enhanced Learning Environments
ERIC Educational Resources Information Center
Wasko, Christopher
2013-01-01
Augmented reality (AR) enhanced learning environments have been designed to teach a variety of subjects by having learners act like professionals in the field as opposed to students in a classroom. The environments, grounded in constructivist and situated learning theories, place students in a meaningful, non-classroom environment and force them…
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ERIC Educational Resources Information Center
Franetovic, Marija
2012-01-01
Current educational initiatives encourage the use of authentic learning environments to realistically prepare students for jobs in a constantly changing world. Many students of the Millennial generation may be social media savvy. However, what can be said about learning conditions and student readiness for active, reflective and collaborative…
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The Adaptation and Validation of the CEQ and the R-SPQ-2F to the Japanese Tertiary Environment
ERIC Educational Resources Information Center
Fryer, Luke K.; Ginns, Paul; Walker, Richard A.; Nakao, Kaori
2012-01-01
Background: Student learning theory (SLT) has established associations between students' approaches to learning and their perceptions of the learning environment. SLT may provide a useful framework for researching student learning within the Japanese tertiary sector. Aims: The study aims to explore and validate the Course Experience Questionnaire…
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ERIC Educational Resources Information Center
Ashford, Roslyn La'Toya
2014-01-01
The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework.…
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ERIC Educational Resources Information Center
Konings, Karen D; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.
2005-01-01
In order to reach the main aims of modern education, powerful learning environments are designed. The characteristics of the design of PLEs are expected to have positive effects on student learning. Additionally, teachers' conceptions of learning and teaching do influence the implementation of a PLE. Moreover, students' perceptions of a learning…
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ERIC Educational Resources Information Center
Leelamma, Sreelekha; Indira, Uma Devi
2017-01-01
This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the…
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Brown, Ted; Williams, Brett; Lynch, Marty
2013-12-01
The Dundee Ready Education Environment Measure, Clinical Teaching Effectiveness Instrument, and Clinical Learning Environment Inventory were completed by 548 undergraduate students (54.5% response rate) enrolled in eight health professional bachelor degree courses. Regression analysis was used to investigate the significant predictors of the Clinical Teaching Effectiveness Instrument with the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory subscales as independent variables. The results indicated that the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory Actual version subscale scores explained 44% of the total variance in the Clinical Teaching Effectiveness Instrument score. The Dundee Ready Education Environment Measure subscale Academic Self-Perception explained 1.1% of the variance in the Clinical Teaching Effectiveness Instrument score. The Clinical Learning Environment Inventory Actual subscales accounted for the following variance percentages in the Clinical Teaching Effectiveness Instrument score: personalization, 1.1%; satisfaction, 1.7%; task orientation, 5.1%; and innovation, 6.2%. Aspects of the clinical learning environment appear to be predictive of the effectiveness of the clinical teaching that students experience. Fieldwork educator performance might be a significant contributing factor toward student skill development and practitioner success. © 2013 Wiley Publishing Asia Pty Ltd.
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ERIC Educational Resources Information Center
Okita, Sandra Y.
2014-01-01
This study examined whether developing earlier forms of knowledge in specific learning environments prepares students better for future learning when they are placed in an unfamiliar learning environment. Forty-one students in the fifth and sixth grades learned to program robot movements using abstract concepts of speed, distance and direction.…
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ERIC Educational Resources Information Center
Prata, David Nadler; Baker, Ryan S. J. d.; Costa, Evandro d. B.; Rose, Carolyn P.; Cui, Yue; de Carvalho, Adriana M. J. B.
2009-01-01
This paper presents a model which can automatically detect a variety of student speech acts as students collaborate within a computer supported collaborative learning environment. In addition, an analysis is presented which gives substantial insight as to how students' learning is associated with students' speech acts, knowledge that will…
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ERIC Educational Resources Information Center
Tamir, Pinchas; Caridin, Hani
1993-01-01
Describes a study designed to achieve the following goals: (1) compare the perceptions of learning environment in biology and chemistry classrooms by Jewish and Arab students; (2) identify gender effects in the Arab sample on learning environments; and (3) compare the perceptions of Arab students in rural and city schools. (ZWH)
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ERIC Educational Resources Information Center
Shamaki, Timothy Ado
2015-01-01
The purpose of the study was to determine the influence of learning environment on students' academic achievement in mathematics at senior secondary school level. Thus the study investigated some components of learning environment and their possible influence on students' academic achievement in mathematics. A sample of 337 randomly selected SS II…
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ERIC Educational Resources Information Center
Ramaswami, Rama
2009-01-01
Educators know that people learn best by doing. When students are doing something rather than reading or learning about it, they learn better. Immersive environments help students retain more information and speed up their learning. There's an enhancement in the way they learn. Immersive environments--which utilize technologies like simulations,…
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NASA Astrophysics Data System (ADS)
Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon
2018-01-01
To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.
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Level of Intrinsic Motivation of Distance Education Students in e-Learning Environments
ERIC Educational Resources Information Center
Firat, Mehmet; Kilinç, Hakan; Yüzer, Tevfik Volkan
2018-01-01
According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e-learning environments. Despite a…
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Ó Lúanaigh, Padraig
2015-11-01
This research was undertaken to understand the influence of registered nurses on nursing students' learning in the clinical environment to inform strategies to enable registered nurses to provide effective support to learners while also assisting nursing students to adopt approaches to maximise their learning in the clinical environment. A case study approach was applied in this research to explore descriptions of clinical experience of five final year nursing students. The student participants identified the importance of the clinical environment to their learning and wanted to and had actively managed their learning in the clinical environment. The students did not passively acquire knowledge or simply replicate what they observed from others. There was evidence that the students had strong and established perceptions of what constituted 'good' nursing and described an ability to discriminate between differing levels of nursing practice. Nursing knowledge was gained from respected registered nurses who were best able to describe and demonstrate the 'tricks of the trade' and 'little things that matter' when providing 'good' nursing. The outcomes from this research indicate an important role for registered nurses in both shaping nursing students' professional nursing identity and access to clinical learning. Copyright © 2015 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Berghmans, Inneke; Michiels, Lotte; Salmon, Sara; Dochy, Filip; Struyven, Katrien
2014-01-01
The present study aimed to shed light on students' appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating…
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Appraisal of the dental school learning environment: the students' view.
Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia
2005-10-01
The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.
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ERIC Educational Resources Information Center
Klemes, Joel; Epstein, Alit; Zuker, Michal; Grinberg, Nira; Ilovitch, Tamar
2006-01-01
The current study examines how a computerized learning environment assists students with learning disabilities (LD) enrolled in a distance learning course at the Open University of Israel. The technology provides computer display of the text, synchronized with auditory output and accompanied by additional computerized study skill tools which…
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Assessing students' readiness towards e-learning
NASA Astrophysics Data System (ADS)
Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd
2014-07-01
The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.
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Student Participation and Grade Performance in an Undergraduate Online Learning Environment
ERIC Educational Resources Information Center
V. KunhiMohamed, Balkeese Binti
2012-01-01
This study explored learning and teaching of online classes. Examining the relationship between undergraduate students' participation and their final grades in five selected courses in an online learning environment and exploring differences between the demographics characteristics of age, race, and gender to students' participation (total number…
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ERIC Educational Resources Information Center
Featro, Susan Mary
2012-01-01
The study gathered data on learning styles, technical comfort level, age, gender, and undergraduate or graduate status to determine if these are predictors of student satisfaction in online learning environments. Student satisfaction was considered in terms of learner-content interaction, learner-instructor interaction, learner-learner…
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Modeling Student Learning Behavior Patterns in an Online Science Inquiry Environment
ERIC Educational Resources Information Center
Brenner, Daniel G.; Matlen, Bryan J.; Timms, Michael J.; Gochyyev, Perman; Grillo-Hill, Andrew; Luttgen, Kim; Varfolomeeva, Marina
2017-01-01
This study investigated how the frequency and level of assistance provided to students interacted with prior knowledge to affect learning in the "Voyage to Galapagos" ("VTG") science inquiry-learning environment. "VTG" provides students with the opportunity to do simulated science field work in Galapagos as they…
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Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students
ERIC Educational Resources Information Center
Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.
2016-01-01
This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…
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ERIC Educational Resources Information Center
Opolot-Okurut, Charles
2010-01-01
This article reports a study of secondary students' perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening…
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ERIC Educational Resources Information Center
Jones, Ida M.
2011-01-01
In the online environment, students and instructors are virtually, but not physically, present in the same environment. In the online environment, technology mediates learning: it mediates communications and information transfer between the student and the instructor, between the student and the content, and among the students. Critics fear that…
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Antohe, Ileana; Riklikiene, Olga; Tichelaar, Erna; Saarikoski, Mikko
2016-03-01
Nurses underwent different models of education during various historical periods. The recent decade in Europe has been marked with educational transitions for the nursing profession related to Bologna Declaration and enlargement of the European Union. This paper aims to explore the situation of clinical placements for student nurses and assess students' satisfaction with the learning environment in four relatively new member states of European Union: the Czech Republic, Hungary, Lithuania and Romania. The data for cross-sectional quantitative study were collected during the exploratory phase of EmpNURS Project via a web based questionnaire which utilized a part of Clinical Learning Environment scale (CLES + T). The students evaluated their clinical learning environment mainly positively. The students' utter satisfaction with their clinical placements reached a high level and strongly correlated with the supervisory model. Although the commonest model for supervision was traditional group supervision, the most satisfied students had the experience of individualised supervision. The study gives a picture of the satisfaction of students with the learning environment and, moreover, with clinical placement education of student nurses in four EU countries. The results highlight the individualized supervision model as a crucial factor of students' total satisfaction during their clinical training periods. Copyright © 2015 Elsevier Ltd. All rights reserved.
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An application of the TROFLEI in secondary-school science classes in New Zealand
NASA Astrophysics Data System (ADS)
Bhan Koul, Rekha; Fisher, D. L.; Shaw, Toni
2011-07-01
Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument for use in New Zealand; to investigate differences between students' perceptions of (a) actual and preferred learning environments, (b) year levels and (c) gender; and to investigate associations between science classroom learning environment, attitude and self-efficacy. Sample TROFLEI was administered to 1027 high-school students from 30 classes. Design and method The 80-item TROFLEI assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. The three affective outcome scales used in the study are attitude to subject, attitude to computers and academic efficacy. Results The validity and reliability of the TROFLEI and three affective outcome scales for use in New Zealand were established. Differences in actual and preferred scores confirmed that students participating in the study sought better learning environments. Female students generally perceived their technology-related learning environment more positively. Year-13 students had consistently higher means for most (8 out of 13) of the learning environment dimensions. Statistically significant associations were found between the scales of TROLFLEI and three affective outcome scales. Conclusions The results of this study assist us in understanding the psychosocial learning environments in New Zealand in a technology-supported classroom and to determine its effectiveness in terms of selected learner outcomes.
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Blended Learning in Personalized Assistive Learning Environments
ERIC Educational Resources Information Center
Marinagi, Catherine; Skourlas, Christos
2013-01-01
In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…
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Students' Experiences of Learning in a Virtual Classroom
ERIC Educational Resources Information Center
Gedera, Dilani S. P.
2014-01-01
Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better…
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ERIC Educational Resources Information Center
Karagiannopoulou, Evangelia; Milienos, Fotios S.
2015-01-01
The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for Students"…
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ERIC Educational Resources Information Center
Bukova-Guzel, Esra
2007-01-01
The purpose of this study is to design a constructivist learning environment that helps learning the limit concept. The study is a pretest-posttest quasi-experimental research. The control and the experimental groups were chosen from the students attending a calculus course. Worksheets were used to assess students' learning of the limit concept.…
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E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom
ERIC Educational Resources Information Center
Eidelman, Rachel Rosanne; Shwartz, Yael
2016-01-01
The virtual Chemistry classroom is a learning environment for students that are willing to study Chemistry, but have no opportunity to do so at school. The program launched in 2015, and currently, there are 22 students in the 11th grade and 80 students in the 10th grade. This study investigates and characterizes the virtual learning environment,…
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Relationships between Learning Environment and Mathematics Anxiety
ERIC Educational Resources Information Center
Taylor, Bret A.; Fraser, Barry J.
2013-01-01
We investigated relationships between the learning environment and students' mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is…
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The Ecology of Learning: A Comparison of Alternative Elementary School Learning Environments.
ERIC Educational Resources Information Center
Hoaglund, Mary; And Others
This paper is the first-year report of a three-year project in Edina, Minnesota, developing a system for measuring differences among classroom environments and organizational patterns. Dimensions measured include teacher preferences for classroom structure, student perceptions of learning environments and classmate behavior, student attitudes,…
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NASA Astrophysics Data System (ADS)
Suarez, Enrique A.
This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three contributions to how science educators understand how elementary-aged emerging bilingual students learning science. First, I offer a detailed account of how emerging bilingual students engaged in epistemic practices to problematize electrical phenomena. Secondly, I argue learning environments need to create opportunities for emerging bilingual students to engage in productive epistemic work through leveraging multiple kinds of resources from their semiotic repertoires. Finally, this dissertation contributes to our understanding of how emerging bilingual students engage in translanguaging practices as they investigate and talk about the natural world.
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ERIC Educational Resources Information Center
Schneiderheinze, Douglas D.
2011-01-01
Distance learning is gaining popularity in many education environments. Online classes are on the increase because students need alternatives to traditional face-to-face classroom training. Time constraint on today's students coupled with the need for education to keep up with advances in technology, in all fields, has forced educators to…
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ERIC Educational Resources Information Center
Leese, Maggie
2009-01-01
With increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st-year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known…
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Investigating Middle School Students' Perceptions of Their Learning Environments through Drawings
ERIC Educational Resources Information Center
McHatton, Patricia Alvarez; Shaunessy-Dedrick, Elizabeth; Farmer, Jennie L.; Ray, Sharon N. E.; Bessette, Harriet J.
2014-01-01
The purpose of this study was to explore through student drawings and corresponding narratives, middle grades students' perceptions of their learning environment, which we defined to include pedagogy, interactions (teacher-student and student-student), and climate, and how these may differ based on service delivery model (i.e., gifted, special…
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Secondary Pre-Service Teachers' Perceptions of an Ideal Classroom Environment
ERIC Educational Resources Information Center
Bartelheim, Frederick J.; Conn, Daniel R.
2014-01-01
The classroom environment can impact students' motivation and engagement, and can influence students' academic learning. In some cases, pre-service teachers' influence on the classroom environment may not always be conducive for student learning. This exploratory study investigated pre-service teachers' perceptions of an ideal classroom…
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ERIC Educational Resources Information Center
Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit
2015-01-01
This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…
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Medical students' evaluation of physiology learning environments in two Nigerian medical schools.
Anyaehie, U S B; Nwobodo, E; Oze, G; Nwagha, U I; Orizu, I; Okeke, T; Anyanwu, G E
2011-06-01
The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.
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ERIC Educational Resources Information Center
Tas, Yasemin
2016-01-01
This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…
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NASA Astrophysics Data System (ADS)
Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.
2012-07-01
Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.
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Medical students’ perceptions of their learning environment during a mandatory research project
Ponzer, Sari; Shoshan, Maria
2017-01-01
Objectives To explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project. Methods This cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. Results The item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, p<0.001). Overall satisfaction with supervision correlated strongly with the items interaction (r=0.78, p < 0.001), feedback (r=0.76, p<0.001), and a sense of trust (r=0.71, p < 0.001). Supervisors´ failures to bridge the gap between theory and practice or to explain intended learning outcomes were important negative factors. Students with basic science or epidemiological projects rated their learning environments higher than did students with clinical projects (χ2(3, N=437)=20.29, p<0.001). Conclusions A good research environment for medical students comprises multiple meaningful learning activities, individual supervision with continuous feedback, and a trustful atmosphere including interactions with the whole staff. Students should be advised that clinical projects might require a higher degree of student independence than basic science projects, which are usually performed in research groups where members work in close collaboration. PMID:29056611
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Towards Entrepreneurial Learning Competencies: The Perspective of Built Environment Students
ERIC Educational Resources Information Center
Ernest, Kissi; Matthew, Somiah K.; Samuel, Ansah K.
2015-01-01
This paper sought to discuss entrepreneurial learning competencies by determining the outcome of entrepreneurial learning on the views of built environment students in the university setting. In this study, three relevant competencies were identified for entrepreneurial learning through literature, namely: entrepreneurial attitude, entrepreneurial…
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ERIC Educational Resources Information Center
Thurmond, Brandi
2011-01-01
This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related…
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Jukema, Jan S; Harps-Timmerman, Annelies; Stoopendaal, Annemiek; Smits, Carolien H M
2015-11-01
Change management is an important area of training in undergraduate nursing education. Successful change management in healthcare aimed at improving practices requires facilitation skills that support teams in attaining the desired change. Developing facilitation skills in nursing students requires formal educational support. A Dutch Regional Care Improvement Program based on a nationwide format of change management in healthcare was designed to act as a Powerful Learning Environment for nursing students developing competencies in facilitating change. This article has two aims: to provide comprehensive insight into the program components and to describe students' learning experiences in developing their facilitation skills. This Dutch Regional Care Improvement Program considers three aspects of a Powerful Learning Environment: self-regulated learning; problem-based learning; and complex, realistic and challenging learning tasks. These three aspects were operationalised in five distinct areas of facilitation: increasing awareness of the need for change; leadership and project management; relationship building and communication; importance of the local context; and ongoing monitoring and evaluation. Over a period of 18 months, 42 nursing students, supported by trained lecturer-coaches, took part in nine improvement teams in our Regional Care Improvement Program, executing activities in all five areas of facilitation. Based on the students' experiences, we propose refinements to various components of this program, aimed at strengthenin the learning environment. There is a need for further detailed empirical research to study the impact this kind of learning environment has on students developing facilitation competencies in healthcare improvement. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Medical Students’ Perception of Their Educational Environment
Pai, Preethi G; Menezes, Vishma; Srikanth; Subramanian, Atreya M.; Shenoy, Jnaneshwara P.
2014-01-01
Background: Students’ perception of the environment within which they study has shown to have a significant impact on their behavior, academic progress and sense of well-being. This study was undertaken to evaluate the students’ perception of their learning environment in an Indian medical school following traditional curricula and to study differences, if any, between the students according to the stages of medical education, i.e., the pre-clinical and clinical stages. Methodology: In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was administered to undergraduate medical students of first (n = 227), third (n = 175), fifth (n = 171) and seventh (n = 123) semesters. Scores obtained were expressed as mean ± Standard Deviation (SD) and analyzed using one-way ANOVA and Dunnett’s test. P-value < 0.05 was considered as significant. Results: The mean DREEM score for our medical school was 123/200.The first-year students were found to be more satisfied with learning environment (indicated by their higher DREEM score) compared to other semester students. Progressive decline in scores with each successive semester was observed. Evaluating the sub-domains of perception, the registrars in all semesters had a more positive perception of learning (Average mean score: 29.44), their perception of course organizers moved in the right direction (Average mean score: 26.86), their academic self-perception was more on the positive side (Average mean score: 20.14), they had a more positive perception of atmosphere (Average mean score: 29.07) and their social self-perception could be graded as not too bad (Average mean score: 17.02). Conclusion: The present study revealed that all the groups of students perceived their learning environment positively. However, a few problematic areas of learning environment were perceived such as: students were stressed more often; they felt that the course organizers were authoritarian and emphasized factual learning. Implementing more problem-based learning, student counseling and workshops on teaching-learning for educators might enable us to remedy and enrich our learning environment. PMID:24596737
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NASA Astrophysics Data System (ADS)
Peng, Cuixin
Students growing and being educated in different social background may perform differently in their learning process. These differences can be found in self-regulated behavior in fulfilling a certain task. This paper focuses on the differences of students' various growing and educational environment in motivation and self-regulated learning. Results reveal that there exist differences among students from big cities, middle and small town and countryside in motivational and self-regulated learning. It also indicates that students from big cities gain more knowledge of cognitive strategies in there learning process.
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Wiki Technology: A Virtual, Cooperative Learning Tool Used to Enhance Student Learning
ERIC Educational Resources Information Center
Barrera, Alessandra L.
2015-01-01
This study demonstrates the use of wiki technology (an editable webpage environment) to provide a virtual, asynchronous collaborative-learning environment for students for the purpose of working on course-content-focused study-guide questions. To analyze the effectiveness of this course tool, students' responses to various qualitative and…
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Generation of Student Interest in an Inquiry-Based Mobile Learning Environment
ERIC Educational Resources Information Center
Laine, Erkka; Veermans, Marjaana; Lahti, Aleksi; Veermans, Koen
2017-01-01
A declining trend in adolescents' interest in science learning and attitudes towards science-related careers has been reported during recent years. There has been a call for more motivating learning environments that inspire students to develop interest towards science. This study examines students' interest development in STEM subjects in an…
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Comparison of 1:1 and 1:m CSCL Environment for Collaborative Concept Mapping
ERIC Educational Resources Information Center
Lin, C.-P.; Wong, L.-H.; Shao, Y.-J.
2012-01-01
This paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students' overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty-four 12-year-old students from two…
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ERIC Educational Resources Information Center
Challob, Ala'a Ismael; Bakar, Nadzrah Abu; Latif, Hafizah
2016-01-01
This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and…
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Fleit, Howard B; Iuli, Richard J; Fischel, Janet E; Lu, Wei-Hsin; Chandran, Latha
2017-03-23
The learning environment within a school of medicine influences medical students' values and their professional development. Despite national requirements to monitor the learning environment, mistreatment of medical students persists. We designed a program called WE SMILE: We can Eradicate Student Mistreatment In the Learning Environment with a vision to enhance trainee and faculty awareness and ultimately eliminate medical student mistreatment. We provide a description of our program and early outcomes. The program has enhanced student awareness of what constitutes mistreatment and how to report it. Faculty members are also aware of the formal processes and procedures for review of such incidents. Our proposed model of influences on the learning environment and the clinical workforce informs the quality of trainee education and safety of patient care. Institutional leadership and culture play a prominent role in this model. Our integrated institutional response to learning environment concerns is offered as a strategy to improve policy awareness, reporting and management of student mistreatment concerns. Our WE SMILE program was developed to enhance education and awareness of what constitutes mistreatment and to provide multiple pathways for student reporting, with clear responsibilities for review, adjudication and enforcement. The program is demonstrating several signs of early success and is offered as a strategy for other schools to adopt or adapt. We have recognized a delicate balance between preserving student anonymity and informing them of specific actions taken. Providing students and other stakeholders with clear evidence of institutional response and accountability remains a key challenge. Multiple methods of reporting have been advantageous in eliciting information on learning environment infringements. These routes and types of reporting have enhanced our understanding of student perceptions and the specific contexts in which mistreatment occurs, allowing for targeted interventions. A common platform across the healthcare professions to report and review concerns has afforded us opportunities to deal with interprofessional issues in a respectful and trustworthy manner. We offer a model of learning environment influences with leadership and institutional culture at the helm, as a way to frame a comprehensive perspective on this challenging and complex concern.
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ERIC Educational Resources Information Center
Alkhatnai, Mubarak
2011-01-01
The primary purpose of this study was to examine Saudi EFL college students' perceptual learning styles in order to determine whether their perception of their learning styles is a predictor of academic persistence, satisfaction and success in different learning environments. Participants' perceptions about their learning styles in both…
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An Analysis of University Students' Attitudes towards Personalized Learning Environments
ERIC Educational Resources Information Center
Sahin, Muhittin; Kisla, Tarik
2016-01-01
The aim of this research is to analyze university students' attitudes towards personalized learning environments with respect to the independent variables of gender, age, university, year of study, knowledge about the environment, participation in the environment and being willing to participate in the environment. The correlative survey model is…
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ERIC Educational Resources Information Center
Arquero, José L.; del Barrio-García, Salvador; Romero-Frías, Esteban
2017-01-01
Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of…
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ERIC Educational Resources Information Center
López Gavira, Rosario; Omoteso, Kamil
2013-01-01
As the power of the virtual world continues to manifest itself in people's quality of life and capabilities (including learning), this paper aims to assess accounting students' perceptions of the usefulness of Virtual Learning Environments (VLE) to their learning experiences. It also considers the factors that may influence students' preferences…
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ERIC Educational Resources Information Center
Sunawan; Xiong, Junmei
2017-01-01
The present study tested the influence of control belief, learning disorientation, and academic emotions on cognitive load in two types of concept-map structures within hypermedia learning environment. Four hundred and eighty-five students were randomly assigned to two groups: 245 students in the hierarchical group and 240 students in the…
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ERIC Educational Resources Information Center
Piper, Alison
1994-01-01
This study examined 29 second-year undergraduate students of Spanish using a self-access learning environment for the first time, focusing on their language attitudes and learning strategies. The results show that, even as modern languages majors, the students possessed a model of language and strategies for learning that were significantly…
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ERIC Educational Resources Information Center
Farbman, David A.; Novoryta, Ami
2016-01-01
In "Creating Learning Environments in the Early Grades that Support Teacher and Student Success," the National Center on Time & Learning (NCTL) profiles three expanded-time elementary schools that leverage a longer school day to better serve young students. In particular, the report describes how a longer day opens up opportunities…
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Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A
2017-10-01
The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization-focused PPE process using mixed methods was effective for evaluating the dental school's climate for diversity and inclusion, as well as the learning environment for faculty, staff, and students.
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Peer Collaboration: The Relation of Regulatory Behaviors to Learning with Hypermedia
ERIC Educational Resources Information Center
Winters, Fielding I.; Alexander, Patricia A.
2011-01-01
Peer collaboration is a pedagogical method currently used to facilitate learning in classrooms. Similarly, computer-learning environments (CLEs) are often used to promote student learning in science classrooms, in particular. However, students often have difficulty utilizing these environments effectively. Does peer collaboration help students…
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Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa
2005-03-01
World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.
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Agent Prompts: Scaffolding for Productive Reflection in an Intelligent Learning Environment
ERIC Educational Resources Information Center
Wu, Longkai; Looi, Chee-Kit
2012-01-01
Recent research has emphasized the importance of reflection for students in intelligent learning environments. This study tries to investigate whether agent prompts, acting as scaffolding, can promote students' reflection when they act as tutor through teaching the agent tutee in a learning-by-teaching environment. Two types of agent prompts are…
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Students' Learning Environment and Education Quality in Faculty of Education of University of Tehran
ERIC Educational Resources Information Center
Keshavarz, Mohsen; Vaziri, Seyed Ali; Jafari, Ahmad; Alizadeh, Hadi
2013-01-01
The main aim of this article is to review between students' learning environment and education quality. A non-experimental, quantitative, SPSS 17.0 research design was used to explore the relationship between background demographic characteristics, transformational, and transactional leadership styles, learning environment, and education quality.…
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The Relationship between Students' Motivation and Perceptions of the Learning Environment
ERIC Educational Resources Information Center
Chouinard, Ashley
2017-01-01
The purpose of this quantitative study was to identify if there was a significant relationship between dental hygiene students' perceptions of the learning environment and their motivational orientation. The study was also designed to determine if there was a significant difference in satisfaction with the learning environment between first-year,…
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ERIC Educational Resources Information Center
Yang, Kai-Ti; Wang, Tzu-Hua; Chiu, Mei-Hung
2015-01-01
This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students…
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E-Learning Environment for Hearing Impaired Students
ERIC Educational Resources Information Center
Hashim, Hisyamuddin; Tasir, Zaidatun; Mohamad, Siti Khadijah
2013-01-01
The usage of technology within the educational department has become more vital by each year passing. One of the most popular technological approaches used is the e-learning environment. The usage of e-learning environment in education involves a wide range of types of students, and this includes the hearing impaired ones. Some adjustment or…
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Orom, Heather; Semalulu, Teresa; Underwood, Willie
2013-11-01
To review the literature on the social and learning environments experienced by underrepresented minority (URM) medical students to determine what type of interventions are needed to eliminate potential barriers to enrolling and retaining URM students. The authors searched MEDLINE, PubMed, Ovid HealthStar, and Web of Science, and the reference lists of included studies, published between January 1, 1980, and September 15, 2012. Studies of the learning and social environments and of students' satisfaction, experiences with discrimination or unfair practices, and academic performance or progress, as well as assessments of programs or interventions to improve URM students' academic performance, were eligible for inclusion. The authors identified 28 studies (27 unique data sets) meeting the inclusion criteria. The results of the included studies indicated that URM students experienced less supportive social and less positive learning environments, were subjected to discrimination and racial harassment, and were more likely to see their race as having a negative impact on their medical school experiences than non-URM students. Academic performance on standardized exams was worse, progress less timely, and attrition higher for URM students as well. For URM students, an adverse climate may be decreasing the attractiveness of careers in medicine, impairing their academic performance, and increasing attrition. Improvements to the social and learning environments experienced by URM students are needed to make medicine a more inclusive profession. The current environment of health care reform creates an opportunity for institutions to implement strategies to achieve this goal.
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The simulated clinical environment: Cognitive and emotional impact among undergraduates.
Tremblay, Marie-Laurence; Lafleur, Alexandre; Leppink, Jimmie; Dolmans, Diana H J M
2017-02-01
Simulated clinical immersion (SCI) is used in undergraduate healthcare programs to expose the learner to real-life situations in authentic simulated clinical environments. For novices, the environment in which the simulation occurs can be distracting and stressful, hence potentially compromising learning. This study aims to determine whether SCI (with environment) imposes greater extraneous cognitive load and stress on undergraduate pharmacy students than simulated patients (SP) (without environment). It also aims to explore how features of the simulated environment influence students' perception of learning. In this mixed-methods study, 143 undergraduate pharmacy students experienced both SCI and SP in a crossover design. After the simulations, participants rated their cognitive load and emotions. Thirty-five students met in focus groups to explore their perception of learning in simulation. Intrinsic and extraneous cognitive load and stress scores in SCI were significantly but modestly higher compared to SP. Qualitative findings reveal that the physical environment in SCI generated more stress and affected students? focus. In SP, students concentrated on clinical reasoning. SCI stimulated a focus on data collection but impeded in-depth problem solving processes. The physical environment in simulation influences what and how students learn. SCI was reported as more cognitively demanding than SP. Our findings emphasize the need for the development of adapted instructional design guidelines in simulation for novices.
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The clinical learning environment and supervision by staff nurses: developing the instrument.
Saarikoski, Mikko; Leino-Kilpi, Helena
2002-03-01
The aims of this study were (1) to describe students' perceptions of the clinical learning environment and clinical supervision and (2) to develop an evaluation scale by using the empirical results of this study. The data were collected using the Clinical Learning Environment and Supervision instrument (CLES). The instrument was based on the literature review of earlier studies. The derived instrument was tested empirically in a study involving nurse students (N=416) from four nursing colleges in Finland. The results demonstrated that the method of supervision, the number of separate supervision sessions and the psychological content of supervisory contact within a positive ward atmosphere are the most important variables in the students' clinical learning. The results also suggest that ward managers can create the conditions of a positive ward culture and a positive attitude towards students and their learning needs. The construct validity of the instrument was analysed by using exploratory factor analysis. The analysis indicated that the most important factor in the students' clinical learning is the supervisory relationship. The two most important factors constituting a 'good' clinical learning environment are the management style of the ward manager and the premises of nursing on the ward. The results of the factor analysis support the theoretical construction of the clinical learning environment modelled by earlier empirical studies.
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ERIC Educational Resources Information Center
Aktas, Gulfem Sarpkaya; Ünlü, Melihan
2017-01-01
People need the idea of transformation geometry in order to understand the nature and environment they live in. The teachers should provide learning environments towards perceptual understanding in symmetry training and development practice skills of the students. In order to make up such a learning environment, teachers should have information…
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ERIC Educational Resources Information Center
Robinson, Esther; Fraser, Barry J.
2013-01-01
This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was based on the What Is Happening In this Class? and…
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Frazer, Kate; Connolly, Michael; Naughton, Corina; Kow, Veronica
2014-07-01
Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. Copyright © 2014 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Arantes do Amaral, Joao Alberto; Gonçalves, Paulo; Hess, Aurélio
2015-01-01
This article describes the project-based learning environment created to support project management graduate courses. The paper will focus on the learning context and procedures followed for 13 years, in 47 project-based learning MBA courses, involving approximately 1,400 students and 34 community partners.
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Al-Neklawy, Ahmed Farid
2017-11-01
Although the traditional didactic lecture is considered to be efficient for presenting information and providing explanations, it usually does not provide adequate time for deeper learning activities. So, traditional lecture is one of the most widely criticized educational methods. Virtual learning environment (VLE) is a specially designed environment that facilitates teachers' management of educational courses for their students, using computer hardware and software, which involves distance learning. In this study, we evaluated the experiment of online teaching of General Embryology for Egyptian undergraduate medical students using WizIQ learning management system. A total of 100 students were invited to submit an online survey at the end of the course to evaluate delivery of instruction, creation of an environment that supported learning, and administrative issues. Most of the students reported that they were strongly satisfied with the efficacy of the instructional methods and were strongly satisfied with the degree of clarity of the course material. They strongly accepted the page format and design of the virtual classroom and strongly agreed that the learning environment supported the learning procedure. The item of easy logging into the virtual classroom had aberrant variable responses; it recorded the lowest mean response; this variation in responses was due to technical factors as the students used different devices with different speeds of internet connections. Ninety percent of students have strongly recommended the course attendance for their fellow students. These results demonstrate that online Anatomy teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students. Copyright © 2017 Elsevier GmbH. All rights reserved.
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NASA Astrophysics Data System (ADS)
Thurmond, Brandi
This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.
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Smith, Sunny D; Dunham, Lisette; Dekhtyar, Michael; Dinh, An; Lanken, Paul N; Moynahan, Kevin F; Stuber, Margaret L; Skochelak, Susan E
2016-09-01
Many medical schools have implemented learning communities (LCs) to improve the learning environment (LE) for students. The authors conducted this study to determine whether a relationship exists between medical student perceptions of the LE and presence of LCs during the preclerkship years. Students from 24 schools participating in the American Medical Association Learning Environment Study completed the 17-item Medical Student Learning Environment Survey (MSLES) at the end of their first and second years of medical school between 2011 and 2013. Mean total MSLES scores and individual item scores at the end of the first and second years in schools with and without LCs were compared with t tests, and effect sizes were calculated. Mixed-effects longitudinal models were used to control for student demographics and random school and student effects on the relationship between LC status and MSLES score. A total of 4,980 students (81% of 6,148 matriculants) from 18 schools with LCs and 6 without LCs participated. Mean [SD] MSLES scores were significantly higher in LC schools compared with non-LC schools at the end of year one (3.72 [0.44] versus 3.57 [0.43], P < .001) and year two (3.69 [0.49] versus 3.42 [0.54], P < .001). The effect size increased from 0.35 (small) at the end of year one to 0.53 (medium) at the end of year two. This large multi-institutional cohort study found that LCs at medical schools were associated with more positive perceptions of the LE by preclerkship students.
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Absent and Accounted For: Absenteeism and Cooperative Learning
ERIC Educational Resources Information Center
Koppenhaver, G. D.
2006-01-01
In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team…
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Deal or No Deal: using games to improve student learning, retention and decision-making
NASA Astrophysics Data System (ADS)
Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne
2011-03-01
Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve learned retention with meaningful repetition. In this case study, we investigate using an online version of the television game show, 'Deal or No Deal', to enhance student understanding and retention by playing the game to learn expected value in an introductory statistics course, and to foster development of critical thinking skills necessary to succeed in the modern business environment. Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students' performance.
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Cognitive Diffusion Model: Facilitating EFL Learning in an Authentic Environment
ERIC Educational Resources Information Center
Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min; Liu, Tzu-Yu
2017-01-01
For this study, we designed learning activities in which students applied newly acquired knowledge to solve meaningful daily life problems in their local community--a real, familiar, and relevant environment for students. For example, students learned about signs and rules in class and then applied this new knowledge to create their own rules for…
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ERIC Educational Resources Information Center
Rusticus, Shayna; Worthington, Anne; Wilson, Derek; Joughin, Karen
2014-01-01
The Medical School Learning Environment Survey (MSLES) was used with a sample of 311 undergraduate medical students in British Columbia, Canada, to assess the seven scales of Medical Breadth of Interest, Personal Breadth of Interest, Emotional Climate, Flexibility, Meaningful Learning Experience, Organization, Nurturance and Student-Student…
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ERIC Educational Resources Information Center
Greene, Jeffrey Alan; Costa, Lara-Jeane; Robertson, Jane; Pan, Yi; Deekens, Victor M.
2010-01-01
Researchers and educators continue to explore how to assist students in the acquisition of conceptual understanding of complex science topics. While hypermedia learning environments (HLEs) afford unique opportunities to display multiple representations of these often abstract topics, students who do not engage in self-regulated learning (SRL) with…
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ERIC Educational Resources Information Center
Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen J. H.; Hwang, Gwo-Haur
2015-01-01
Computer programming is an important skill for engineering and computer science students. However, teaching and learning programming concepts and skills has been recognized as a great challenge to both teachers and students. Therefore, the development of effective learning strategies and environments for programming courses has become an important…
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ERIC Educational Resources Information Center
Zhao, Chunjuan; Mei, Zongxiang
2016-01-01
Motivating students has been a key challenge facing instructors in non-face-to-face instructional contexts. Existing researches into motivation in online learning environment have revealed that there are learning motivation differences among students from different cultural backgrounds. The purpose of this study is to identify whether American and…
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How Do Students Learn Theology?
ERIC Educational Resources Information Center
Saines, Don
2009-01-01
This paper explores the way students learn theology through a small qualitative research project. It is undertaken in conversation with current higher education learning theory. This learning theory suggests that it is important to discover how a student conceptualizes learning and how they perceive the teaching environment. Students interviewed…
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ERIC Educational Resources Information Center
Halverson, Rich; Kallio, Julie; Hackett, Sarah; Halverson, Erica
2016-01-01
Students who have mastered the ability to create their own learning environments have an advantage over students who rely on traditional environments to structure their learning. Students who understand how to use new tools for school learning typically do not pick up these skills at school--they learn from the habits of parents and peers who work…
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ERIC Educational Resources Information Center
Munawaroh
2017-01-01
This research aims to explain the influence of teacher's teaching methods and learning environment to the learning achievement in class XI with the competency of accounting expertise to the subjects of craft and entrepreneurship, according to the students, the subject was very heavy and dull. The population in this research are students in class…
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Use of Mobile Devices for E-Learning in Geomatics
NASA Astrophysics Data System (ADS)
Mills, H.
2015-05-01
For the last 4 years, the School of Civil Engineering & Geosciences at Newcastle University, UK adapted mobile devices as learning approach only for undergraduate within Geomatics. All incoming students were given a mobile device as learning tool, which was supposed to be there main way to accessing teaching material. This paper will present how students adopted the mobile devices and how their learning has changed using mobile devices. It will highlight which apps can be used in a Geomatics teaching environment to engage students in their learning and teaching environment. The paper will furthermore look into apps which help students within the area of Photogrammetry and Remote Sensing, such as the Autodesk 123D catch up or the Remote RDP app to remotely control surveying instrumentations, such as laser scanners. Those apps are easy tools to engage students within digital learning environment which the students are familiar with. The paper will show how students embrace the technology but also current limitation of using those within Higher education establishments, such as sufficient Wifi and student support for using mobile devices.
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NASA Astrophysics Data System (ADS)
Kaleva Oikarinen, Juho; Järvelä, Sanna; Kaasila, Raimo
2014-04-01
This design-based research project focuses on documenting statistical learning among 16-17-year-old Finnish upper secondary school students (N = 78) in a computer-supported collaborative learning (CSCL) environment. One novel value of this study is in reporting the shift from teacher-led mathematical teaching to autonomous small-group learning in statistics. The main aim of this study is to examine how student collaboration occurs in learning statistics in a CSCL environment. The data include material from videotaped classroom observations and the researcher's notes. In this paper, the inter-subjective phenomena of students' interactions in a CSCL environment are analysed by using a contact summary sheet (CSS). The development of the multi-dimensional coding procedure of the CSS instrument is presented. Aptly selected video episodes were transcribed and coded in terms of conversational acts, which were divided into non-task-related and task-related categories to depict students' levels of collaboration. The results show that collaborative learning (CL) can facilitate cohesion and responsibility and reduce students' feelings of detachment in our classless, periodic school system. The interactive .pdf material and collaboration in small groups enable statistical learning. It is concluded that CSCL is one possible method of promoting statistical teaching. CL using interactive materials seems to foster and facilitate statistical learning processes.
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Rigor and Support in Racialized Learning Environments: The Case of Graduate Education
ERIC Educational Resources Information Center
Posselt, Julie R.
2018-01-01
Racial and gender dynamics in many learning environments present students from minoritized backgrounds with challenges that must be accounted for in defining both what makes a learning experience rigorous and how faculty can scaffold student growth.
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Self Regulated Learning for Developing Nursing Skills via Web-Based
ERIC Educational Resources Information Center
Razak, Rafiza Abdul; Hua, Khor Bee
2013-01-01
The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…
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ERIC Educational Resources Information Center
McArthur, John A.
2015-01-01
This study examined the extent to which instructional proxemics--the physical space of the learning environment--impacts student behavioral, affective, and cognitive learning. Participants included 234 college students enrolled in 15 sections of public speaking. Each section was assigned to a study learning environment and an instructor, ensuring…
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Pelzer, Jacquelyn M; Hodgson, Jennifer L; Werre, Stephen R
2014-03-24
The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education. The aim of this study was to evaluate the reliability and validity of the DREEM tool in a veterinary medical program and to determine veterinary students' perceptions of their learning environment. The DREEM is a survey tool which quantitatively measures students' perceptions of their learning environment. The survey consists of 50 items, each scored 0-4 on a Likert Scale. The 50 items are subsequently analysed within five subscales related to students' perceptions of learning, faculty (teachers), academic atmosphere, and self-perceptions (academic and social). An overall score is obtained by summing the mean score for each subscale, with an overall possible score of 200. All students in the program were asked to complete the DREEM. Means and standard deviations were calculated for the 50 items, the five subscale scores and the overall score. Cronbach's alpha was determined for the five subscales and overall score to evaluate reliability. Confirmatory factor analysis was used to evaluate construct validity. 224 responses (53%) were received. The Cronbach's alpha for the overall score was 0.93 and for the five subscales were; perceptions of learning 0.85, perceptions of faculty 0.79, perceptions of atmosphere 0.81, academic self-perceptions 0.68, and social self-perceptions 0.72. Construct validity was determined to be acceptable (p < 0.001) and all items contributed to the overall validity of the DREEM. The overall DREEM score was 128.9/200, which is a positive result based on the developers' descriptors and comparable to other health science education programs. Four individual items of concern were identified by students. In this setting the DREEM was a reliable and valid tool to measure veterinary students' perceptions of their learning environment. The four items identified as concerning originated from four of the five subscales, but all related to workload. Negative perceptions regarding workload is a common concern of students in health education programs. If not addressed, this perception may have an unfavourable impact on veterinary students' learning environment.
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E-Learning Environments for Digitally-Minded Students
ERIC Educational Resources Information Center
Andone, Diana; Dron, Jon; Pemberton, Lyn; Boyne, Chris
2007-01-01
While most existing online learning environments cater for needs identified during the 1990s, a new generation of digital students has emerged in the developed world. Digital students are young adults who have grown up with digital technologies integrated as an everyday feature of their lives. Digital students use technology differently, fluidly…
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NASA Astrophysics Data System (ADS)
Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra
2013-11-01
Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.
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Empowering Students in Science through Active Learning: Voices From Inside the Classroom
NASA Astrophysics Data System (ADS)
Erickson, Sabrina Ann
Preparing students for success in the 21st century has shifted the focus of science education from acquiring information and knowledge to mastery of critical thinking and problem-solving skills. The purpose of this qualitative case study was to examine teacher and student perspectives of the relationship between (a) active learning, problem solving, and achievement in science and (b) the conditions that help facilitate this environment. Adapting a social constructivist theoretical framework, high school science teachers and students were interviewed, school records analyzed, curriculum documents studied, and classes observed. The findings revealed that students were engaged with the material in an active learning environment, which led to a sense of involvement, interest, and meaningful learning. Students felt empowered to take ownership of their learning, developed the critical thinking skills necessary to solve problems independently and became aware of how they learn best, which students reported as interactive learning. Moreover, student reflections revealed that an active environment contributed to deeper understanding and higher skills through interaction and discussion, including questioning, explaining, arguing, and contemplating scientific concepts with their peers. Recommendations are for science teachers to provide opportunities for students to work actively, collaborate in groups, and discuss their ideas to develop the necessary skills for achievement and for administrators to facilitate the conditions needed for active learning to occur.
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Mapping students' ideas to understand learning in a collaborative programming environment
NASA Astrophysics Data System (ADS)
Harlow, Danielle Boyd; Leak, Anne Emerson
2014-07-01
Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their resulting changes in programs and outputs, we were able to identify the contextual features which contributed to how ideas moved through the classroom as students learned. We suggest this process of idea mapping in visual programming environments as a viable method for understanding collaborative, constructivist learning as well as a context under which experiences can be developed to improve student learning.
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Nursing Student Perceptions of Structural Empowerment.
Moore, Shelley C; Ward, Karen S
To meet role expectations for nurses, nurses must feel empowered. Faculty contributions to the learning environment for nursing students are critical. A descriptive analysis of student perceptions of empowerment within the learning environment was conducted using a form of Kanter's Conditions of Work Effectiveness Questionnaire; 203 participants from schools in 17 different states completed surveys. Subjects demonstrated moderate degrees of structural empowerment in their learning environment. This positive finding can be further investigated and used to fully prepare future nurses.
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Liljedahl, Matilda; Björck, Erik; Kalén, Susanne; Ponzer, Sari; Bolander Laksov, Klara
2016-08-05
Belongingness has been argued to be a prerequisite for students' learning in the clinical setting but making students feel like they belong to the workplace is a challenge. From a sociocultural perspective, workplace participatory practices is a framework that views clinical learning environments to be created in interaction between students and the workplace and hence, are dependent on them both. The aim of this study was to explore the interdependence between affordances and engagement in clinical learning environments. The research question was: How are nursing students influenced in their interactions with clinical learning environments? An observational study with field observations and follow-up interviews was performed. The study setting comprised three academic teaching hospitals. Field observations included shadowing undergraduate nursing students during entire shifts. Fifty-five hours of field observations and ten follow-up interviews with students, supervisors and clinical managers formed the study data. A thematic approach to the analysis was taken and performed iteratively with the data collection. The results revealed that students strived to fill out the role they were offered in an aspirational way but that they became overwhelmed when given the responsibility of care. When students' basic values did not align with those enacted by the workplace, they were not willing to compromise their own values. Workplaces succeeded in inviting students into the community of nurses and the practice of care. Students demonstrated hesitance regarding their desire to belong to the workplace community. The results imply that the challenge for clinical education is not to increase the experience of belongingness but to maintain students' critical and reflective approach to health care practice. Additionally, results suggest students to be included as an important stakeholder in creating clinical learning environments rather than being viewed as consumer of clinical education.
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ERIC Educational Resources Information Center
Amershi, Saleema; Conati, Cristina
2009-01-01
In this paper, we present a data-based user modeling framework that uses both unsupervised and supervised classification to build student models for exploratory learning environments. We apply the framework to build student models for two different learning environments and using two different data sources (logged interface and eye-tracking data).…
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ERIC Educational Resources Information Center
Wu, Po-Han; Hwang, Gwo-Jen; Yang, Mei-Ling; Chen, Chih-Hung
2018-01-01
Augmented reality (AR) offers potential advantages for intensifying environmental context awareness and augmenting students' experiences in real-world environments by dynamically overlapping digital materials with a real-world environment. However, some challenges to AR learning environments have been described, such as participants' cognitive…
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ERIC Educational Resources Information Center
Tanyong, Siriwan; Sharafuddin, Mohamed Ali
2016-01-01
This paper is part of a periodic research conducted in developing a personal learning environment for Thailand's higher education students with English as medium of instruction. The objective of the first phase in this research was to understand the personal learning environment perspectives of Thai International tourism and hospitality higher…
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ERIC Educational Resources Information Center
Earle, James E.; Fraser, Barry J.
2017-01-01
The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the…
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ERIC Educational Resources Information Center
Chan, Roy Yew-Hung
2011-01-01
This comparative research examined the effects of student involvement and college environment on students' learning and living experience delivered by two aspiring world-class universities in Hong Kong and Shanghai. Few studies have shown how the levels of student involvement and college environment can benefit students at world-class institution.…
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Elison-Bowers, P; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather
2008-02-05
This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself.
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Dental nursing education and the introduction of technology-assisted learning.
Sheridan, C; Gorman, T; Claffey, N
2008-11-01
The aim of this paper is to explore the profile of dental nursing students in the National Dental Nurse Training Programme of Ireland and their adjustment to a technology-assisted learning environment. Evaluation by students of the course and their reactions to the course were analysed. Dental nurses must possess the skills and knowledge to proficiently function in the modern day dental surgery. The implementation of a dental nurse programme that is heavily reliant on technology has started to create a group of dental nurses equipped with basic skills to access and retrieve information over a lifetime. However, the transition to a technology-assisted learning environment including online learning activities requires adaptation and expertise by educators and students alike. Careful evaluation and stakeholder feedback is imperative in the creation and maintaining of a quality programme. In conclusion, the students in this study responded well to the transition to a technology-based learning environment. Furthermore, the findings of this study suggest that the use of an online environment is an effective and stimulating learning environment for the students of a dental nurse programme; however, familiarity skills and knowledge of information technology is a prerequisite for success.
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The patient as experience broker in clinical learning.
Stockhausen, Lynette J
2009-05-01
A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).
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Assessing physics learning identity: Survey development and validation
NASA Astrophysics Data System (ADS)
Li, Sissi L.; Demaree, Dedra
2012-02-01
Innovative curricula aim to improve content knowledge and the goal of helping students develop practices and skills of authentic scientist through active engagement learning. To students, these classroom practices often seem very different from their previous learning experiences in terms of behavioral expectations, learning attitude, and what learning means. We propose that productive participation in these learning environments require students to modify their identity as learners in addition to refining their science conceptual understanding. In order to measure changes in learning identity, we developed a 49-item survey to assess students' 1) expectations of student and teacher roles, 2) self efficacy towards skills supported in the Investigative Science Learning Environment (ISLE) and 3) attitudes towards social learning. Using principle components exploratory factor analysis, we have established two reliable factors with subscales that measure these student characteristics. This paper presents the survey development, validation and pilot study results.
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How Do B-Learning and Learning Patterns Influence Learning Outcomes?
Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García Osorio, César Ignacio; Díez-Pastor, José F.
2017-01-01
Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students. PMID:28559866
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How Do B-Learning and Learning Patterns Influence Learning Outcomes?
Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García Osorio, César Ignacio; Díez-Pastor, José F
2017-01-01
Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students.
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Henderson, Amanda; Twentyman, Michelle; Heel, Alison; Lloyd, Belinda
2006-10-01
Nursing is a practice based discipline. A supportive environment has been identified as important for the transfer of learning in the clinical context. The aim of the paper was to assess undergraduate nurses' perceptions of the psychosocial characteristics of clinical learning environments within three different clinical placement models. Three hundred and eight-nine undergraduate nursing students rated their perceptions of the psycho-social learning environment using a Clinical Learning Environment Inventory. There were 16 respondents in the Preceptor model category, 269 respondents in the Facilitation model category and 114 respondents in the clinical education unit model across 25 different clinical areas in one tertiary facility. The most positive social climate was associated with the preceptor model. On all subscales the median score was rated higher than the two other models. When clinical education units were compared with the standard facilitation model the median score was rated higher in all of the subscales in the Clinical Learning Environment Inventory. These results suggest that while preceptoring is an effective clinical placement strategy that provides psycho-social support for students, clinical education units that are more sustainable through their placement of greater numbers of students, can provide greater psycho-social support for students than traditional models.
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Lai, N; Nalliah, S; Jutti, R C; Hla, Y; Lim, V K E
2009-08-01
The educational environment is widely considered to be a major factor affecting students' motivation and learning outcomes. Although students' perceptions of their educational environment are often reported, we are unaware of any published reports that relate this information to students' clinical competence, either self-perceived or objectively measured. We aimed to correlate students' perceptions of their learning environment and their self-perceived competence in clinical, practical and personal skills, using validated scales. Subjects included a cohort of 71 final-year medical students who were posted to a peripheral campus affiliated with a district hospital. Two questionnaires were administered concurrently: a modified DREEM (50 items) to assess the learning environment and an abbreviated IMU Student Competency Survey (29 items) to examine self-perceived competence across a wide range of skills and work-readiness. We correlated the major domains in both surveys using Spearman's Correlation. Fifty-nine students (83%) completed the questionnaires. Comparing correlations of the five major domains of the modified DREEM questionnaire ("Perception of learning", "Perception of teachers", "Academic self-perception", "Perception of atmosphere" and "Social self-perception") with all subscales in the abbreviated IMU Student Competency Survey (clinical, practical, personal skills and overall work-readiness), we found that academic self-perception domain had the strongest correlations (r:0.405 to 0.579, p:0.002 to < 0.001) and perception of teachers bears the weakest correlations (r:0.171 to 0.284, p:0.254 to 0.031). Self-perceived competence in practical skills in the IMU Student Competency Survey correlated the weakest with all domains of the modified DREEM (r:0.206 to 0.405, p:0.124 to 0.002). The overall weak-to-moderate correlations between perceptions of learning environment and self-perceived clinical competence suggest that other factors might interact with the learning environment to determine students' confidence and achievements.
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ERIC Educational Resources Information Center
Pulkka, Antti-Tuomas; Niemivirta, Markku
2013-01-01
This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of…
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Create a good learning environment and motivate active learning enthusiasm
NASA Astrophysics Data System (ADS)
Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa
2017-08-01
In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.
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Pre-Service English Teachers in Blended Learning Environment in Respect to Their Learning Approaches
ERIC Educational Resources Information Center
Yilmaz, M. Betul; Orhan, Feza
2010-01-01
Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The "learning…
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NASA Astrophysics Data System (ADS)
Miller, H. R.; Sell, K. S.; Herbert, B. E.
2004-12-01
Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N ˜ 140) indicated that the experimental and control groups were not significantly different (ρ > 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes, teaching assistant attitudes, the lack of scaffolded learning, limited pedagogical content knowledge, and departmental oversight, which were all encountered during this study, can have an affect on the students' attitudes and achievements during the course. Data collected showed an overall improvement in content knowledge (38% increase); while performance effort clearly declined as seen through post-mental model expressions (a decline in performance by 24.8%) and percentage of assignments turned in (39% of all students turned in the required final report). A non-supportive learning environment was also seen through student comments on the final survey, "I think that all the TA's and the professor have forgotten that we are an intro class". A non-supportive environment clearly does not encourage critical thinking and completion of work. This pilot study showed that the complex learning environment can play a significant role in student learning. It also illustrates the need for future studies in IBL with supportive learning environments in order for students to achieve academic excellence and develop scientific reasoning and critical thinking skills.
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McCallum, Jacqueline; Lamont, David; Kerr, Emma-Louise
2016-01-01
Specialist environments have traditionally not been considered as practice learning environments for year one nursing students. Through implementation of the hub and spoke model of practice learning this was implemented across one health board and Higher Education Institution in Scotland. Sixty nine students from specialist and 147 from general areas out of a total population of 467 students (46.2%) and thirteen mentors from specialist and 26 from general areas out of a total 577 mentors (6.7%) completed a questionnaire. The findings support this initiative and suggest in some cases student experiences are more positive in specialist environments. Copyright © 2015 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Choi, Ikseon; Lee, Sang Joon; Kang, Jeongwan
2009-01-01
This study explores how students' learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome…
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Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.
2014-01-01
We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293
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The Power of "We" Language in Creating Equitable Learning Environments
ERIC Educational Resources Information Center
Erb, Cathy Smeltzer
2010-01-01
Effective teaching values the classroom as a learning community in which instructional approaches optimize learning for all students. Contrary to the principles of an equitable learning environment is the use of "me" language by teachers, a practice that promotes the role of teacher as high status and inadvertently excludes students from the…
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ERIC Educational Resources Information Center
Kek, Megan; Huijser, Henk
2011-01-01
This article presents the findings of a study of the interrelationships between students' individual characteristics, self-efficacy beliefs, parental involvement, university and classroom learning environments; teachers' individual characteristics, teaching efficacies, university and classroom learning environments, teacher outcomes and approaches…
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Medical Students' Evaluation of Physiology Learning Environments in Two Nigerian Medical Schools
ERIC Educational Resources Information Center
Anyaehie, U. S. B.; Nwobodo, E.; Oze, G.; Nwagha, U. I.; Orizu, I.; Okeke, T.; Anyanwu, G. E.
2011-01-01
The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional…
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ERIC Educational Resources Information Center
Gürleyik, Sinan; Akdemir, Elif
2018-01-01
Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…
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ERIC Educational Resources Information Center
Farley, Helen; Murphy, Angela; Bedford, Tasman
2014-01-01
This article reports on the preliminary findings, design criteria and lessons learned while developing and piloting an alternative to traditional print-based education delivery within a prison environment. PLEIADES (Portable Learning Environments for Incarcerated Distance Education Students), was designed to provide incarcerated students with…
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Mindtool-Assisted In-Field Learning (MAIL): An Advanced Ubiquitous Learning Project in Taiwan
ERIC Educational Resources Information Center
Hwang, Gwo-Jen; Hung, Pi-Hsia; Chen, Nian-Shing; Liu, Gi-Zen
2014-01-01
Scholars have identified that learning in an authentic environment with quality contextual and procedural supports can engage students in thorough observations and knowledge construction. Moreover, the target is that students are able to experience and make sense of all of the learning activities in the real-world environment with meaningful…
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ERIC Educational Resources Information Center
Bennett, Cory A.
2013-01-01
Improving student learning is a constant goal within classrooms and schools, yet decisions based on a single test score may lead to less effective learning environments. Increased student learning stems from more effective and student-centered learning situations wherein students play a fundamental role in the formulation and development of their…
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Gurková, Elena; Žiaková, Katarína
2018-05-18
The purpose of the cross-sectional descriptive study was to explore and compare the students' experiences of the clinical environment and supervision in Slovakia. Students' clinical learning experience were measured by the valid and reliable clinical learning instrument. A higher frequency of successful supervisory experience was found in the universities which provided accredited mentor preparation programmes or courses and individualised supervisory approaches. Frequency of supervision meetings, the occupational title of a supervisor and mainly the supervision model have an association with students 'perceptions of different domains of clinical learning environment. The duration of the placement was not related to students' experience and perceptions of the learning environment. Slovak students reported higher score regarding the quality of nursing care or ward culture than in the supervisory relationships between students, clinical and school staff. Further studies in this field, extended to different Eastern European countries and clinical settings, may help us to understand factors affecting workplace training.
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ERIC Educational Resources Information Center
Haarala-Muhonen, Anne; Ruohoniemi, Mirja; Katajavuori, Nina; Lindblom-Ylanne, Sari
2011-01-01
The present study explored differences in students' perceptions of their teaching-learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary…
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ERIC Educational Resources Information Center
Chu, Man-Wai; Babenko, Oksana; Cui, Ying; Leighton, Jacqueline P.
2014-01-01
The study examines the role that perceptions or impressions of learning environments and assessments play in students' performance on a large-scale standardized test. Hierarchical linear modeling (HLM) was used to test aspects of the Learning Errors and Formative Feedback model to determine how much variation in students' performance was explained…
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An Academic Integrity Approach to Learning and Assessment Design
ERIC Educational Resources Information Center
Hamilton, Margaret; Richardson, Joan
2007-01-01
In this paper, we discuss the role of the educator in terms of designing a learning environment for the student which encourages the student to develop their own academic integrity. In such an environment, there is no need for the student to resort to plagiarism, as the learning and assessment tasks are not conducive to cheating, being unique and…
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ERIC Educational Resources Information Center
Ogba, Ike-Elechi; Saul, Neil; Coates, Nigel F.
2012-01-01
Most if not all UK universities and many in other parts of the world support their student learning via a virtual learning environment (VLE). Online resources are going to be increasingly important to students as the internet is very much part of their lives. However, the VLE will require ongoing investment to keep pace with technological…
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ERIC Educational Resources Information Center
Rahimi, Ebrahim; van den Berg, Jan; Veen, Wim
2015-01-01
In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by…
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ERIC Educational Resources Information Center
Cakir, Hasan; Delialioglu, Omer; Dennis, Alan; Duffy, Thomas
2009-01-01
Student achievement gap between urban and suburban regions are a major issue in U.S. schools. Technology enhanced learning environments that support teaching and learning process with advanced technology may close this achievement gap. This paper examines the impact of student and school factors with an emphasis on schools' geographic location on…
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Virtual Jupiter - Real Learning
NASA Astrophysics Data System (ADS)
Ruzhitskaya, Lanika; Speck, A.; Laffey, J.
2010-01-01
How many earthlings went to visit Jupiter? None. How many students visited virtual Jupiter to fulfill their introductory astronomy courses’ requirements? Within next six months over 100 students from University of Missouri will get a chance to explore the planet and its Galilean Moons using a 3D virtual environment created especially for them to learn Kepler's and Newton's laws, eclipses, parallax, and other concepts in astronomy. The virtual world of Jupiter system is a unique 3D environment that allows students to learn course material - physical laws and concepts in astronomy - while engaging them into exploration of the Jupiter's system, encouraging their imagination, curiosity, and motivation. The virtual learning environment let students to work individually or collaborate with their teammates. The 3D world is also a great opportunity for research in astronomy education to investigate impact of social interaction, gaming features, and use of manipulatives offered by a learning tool on students’ motivation and learning outcomes. Use of 3D environment is also a valuable source for exploration of how the learners’ spatial awareness can be enhanced by working in 3-dimensional environment.
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ERIC Educational Resources Information Center
Soneral, Paula A. G.; Wyse, Sara A.
2017-01-01
Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey…
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ERIC Educational Resources Information Center
Yang, Fang-Ying; Chang, Cheng-Chieh
2009-01-01
The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders…
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NASA Astrophysics Data System (ADS)
Nossal, S. M.; Watson, L. E.; Jacob, A. T.; Reading, J. A.
2005-05-01
The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for introductory physics students potentially at-risk for having academic trouble or for feeling isolated at the University. Physics is a gateway course for many undergraduate science majors such as biology, physics, geophysics, atmospheric science, and astronomy, and for pre-health professions. Many students struggle with their physics courses due to factors including large class sizes, isolation and lack of study partners, and/or lack of confidence in mathematical problem solving skills. Our students include those with learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students who may be feeling isolated, such as students from historically underrepresented racial and ethnic groups, first generation college students, returning adults, international students, and students from small rural schools. Many of our students are also part of retention programs such as the TRIO program, the Academic Advancement Program, the McNair Scholars Program, and the McBurney Disability Resource Center. The Physics Learning Program's Peer Mentor Tutor program is run in conjunction with similar programs for chemistry and biochemistry at the University of Wisconsin. We will discuss strategies we use for creating an inclusive learning environment that engages students in their learning. Such strategies include small group instruction, ongoing training of the tutors, teaching problem solving skills, and creating a welcoming atmosphere.
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ERIC Educational Resources Information Center
Lee, Young-Jin
2017-01-01
Purpose: The purpose of this paper is to develop a quantitative model of problem solving performance of students in the computer-based mathematics learning environment. Design/methodology/approach: Regularized logistic regression was used to create a quantitative model of problem solving performance of students that predicts whether students can…
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Students' Self-Regulation for Interaction with Others in Online Learning Environments
ERIC Educational Resources Information Center
Cho, Moon-Heum; Kim, B. Joon
2013-01-01
The purpose of this study was to explore variables explaining students' self-regulation (SR) for interaction with others, specifically peers and instructors, in online learning environments. A total of 407 students participated in the study. With hierarchical regression model (HRM), several variables were regressed on students' SR for interaction…
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ERIC Educational Resources Information Center
Garfield, Joan; Ben-Zvi, Dani
2009-01-01
This article describes a model for an interactive, introductory secondary- or tertiary-level statistics course that is designed to develop students' statistical reasoning. This model is called a "Statistical Reasoning Learning Environment" and is built on the constructivist theory of learning.
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The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science
NASA Astrophysics Data System (ADS)
Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.
2015-10-01
Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.
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Restrepo-Palacio, Sonia; Amaya-Guio, Jairo
2016-01-01
To describe the contributions of a pedagogical strategy based on the construction of chronicles, using a Virtual Learning Environment for training medical students from Universidad de La Sabana on social determinants of health. Descriptive study with a qualitative approach. Design and implementation of a Virtual Learning Environment based on the ADDIE instructional model. A Virtual Learning Environment was implemented with an instructional design based on the five phases of the ADDIE model, on the grounds of meaningful learning and social constructivism, and through the narration of chronicles or life stories as a pedagogical strategy. During the course, the structural determinants and intermediaries were addressed, and nine chronicles were produced by working groups made up of four or five students, who demonstrated meaningful learning from real life stories, presented a coherent sequence, and kept a thread; 82% of these students incorporated in their contents most of the social determinants of health, emphasizing on the concepts of equity or inequity, equality or inequality, justice or injustice and social cohesion. A Virtual Learning Environment, based on an appropriate instructional design, allows to facilitate learning of social determinants of health through a constructivist pedagogical approach by analyzing chronicles or life stories created by ninth-semester students of medicine from Universidad de La Sabana.
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Creating Dynamic Learning Environment to Enhance Students’ Engagement in Learning Geometry
NASA Astrophysics Data System (ADS)
Sariyasa
2017-04-01
Learning geometry gives many benefits to students. It strengthens the development of deductive thinking and reasoning; it also provides an opportunity to improve visualisation and spatial ability. Some studies, however, have pointed out the difficulties that students encountered when learning geometry. A preliminary study by the author in Bali revealed that one of the main problems was teachers’ difficulties in delivering geometry instruction. It was partly due to the lack of appropriate instructional media. Coupling with dynamic geometry software, dynamic learning environments is a promising solution to this problem. Employing GeoGebra software supported by the well-designed instructional process may result in more meaningful learning, and consequently, students are motivated to engage in the learning process more deeply and actively. In this paper, we provide some examples of GeoGebra-aided learning activities that allow students to interactively explore and investigate geometry concepts and the properties of geometry objects. Thus, it is expected that such learning environment will enhance students’ internalisation process of geometry concepts.
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ERIC Educational Resources Information Center
Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse
2016-01-01
Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…
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ERIC Educational Resources Information Center
Malie, Senian; Akir, Oriah
2012-01-01
Learning approaches, learning methods and learning environments have different effects on students? academic performance. However, they are not the sole factors that impact students? academic achievement. The aims of this research are three-fold: to determine the learning approaches preferred by most students and the impact of the learning…
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Developing Scholarly Communities as Learning Environments for Doctoral Students
ERIC Educational Resources Information Center
Pyhalto, Kirsi; Stubb, Jenni; Lonka, Kirsti
2009-01-01
The quality of PhD training can be conceived of as being dependent on the learning environment provided by the scholarly community. Our paper explores PhD students' ideas about themselves as a part of this community, and their perceptions of their learning environment in the context of the University of Helsinki, Finland. The study is a part of a…
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ERIC Educational Resources Information Center
Yang, Xinrong
2015-01-01
This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this…
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Effects of Teaching and Learning Styles on Students' Reflection Levels for Ubiquitous Learning
ERIC Educational Resources Information Center
Hsieh, Sheng-Wen; Jang, Yu-Ruei; Hwang, Gwo-Jen; Chen, Nian-Shing
2011-01-01
Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such…
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Features Students Really Expect from Learning Analytics
ERIC Educational Resources Information Center
Schumacher, Clara; Ifenthaler, Dirk
2016-01-01
In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…
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Teachers' experiences of teaching in a blended learning environment.
Jokinen, Pirkko; Mikkonen, Irma
2013-11-01
This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.
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Jahanpour, Faezeh; Azodi, Parviz; Azodi, Farzan; Khansir, Ali Akbar
2016-06-01
Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. This study aimed to find out the factors that can impede nursing students' clinical learning. In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students' training. The clinical learning environment does not always integrate theory and practice together. Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.
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Dataset of Scientific Inquiry Learning Environment
ERIC Educational Resources Information Center
Ting, Choo-Yee; Ho, Chiung Ching
2015-01-01
This paper presents the dataset collected from student interactions with INQPRO, a computer-based scientific inquiry learning environment. The dataset contains records of 100 students and is divided into two portions. The first portion comprises (1) "raw log data", capturing the student's name, interfaces visited, the interface…
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Graduate Student Preferences in Online Environment
ERIC Educational Resources Information Center
Keener, Cheryl P.
2017-01-01
This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning…
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[E-learning and problem based learning integration in cardiology education].
Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin
2009-06-01
The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.
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Variability in University Students' Use of Technology: An "Approaches to Learning" Perspective
ERIC Educational Resources Information Center
Mimirinis, Mike
2016-01-01
This study reports the results of a cross-case study analysis of how students' approaches to learning are demonstrated in blended learning environments. It was initially propositioned that approaches to learning as key determinants of the quality of student learning outcomes are demonstrated specifically in how students utilise technology in…
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Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments
ERIC Educational Resources Information Center
Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.
2011-01-01
A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…
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Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives
ERIC Educational Resources Information Center
Wang, Jenny; Lin, Chun-Fu C.; Yu, Wei-Chieh W.; Wu, Emily
2013-01-01
This study compared the effectiveness of different learning environments between interactive Facebook instructional method and non-Facebook instructional method for undergraduate students. Two outcome dimensions were measured: student grades and learning engagement. A pre-test-posttest control group experimental design was used. The experimental…
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Building Student Trust in Online Learning Environments
ERIC Educational Resources Information Center
Wang, Ye Diana
2014-01-01
As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the…
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ERIC Educational Resources Information Center
Laschinger, Heather K. Spence
1992-01-01
Kolb's experiential learning theory was used as a framework to study 179 generic baccalaureate students' perceptions of the different types of learning environments and adaptive competencies. Clinical experience and preceptorships contributed more to competency development than did nursing or nonnursing classes. (JOW)
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Characteristics of Interactive Learning Environments in Business Management Courses.
ERIC Educational Resources Information Center
Nicastro, Mary L.
This study sought to develop theoretical propositions for the institutional, course, instructor, and student characteristics of the learning environment where interactive learning techniques are used in college-level business courses. Using an interpretive case study method with examination of documents, observations of instructors and students,…
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PLATE: Powerful Learning and Teaching Environments
ERIC Educational Resources Information Center
Housand, Angela
2009-01-01
The environment has a profound effect on the ability of students to regulate their behavior or disposition and effectively engage in the learning processes. Active engagement is important because it increases performance. Certain types of environmental structures actually increase students' ability to be agents of their own learning. These…
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Usability Evaluation of the Student Centered e-Learning Environment
ERIC Educational Resources Information Center
Junus, Inas Sofiyah; Santoso, Harry Budi; Isal, R. Yugo K.; Utomo, Andika Yudha
2015-01-01
Student Centered e-Learning Environment (SCeLE) has substantial roles to support learning activities at Faculty of Computer Science, Universitas Indonesia (Fasilkom UI). Although it has been utilized for about 10 years, the usability aspect of SCeLE as an e-Learning system has not been evaluated. Therefore, the usability aspects of SCeLE Fasilkom…
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ERIC Educational Resources Information Center
Carvalho, Elizabeth Simão
2015-01-01
Teaching object-oriented programming to students in an in-classroom environment demands well-thought didactic and pedagogical strategies in order to guarantee a good level of apprenticeship. To teach it on a completely distance learning environment (e-learning) imposes possibly other strategies, besides those that the e-learning model of Open…
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ERIC Educational Resources Information Center
Eng, David Anthony, Jr.
2017-01-01
Current higher education focuses on a teacher centered pedagogy where students benefit but are not the primary consideration for learning. Conversely, experiential learning focuses on students in the learning process. This is done through a socialized and personalized environment that can be implemented through the application of games-based…
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K-12 Online Learning and the Training Needs for School Psychology Practitioners
ERIC Educational Resources Information Center
Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn
2013-01-01
K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…
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ERIC Educational Resources Information Center
Herrmann, Kim Jesper; Bager-Elsborg, Anna; Parpala, Anna
2017-01-01
While focus on quality in Danish higher education has been growing in recent years, limited attention has been devoted to developing and thoroughly validating instruments that allow collecting data about university students' perceptions of the teaching-learning environment. Based on data from a large sample of Danish university students, a Danish…
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ERIC Educational Resources Information Center
Oikarinen, Juho Kaleva; Järvelä, Sanna; Kaasila, Raimo
2014-01-01
This design-based research project focuses on documenting statistical learning among 16-17-year-old Finnish upper secondary school students (N = 78) in a computer-supported collaborative learning (CSCL) environment. One novel value of this study is in reporting the shift from teacher-led mathematical teaching to autonomous small-group learning in…
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The ergonomics of learning: educational design and learning performance.
Smith, T J
2007-10-01
The application of ergonomics/human factors (E/HF) principles and practices, and the implementation of ergonomics programmes, have achieved proven success in improving performance, productivity, competitiveness, and safety and health in most occupational sectors. However, the benefits that the application of E/HF science might bring to promoting student learning have yet to be widely recognized. This paper deals with the fundamental purpose of education - student learning - and with the question of how the ergonomic design of the learning environment influences learning performance. The underlying premise, embodied in the quote below, is that student learning performance to a substantial degree is context specific - influenced and specialized in relation to specific design factors in the learning environment. The basic scientific question confronting learning ergonomics is which design characteristics in the learning environment have the greatest influence on variability in learning performance. Practically, the basic challenge is to apply this scientific understanding to ergonomic interventions directed at design improvements of learning environments to benefit learning. This paper expands upon these themes by addressing the origins and scope of learning ergonomics, differing perspectives on the nature of learning, evidence for context specificity in learning and conclusions and research implications regarding an ergonomics perspective on learning.
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ERIC Educational Resources Information Center
del Barrio-García, Salvador; Arquero, José L.; Romero-Frías, Esteban
2015-01-01
As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning…
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ERIC Educational Resources Information Center
Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.
2014-01-01
We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different…
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ERIC Educational Resources Information Center
Hur, Jung Won; Oh, Jaekyeon
2012-01-01
This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop…
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ERIC Educational Resources Information Center
Freihofner, Ulla; Smala, Simone; Campbell, Chris
2016-01-01
The increase in the use of educational technologies in Australian high schools has sparked this investigation into how Year 9 (13 to 14 years of age) students experience and negotiate a new technology enhanced learning environment in a bilingual classroom setting. The paper is about examining the students' language practices in German and English…
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ERIC Educational Resources Information Center
Hwang, Gwo-Jen; Chu, Hui-Chun; Lin, Yu-Shih; Tsai, Chin-Chung
2011-01-01
Previous studies have reported the importance and benefits of situating students in a real-world learning environment with access to digital-world resources. At the same time, researchers have indicated the need to develop learning guidance mechanisms or tools for assisting students to learn in such a complex learning scenario. In this study, a…
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Ullah, Raza
2016-05-01
The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.
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Using an improved virtual learning environment for engineering students
NASA Astrophysics Data System (ADS)
Lourdes Martínez Cartas, Ma
2012-06-01
In recent years, e-learning has been used in a chemical engineering subject in the final course of a mining engineering degree, a subject concerned with fuel technology. The low results obtained by students in this subject have led the teacher to search for new strategies to increase grades. Such strategies have consisted of incorporating into the existing virtual environment a dynamics of work with conceptual maps and a consideration of the different learning styles in the classroom. In an attempt to adapt teaching to the individual methods of learning for each student, various activities aimed at strengthening different learning styles have been proposed and concept maps have been used to create meaningful learning experiences. In addition, different modalities of assessment have been proposed, which can be selected by each student according to his or her particular method of learning to avoid penalising one style preference in contrast to another. This combination of e-learning, use of concept maps and catering for different learning styles has involved the implementation of the improved virtual learning environment. This has led to an increase in participation in the subject and has improved student assessment results.
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The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement
Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José
2015-01-01
This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key points Both instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches. The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to regulate the learning tasks development) promoted the awareness and the ability of student-coaches to explore alternative solutions and self-regulate their own learning. Using humor, touch, gestures and tone of voice, the coach educator showed great care for student-coaches, which impacted positively on their enthusiasm, confidence and desire to be actively engaged in their own learning. PMID:26336354
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Medical students' perceptions of the patient-centredness of the learning environment.
Wilcox, Mark V; Orlando, Megan S; Rand, Cynthia S; Record, Janet; Christmas, Colleen; Ziegelstein, Roy C; Hanyok, Laura A
2017-02-01
Patient-centred care is an important aspect of quality health care. The learning environment may impact medical students' adoption of patient-centred behaviours. All medical students at a single institution received an anonymous, modified version of the Communication, Curriculum, and Culture instrument that measures patient-centredness in the training environment along three domains: role modelling, students' experience, and support for patient-centred behaviours. We compared domain scores and individual items by class year and gender, and qualitatively analyzed responses to two additional items that asked students to describe experiences that demonstrated varying degrees of patient-centredness. Year 1 and 2 students reported greater patient-centredness than year 3 and 4 students in each domain: role modelling (p = 0.03), students' experience (p = <0.001), and support for patient-centred behaviours (p < 0.001). Female students reported less support for patient-centred behaviours compared with male students (p = 0.03). Qualitative analysis revealed that explicit patient-centred curricula and positive role modelling fostered patient-centredness. Themes relating to low degrees of patient-centredness included negative role modelling and students being discouraged from being patient-centred. Students' perceptions of the patient-centredness of the learning environment decreased as students progressed through medical school, despite increasing exposure to patients. Qualitative analysis found that explicit patient-centred curricula cultivated patient-centred attitudes. Role modelling impacted student perceptions of patient-centredness within the learning environment.
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Online Graduate Students' Perceptions of Best Learning Experiences
ERIC Educational Resources Information Center
Holzweiss, Peggy C.; Joyner, Sheila A.; Fuller, Matthew B.; Henderson, Susan; Young, Robert
2014-01-01
The purpose of this study is to examine the perceptions of online master's students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they…
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Mikkonen, Kristina; Elo, Satu; Miettunen, Jouko; Saarikoski, Mikko; Kääriäinen, Maria
2017-08-01
The purpose of this study was to develop and test the psychometric properties of the new Cultural and Linguistic Diversity scale, which is designed to be used with the newly validated Clinical Learning Environment, Supervision and Nurse Teacher scale for assessing international nursing students' clinical learning environments. In various developed countries, clinical placements are known to present challenges in the professional development of international nursing students. A cross-sectional survey. Data were collected from eight Finnish universities of applied sciences offering nursing degree courses taught in English during 2015-2016. All the relevant students (N = 664) were invited and 50% chose to participate. Of the total data submitted by the participants, 28% were used for scale validation. The construct validity of the two scales was tested by exploratory factor analysis, while their validity with respect to convergence and discriminability was assessed using Spearman's correlation. Construct validation of the Clinical Learning Environment, Supervision and Nurse Teacher scale yielded an eight-factor model with 34 items, while validation of the Cultural and Linguistic Diversity scale yielded a five-factor model with 21 items. A new scale was developed to improve evidence-based mentorship of international nursing students in clinical learning environments. The instrument will be useful to educators seeking to identify factors that affect the learning of international students. © 2017 John Wiley & Sons Ltd.
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NASA Astrophysics Data System (ADS)
Gullo, Michael
The purpose of this study was to investigate whether or not service learning could be considered an alternative teaching method in an environmental science classroom. In particular, the results of this research show whether an energy audit service learning project influenced student environmental awareness (knowledge of environmental issues, problems, and solutions), student personal actions/behaviors towards the environment, student perceptions and attitudes of science related careers, and community partnerships. Haines (2010) defines service learning as “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities” (p. 16). Moreover, service learning opportunities can encourage students to step out of their comfort zone and learn from hands-on experiences and apply knowledge obtained from lectures and classroom activities to real life situations. To add to the growing body of literature, the results of this study concluded that an energy audit service learning project did not have a measureable effect on student perceptions and attitudes of science related careers as compared to a more traditional teaching approach. However, the data from this study did indicate that an energy audit service learning project increased students personal actions/behaviors towards the environment more than a direct teaching approach.
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The Classroom Learning Environment as Perceived by Students in Arab Elementary Schools
ERIC Educational Resources Information Center
Khalil, Mahmood; Saar, Vered
2009-01-01
In this study, students' perceptions of the classroom learning environment in Arab elementary schools were investigated. The sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on…
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Understanding Student Engagement in Online Learning Environments: The Role of Reflexivity
ERIC Educational Resources Information Center
Kahn, Peter; Everington, Lucy; Kelm, Kathleen; Reid, Iain; Watkins, Francine
2017-01-01
It is important to develop understanding of what underpins the engagement of students in online learning environments. This article reports on a multiple case study that explored student engagement in a set of postgraduate degrees offered on a fully online basis. The study was based on a theorization of student engagement as the exercise of…
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Architecture Students' Perceptions of Their Learning Environment and Their Academic Performance
ERIC Educational Resources Information Center
Oluwatayo, Adedapo Adewunmi; Aderonmu, Peter A.; Aduwo, Egidario B.
2015-01-01
Scholars have agreed that the way in which students perceive their learning environments influences their academic performance. Empirical studies that focus on architecture students, however, have been very scarce. This is the gap that an attempt is filled in this study. A questionnaire survey of 273 students in a school of architecture in Nigeria…
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NASA Astrophysics Data System (ADS)
Komperda, Regis
The purpose of this dissertation is to test a model of relationships among factors characterizing aspects of a student-centered constructivist learning environment and student outcomes of satisfaction and academic achievement in introductory undergraduate chemistry courses. Constructivism was chosen as the theoretical foundation for this research because of its widespread use in chemical education research and practice. In a constructivist learning environment the role of the teacher shifts from delivering content towards facilitating active student engagement in activities that encourage individual knowledge construction through discussion and application of content. Constructivist approaches to teaching introductory chemistry courses have been adopted by some instructors as a way to improve student outcomes, but little research has been done on the causal relationships among particular aspects of the learning environment and student outcomes. This makes it difficult for classroom teachers to know which aspects of a constructivist teaching approach are critical to adopt and which may be modified to better suit a particular learning environment while still improving student outcomes. To investigate a model of these relationships, a survey designed to measure student perceptions of three factors characterizing a constructivist learning environment in online courses was adapted for use in face-to-face chemistry courses. These three factors, teaching presence, social presence, and cognitive presence, were measured using a slightly modified version of the Community of Inquiry (CoI) instrument. The student outcomes investigated in this research were satisfaction and academic achievement, as measured by standardized American Chemical Society (ACS) exam scores and course grades. Structural equation modeling (SEM) was used to statistically model relationships among the three presence factors and student outcome variables for 391 students enrolled in six sections of a general chemistry course taught by four instructors at a single university using a common textbook. The quantitative analysis of student data was supported by investigating the instructor's approach to teaching using instructor responses to a modified version of the Approaches to Teaching Inventory (ATI), semi-structured interview questions, and information available in the course syllabus. The results of the SEM analysis indicate that incoming math ability, as measured by ACT math scores, has the largest effect on student academic achievement in introductory chemistry courses. Of the three presence factors, cognitive presence has the largest direct effect on academic achievement and student satisfaction. Teaching presence has a direct effect on satisfaction similar in size to the effect of cognitive presence. The relationship between social presence and student outcomes is found to be relatively small. Given the role that both teaching and social presence play in influencing cognitive presence, these results suggest that classroom teachers should emphasize the development of a learning environment with a large degree of cognitive presence where students take ownership of their own learning process. This type of learning environment can be supported by specific instructor behaviors such as facilitating discussions and implementing group work focused on collaboration and developing shared understandings.
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NASA Astrophysics Data System (ADS)
Velayutham, Sunitadevi; Aldridge, Jill M.
2013-04-01
The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students' self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students' self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students' motivation and self-regulation in science learning.
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ERIC Educational Resources Information Center
Kariuki, Patrick N.
The purpose of this study was to determine the extent of congruence between teachers' and undergraduate education majors' learning styles in selected colleges and if the style congruence was related to student perceptions of the classroom learning environment. A related purpose was to identify needed changes in classroom environments based on the…
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A Well Designed School Environment Facilitates Brain Learning.
ERIC Educational Resources Information Center
Chan, Tak Cheung; Petrie, Garth
2000-01-01
Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)
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A Model for Student Adoption of Online Interactivity
ERIC Educational Resources Information Center
Karamanos, Neophytos; Gibbs, Paul
2012-01-01
Acknowledging the general difficulty of new e-learning pedagogical approaches in achieving wide acceptance and use, the study described in this article examines a class of MBA students' adoption of a proposed online interactive learning environment. To this end, a web-based, case-based constructivist learning environment was developed, embedding…
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The Complex Experience of Learning to Do Research
ERIC Educational Resources Information Center
Emo, Kenneth; Emo, Wendy; Kimn, Jung-Han; Gent, Stephen
2015-01-01
This article examines how student learning is a product of the experiential interaction between person and environment. We draw from the theoretical perspective of complexity to shed light on the emergent, adaptive, and unpredictable nature of students' learning experiences. To understand the relationship between the environment and the student…
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An Evaluation of an Inquiry-Based Computer-Assisted Learning Environment.
ERIC Educational Resources Information Center
Maor, Dorit; Fraser, Barry
1994-01-01
This study focused on students' development of inquiry skills in a computerized learning environment. Seven Year-11 classes (n=120) interacted with a computerized database, "Birds of Antarctica," and curriculum materials while the teacher used an inquiry approach to learning. Students perceived their classes as more investigative and…
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Understanding Students' Experiences of Well-Being in Learning Environments
ERIC Educational Resources Information Center
Stanton, Alisa; Zandvliet, David; Dhaliwal, Rosie; Black, Tara
2016-01-01
With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and…
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Cooperative Learning: A Pedagogy to Improve Students' Generic Skills?
ERIC Educational Resources Information Center
Ballantine, Joan; Larres, Patricia McCourt
2007-01-01
Purpose: The objective of this study is two-fold. First, it provides guidance to educators and trainers on establishing a cooperative learning environment. Second, it examines final-year undergraduate accounting students' opinions on the effectiveness of a cooperative learning environment in delivering generic skills for their future professional…
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Adaptive versus Learner Control in a Multiple Intelligence Learning Environment
ERIC Educational Resources Information Center
Kelly, Declan
2008-01-01
Within the field of technology enhanced learning, adaptive educational systems offer an advanced form of learning environment that attempts to meet the needs of different students. Such systems capture and represent, for each student, various characteristics such as knowledge and traits in an individual learner model. Subsequently, using the…
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Creating an Interactive and Responsive Teaching Environment to Inspire Learning
ERIC Educational Resources Information Center
Paladino, Angelina
2008-01-01
Teaching students to understand, disable, and solve problems is one of the largest challenges educators face in undergraduate marketing education. My teaching philosophy is centered on the creation of an interactive learning environment. This encompasses problem-based teaching and collaborative learning to foster discussions between students and…
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Enhancing Students' Language Skills through Blended Learning
ERIC Educational Resources Information Center
Banditvilai, Choosri
2016-01-01
This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…
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EvoBuild: A Quickstart Toolkit for Programming Agent-Based Models of Evolutionary Processes
NASA Astrophysics Data System (ADS)
Wagh, Aditi; Wilensky, Uri
2018-04-01
Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience with programming. This paper presents a class of programming environments that we call quickstart: Environments with a negligible threshold for entry into programming and a modest ceiling. We posit that such environments can provide benefits of programming for learning without incurring associated costs for novice programmers. To make this claim, we present a design-based research study conducted to compare programming models of evolutionary processes with a quickstart toolkit with exploring pre-built models of the same processes. The study was conducted in six seventh grade science classes in two schools. Students in the programming condition used EvoBuild, a quickstart toolkit for programming agent-based models of evolutionary processes, to build their NetLogo models. Students in the exploration condition used pre-built NetLogo models. We demonstrate that although students came from a range of academic backgrounds without prior programming experience, and all students spent the same number of class periods on the activities including the time students took to learn programming in this environment, EvoBuild students showed greater learning about evolutionary mechanisms. We discuss the implications of this work for design research on programming environments in K-12 science education.
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ERIC Educational Resources Information Center
Gemmell, Isla; Harrison, Roger; Clegg, Judith; Reed, Katie
2015-01-01
Internationalisation in higher education has been shown to provide both intellectual and cultural benefits to students which can help in their future employment. This case study describes student views on learning alongside students from different countries in an online distance learning environment. Seventy-three students undertaking the online…
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Linking teaching and research in an undergraduate course and exploring student learning experiences
NASA Astrophysics Data System (ADS)
Wallin, Patric; Adawi, Tom; Gold, Julie
2017-01-01
In this case study, we first describe how teaching and research are linked in a master's course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of discovery-oriented environment. Data were collected through a survey, reflective writing, and interviews. Using a general inductive approach for qualitative analysis, we identified three themes related to the students' learning experiences: learning to navigate the field, learning to do real research, and learning to work with others. Overall, the students strongly valued learning in a discovery-oriented environment and three aspects of the course contributed to much of its success: taking a holistic approach to linking teaching and research, engaging students in the whole inquiry process, and situating authentic problems in an authentic physical and social context.
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Soliman, Mona M; Sattar, Kamran; Alnassar, Sami; Alsaif, Faisal; Alswat, Khalid; Alghonaim, Mohamed; Alhaizan, Maysoon; Al-Furaih, Nawaf
2017-01-01
The students' perception of the learning environment is an important aspect for evaluation and improvement of the educational program. The College of Medicine at King Saud University (KSU) reformed its curriculum in 2009 from a traditional to a system-oriented hybrid curriculum. The objective of the present study was to determine the perception of the second batch (reformed curriculum) of medical graduates about the educational environment at the College of Medicine, KSU, using the Dundee Ready Education Environment Measure (DREEM) scale. The fifth year medical students were asked to evaluate the educational program after graduation in May 2014. The questionnaire was distributed to the graduate students electronically. The DREEM questionnaire consisted of 50 items based on Likert's scale; and five domains, namely, students' perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. Data were analyzed using SPSS. A total of 62 students participated in the study. The score for students' perception of learning among medical students ranged from 2.93 to 3.64 (overall mean score: 40.17). The score for students' perception of teachers ranged from 2.85 to 4.01 (overall mean score: 33.35). The score for students' academic self-perceptions ranged from 3.15 to 4.06 (overall mean score: 28.4). The score for students' perception of atmosphere ranged from 2.27 to 3.91 (overall mean score: 41.32). The score for students' social self-perceptions ranged from 2.85 to 4.33 (overall mean score: 24.33). The general perceptions of the students in all five sub-scales were positive. The overall student's perception about the educational environment was satisfactory. This study was important to evaluate the students' perception of the learning environment among medical graduates of the reformed curriculum and provided guidance on areas of improvement in the curriculum.
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Diagnosing Student Learning Outcomes Using the Organizational Learning Contract Framework
ERIC Educational Resources Information Center
Sutton, Kyra Leigh; Ezell, Jeremy; Sankar, Chetan S.
2013-01-01
Using the Goodman and Beenen (2008) organizational learning contract framework as a diagnostic tool, this study investigates the effectiveness of an academic institution's learning environments by examining students' perception of their mastery of the institution's established curriculum learning goals. Students at a major Southeastern university…
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When Learning and Change Collide: Examining Student Claims to Have "Learned Nothing"
ERIC Educational Resources Information Center
White, Justin; Pinnegar, Stefinee; Esplin, Pat
2010-01-01
The study presents an analysis of student papers at the end of a problem-based course designed to create an active learning environment and encourage a deep approach to learning. It explores the achievement and participation characteristics of students claiming to have "learned nothing" and suggests the impact of student resistance. (Contains 3…
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Elison-Bowers, P.; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather
2008-01-01
This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself. PMID:18311326
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Adventure Learning: Theory and Implementation of Hybrid Learning
NASA Astrophysics Data System (ADS)
Doering, A.
2008-12-01
Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).
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Collaborative learning in gerontological clinical settings: The students' perspective.
Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo
2016-03-01
This study deals with student nurses' experiences of collaborative learning in gerontological clinical settings where aged people are involved as age-experts in students' learning processes. The data were collected in 2012 using the contents of students' reflective writing assignments concerning elderly persons' life history interviews and the students' own assessments of their learning experiences in authentic elder care settings. The results, analyzed using qualitative content analysis, revealed mostly positive learning experiences. Interaction and collaborative learning activities in genuine gerontological clinical settings contributed to the students' understanding of the multiple age-related and disease-specific challenges as well as the issues of functional decline that aged patients face. Three types of factors influenced the students' collaborative learning experiences in gerontological clinical settings: student-related, patient-related and learning environment-related factors. According to the results, theoretical studies in combination with collaboration, in an authentic clinical environment, by student nurses, elderly patients, representatives of the elder care staff and nurse educators provide a feasible method for helping students transform their experiences with patients into actual skills. Their awareness of and sensitivity to the needs of the elderly increase as they learn. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Deal or No Deal: Using Games to Improve Student Learning, Retention and Decision-Making
ERIC Educational Resources Information Center
Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne
2011-01-01
Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve…
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Creating an Equitable Learning Environment
ERIC Educational Resources Information Center
Bayles, Taryn; Morrell, Claudia
2018-01-01
To better understand the components that create an equitable learning environment, we have analyzed a number of highly successful programs that we developed and conducted targeting K-12 students, their teachers, and university students. We identified four criteria experienced by the student that are essential for his or her recruitment,…
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ERIC Educational Resources Information Center
Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander
2017-01-01
Introduction: Research has indicated that need-supportive learning environments positively influence students' motivation. According to self-determination theory, a need-supportive learning environment is one in which teachers provide structure, autonomy support, and involvement, and thereby support their students' psychological needs for…
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The Project-Based Learning Approach in Environmental Education
ERIC Educational Resources Information Center
Genc, Murat
2015-01-01
The purpose of this study is to investigate the effect of project-based learning on students' attitudes toward the environment. In the study that was performed with 39 students who take the "Environmental Education" course, attitude changes toward the environment were investigated in students who developed projects on environmental…
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Californian Science Students' Perceptions of Their Classroom Learning Environments
ERIC Educational Resources Information Center
den Brok, Perry; Fisher, Darrell; Rickards, Tony; Bull, Eric
2006-01-01
This study utilised the "What Is Happening In this Class" (WIHIC) questionnaire to examine factors that influence Californian students' perceptions of their learning environment. Data were collected from 665 USA middle school science students in 11 Californian schools. Several background variables, such as gender, socioeconomic status,…
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ERIC Educational Resources Information Center
Wombacher, Kevin A.; Harris, Christina J.; Buckner, Marjorie M.; Frisby, Brandi; Limperos, Anthony M.
2017-01-01
Online environments increasingly serve as contexts for learning. Hence, it is important to understand how student characteristics, such as student computer-mediated communication anxiety (CMCA) affects learning outcomes in mediated classrooms. To better understand how student CMCA may influence student online learning experiences, we tested a…
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Al Nozha, Omar Mansour; Fadel, Hani T
2017-01-01
Taibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance. To assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula. Cross-sectional survey. College of Nursing at Taibah University, Madinah, Saudi Arabia. The Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson's chi square were used to compare the programs and curricula. The DREEM inventory score. Of 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain "academic self-perceptions" being higher in RNP students (P < .001). Higher mean DREEM scores were observed among students studying the new curriculum in the RNP (P < .001) and NBP (P > .05). Nursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning. The cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.
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Hacisalihoglu, Gokhan; Stephens, Desmond; Johnson, Lewis; Edington, Maurice
2018-01-01
Active learning is a pedagogical approach that involves students engaging in collaborative learning, which enables them to take more responsibility for their learning and improve their critical thinking skills. While prior research examined student performance at majority universities, this study focuses on specifically Historically Black Colleges and Universities (HBCUs) for the first time. Here we present work that focuses on the impact of active learning interventions at Florida A&M University, where we measured the impact of active learning strategies coupled with a SCALE-UP (Student Centered Active Learning Environment with Upside-down Pedagogies) learning environment on student success in General Biology. In biology sections where active learning techniques were employed, students watched online videos and completed specific activities before class covering information previously presented in a traditional lecture format. In-class activities were then carefully planned to reinforce critical concepts and enhance critical thinking skills through active learning techniques such as the one-minute paper, think-pair-share, and the utilization of clickers. Students in the active learning and control groups covered the same topics, took the same summative examinations and completed identical homework sets. In addition, the same instructor taught all of the sections included in this study. Testing demonstrated that these interventions increased learning gains by as much as 16%, and students reported an increase in their positive perceptions of active learning and biology. Overall, our results suggest that active learning approaches coupled with the SCALE-UP environment may provide an added opportunity for student success when compared with the standard modes of instruction in General Biology.
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Designing Geometry 2.0 learning environments: a preliminary study with primary school students
NASA Astrophysics Data System (ADS)
Joglar Prieto, Nuria; María Sordo Juanena, José; Star, Jon R.
2014-04-01
The information and communication technologies of Web 2.0 are arriving in our schools, allowing the design and implementation of new learning environments with great educational potential. This article proposes a pedagogical model based on a new geometry technology-integrated learning environment, called Geometry 2.0, which was tested with 39 sixth grade students from a public school in Madrid (Spain). The main goals of the study presented here were to describe an optimal role for the mathematics teacher within Geometry 2.0, and to analyse how dynamic mathematics and communication might affect young students' learning of basic figural concepts in a real setting. The analyses offered in this article illustrate how our Geometry 2.0 model facilitates deeply mathematical tasks which encourage students' exploration, cooperation and communication, improving their learning while fostering geometrical meanings.
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Students' perception of educational environment at Public Sector Medical University of Pakistan.
Jawaid, Masood; Raheel, Shafay; Ahmed, Fayyaz; Aijaz, Hibah
2013-05-01
Assessing educational environment is vital in determining the success or failure of any institute. A positive environment leads to achievements of students in learning while a negative one would hinder their accomplishments. The aim of this study was to evaluate the medical students' perceptions of their educational environment and to identify any differences related to gender and colleges affiliated with the University. This cross-sectional study involved all medical colleges affiliated with Dow University of Health Sciences from September to November 2011. DREEM questionnaire was administered to undergraduate medical students of the colleges. Mean and standard deviation of total DREEM score and five subscales were reported. The internal consistency coefficient (Cronbach's alpha) was calculated. Student's t test and one-way ANOVA were used for statistical analysis. Total respondents were 586 students (response rate = 90.1%), 463 (79.0%) were female. Total DREEM mean score was 114.4/200 (57.2%). Highest score was found in the domain of student's academic self-perceptions (58.7%) and lowest in domain of student's perception of learning (53.7%). The inventory was found to have good reliability, with an alpha-coefficient of 0.89. There was significant difference of total DREEM score, student's perception of learning, teachers, and atmosphere between different colleges. Females perceived their educational environment to be more positive compared to male students. The undergraduate educational environment of the university is more positive than negative. Highest score was found in domain of student's academic self-perceptions and lowest in domain of student's perception of learning.
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Collaborative learning in pre-clinical dental hygiene education.
Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa
2013-04-01
Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.
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NASA Astrophysics Data System (ADS)
Spevak, Arlene J.
Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although the study was limited to nine participants, the implications of the findings are clear. Most adult science students experience learning in an on-line environment. Those who are independent, highly motivated learners and utilize a variety of learning strategies can adapt their learning style to the situational aspects of the learning environment. This further indicates that Internet-based graduate science education institutions should become aware of different learning styles and strategies, and be prepared to address this variety when developing and delivering such programming.
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CLEW: A Cooperative Learning Environment for the Web.
ERIC Educational Resources Information Center
Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo
This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…
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ERIC Educational Resources Information Center
Alzubaidi, Eman; Aldridge, Jill M.; Khine, Myint Swe
2016-01-01
The overarching aim of this study was to investigate students' perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health…
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ERIC Educational Resources Information Center
Jarvis, Matt; Gauntlett, Lizzie; Collins, Hayley
2011-01-01
Virtual Learning Environments (VLEs) have become ubiquitous in colleges and universities but have failed to consistently improve learning (Machin, 2007). An alternative interface can be provided in the form of a mashed-up personal learning environment (MUPPLE). The aim of this study was to investigate student perceptions of its desirability and…
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ERIC Educational Resources Information Center
Swensen, Kaja Vembe; Silseth, Kenneth; Krange, Ingeborg
2014-01-01
In this paper, we will present and discuss data from a research project called MIRACLE, in which high school students learned about energy and energy transformation in a technology-rich learning environment. This learning environment spanned across a classroom, a science center, and an online platform specially designed to support coherence across…
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ERIC Educational Resources Information Center
Harbaugh, Allen G.; Cavanagh, Robert F.
2012-01-01
This report is about the second of two phases in an investigation into associations between student engagement in classroom learning and the classroom-learning environment. Whereas the first phase utilized Rasch modelling (Cavanagh, 2012), this report uses latent variable modelling to explore the data. The investigations in both phases of this…
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ERIC Educational Resources Information Center
Asiyai, Romina
2014-01-01
This study examined the perception of secondary school students on the condition of their classroom physical learning environment and its impact on their learning and motivation. Four research questions were asked and answered using descriptive statistics while three hypotheses were formulated and tested using t-test statistics at 0.05 level of…
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ERIC Educational Resources Information Center
Tella, Susanna; Smith, Nancy-Jane; Partanen, Pirjo; Turunen, Hannele
2016-01-01
Learning to ensure patient safety in complex health care environments is an internationally recognised concern. This article explores and compares Finnish (n = 22) and British (n = 32) pre-registration nursing students' important learning events about patient safety from their work placements in health care organisations. Written descriptions were…
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ERIC Educational Resources Information Center
Blaauw-Hara, Mark
2017-01-01
In this article, I provide an overview of student veterans' experiences learning in the military, from the ways the armed forces operate as a community of practice to how they build the competence of their service-members through application of andragogical principles. I then contrast the learning environment of the military to that of college,…
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ERIC Educational Resources Information Center
Limpert, Stefanie Marie
2017-01-01
This study investigated the relationship between flexible learning environments and student attitudes about reading. Flexible learning environments are spaces wherein learners can choose from different seating or standing options, locations within the learning space, and the size group with which to work. This allows the learner to find the…
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ERIC Educational Resources Information Center
Cavanagh, Rob
2012-01-01
This report is about one of two phases in an investigation into associations between student engagement in classroom learning and the classroom learning environment. Both phases applied the same instrumentation to the same sample. The difference between the phases was in the measurement approach applied. This report is about application of the…
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Learning with Hypertext Learning Environments: Theory, Design, and Research.
ERIC Educational Resources Information Center
Jacobson, Michael J.; And Others
1996-01-01
Studied 69 undergraduates who used conceptually-indexed hypertext learning environments with differently structured thematic criss-crossing (TCC) treatments: guided and learner selected. Found that students need explicit modeling and scaffolding support to learn complex knowledge from these learning environments, and considers implications for…
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ERIC Educational Resources Information Center
Papastergiou, Marina
2005-01-01
This paper reports on a project-based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites…
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ERIC Educational Resources Information Center
Papastergiou, Marina
2005-01-01
This paper reports on a project-based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites…
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ERIC Educational Resources Information Center
Chaves-Barboza, Eduardo; Trujillo-Torres, Juan Manuel; López-Núñez, Juan Antonio; Sola-Martínez, Tomás
2017-01-01
This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning…
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Learning in a u-Museum: Developing a Context-Aware Ubiquitous Learning Environment
ERIC Educational Resources Information Center
Chen, Chia-Chen; Huang, Tien-Chi
2012-01-01
Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the…
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The self-regulated learning of medical students in the clinical environment - a scoping review.
Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy
2017-07-10
Self-regulated learning is the individual's ability to effectively use various strategies to reach their learning goals. We conducted this scoping review to explore what has been found regarding self-regulated learning in the clinical environment and how this was measured. Using Arksey and O'Malley's five-stage framework, we searched three medical and educational databases as well as Google Scholar for literature on the self-regulated learning of medical students in the clinical environment published between 1966 and February 2017. After results were screened and relevant studies were identified, the data was summarised and discursively reported. The search resulted in 911 articles, with 14 articles included in the scoping review after the inclusion criteria was applied. Self-regulated learning was explored in these studies in various ways including qualitative, quantitative and mixed methods. Three major findings were found: 1) levels of self-regulated learning change in the clinical environment, 2) self-regulated learning is associated with academic achievement, success in clinical skills and mental health and 3) various factors can support self-regulated learning levels in medical students. Most of articles exploring the self-regulated learning of medical students during the clinical years have been published in the last 5 years, suggesting a growing interest in the area. Future research could explore the self-regulated learning levels of medical students during the clinical years using a longitudinal approach or through the use of novel qualitative approaches.
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Student Learning Theory Goes (Back) to (High) School
ERIC Educational Resources Information Center
Ginns, Paul; Martin, Andrew J.; Papworth, Brad
2014-01-01
Biggs' 3P (Presage-Process-Product) model, a key framework in Student Learning Theory, provides a powerful means of understanding relations between students' perceptions of the teaching and learning environment, learning strategies, and learning outcomes. While influential in higher education, fewer tests of the model in secondary education…
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Emotional Intelligence as a Determinant of Readiness for Online Learning
ERIC Educational Resources Information Center
Buzdar, Muhammad Ayub; Ali, Akhtar; Tariq, Riaz Ul Haq
2016-01-01
Students' performance in online learning environments is associated with their readiness to adopt a digital learning approach. Traditional concept of readiness for online learning is connected with students' competencies of using technology for learning purposes. We in this research, however, investigated psychometric aspects of students'…
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Gormally, Cara
2017-01-01
For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. PMID:28188279
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Learning environment: the impact of clerkship location on instructional quality.
Prunuske, Jacob P; Deci, David M
2013-03-01
Students provide variable feedback on instructional quality at ambulatory training sites. We hypothesized several strengths and weaknesses of placing students at resident and non-resident training sites, including differences in faculty behaviors, patient characteristics, work environment, learning opportunities, and levels of student engagement. We systematically assessed for differences in learning quality between clerkship sites with and without residents. Students completed the MedED IQ, a validated survey assessing four domains of instructional quality, after completing a required primary care rotation. We calculated descriptive and summary statistics and two sample tests of proportion analyzing student agreement with each MedEd IQ item with respect to the presence or absence of resident learners. Of 149 total, 113 (75.8%) students completed the MedEd IQ site survey. A greater percentage of students at resident training sites (25.8%) than at non-resident sites (7.3%) agreed with the statement "The opportunities were too diverse, preventing me from developing proficiency." A greater percentage of students at resident training sites (19.4%) than at non-resident sites (1.2%) agreed with the statement "The health care team was not supportive of my learning." There were no differences between sites with or without residents on 14 items measuring preceptor actions or seven items measuring student involvement. Ambulatory clerkship sites with and without residents provide comparable quality learning experiences and precepting. Students placed at resident training sites may be overwhelmed with diverse opportunities and have a less supportive learning environment than students placed at non-resident sites. Future research should evaluate the impact of health care team development programs designed to foster a more supportive training environment for medical students. Ways of aligning residency and medical student education goals within the training setting should be explored.
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2016-01-01
Purpose This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement. PMID:27649901
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A Web-Based Learning Support System for Inquiry-Based Learning
NASA Astrophysics Data System (ADS)
Kim, Dong Won; Yao, Jingtao
The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.
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ERIC Educational Resources Information Center
Wight, Mary Caitlin S.
2015-01-01
This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…
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ERIC Educational Resources Information Center
Gijbels, David; Coertjens, Liesje; Vanthournout, Gert; Struyf, Elke; Van Petegem, Peter
2009-01-01
Inciting a deep approach to learning in students is difficult. The present research poses two questions: can a constructivist learning-assessment environment change students' approaches towards a more deep approach? What effect does additional feedback have on the changes in learning approaches? Two cohorts of students completed questionnaires…
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ERIC Educational Resources Information Center
Hein, Juliane Olbers
2014-01-01
The purpose of this quantitative study was to determine if achievement and interest of students taught in a blended classroom differ from students taught in a traditional classroom. The research questions that guided the study included determining differences between gender, race, and socioeconomic status between the blended and traditional…
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ERIC Educational Resources Information Center
Çoruhlu, Tülay Senel; Bilgin, Arzu Kirman; Nas, Sibel Er
2016-01-01
The aim of this research is to investigate the effect of enriched learning environments which have been developed in the framework of the "erosion and landslide" concepts on the conceptual understanding of students. A quasi-experimental method has been used in this research. The sample consists of 40 students. 5th grade students (aged…
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Corrias, Alberto; Cho Hong, James Goh
2015-01-01
The design and implementation of a learning environment that leverages on the use of various technologies is presented. The context is an undergraduate core engineering course within the biomedical engineering curriculum. The topic of the course is data analysis in biomedical engineering problems. One of the key ideas of this study is to confine the most mathematical and statistical aspects of data analysis in prerecorded video lectures. Students are asked to watch the video lectures before coming to class. Since the classroom session does not need to cover the mathematical theory, the time is spent on a selected real world scenario in the field of biomedical engineering that exposes students to an actual application of the theory. The weekly cycle is concluded with a hands-on tutorial session in the computer rooms. A potential problem would arise in such learning environment if the students do not follow the recommendation of watching the video lecture before coming to class. In an attempt to limit these occurrences, two key instruments were put in place: a set of online self-assessment questions that students are asked to take before the classroom session and a simple rewards system during the classroom session. Thanks to modern learning analytics tools, we were able to show that, on average, 57.9% of students followed the recommendation of watching the video lecture before class. The efficacy of the learning environment was assessed through various means. A survey was conducted among the students and the gathered data support the view that the learning environment was well received by the students. Attempts were made to quantify the impacts on learning of the proposed measures by taking into account the results of selected questions of the final examination of the course. Although the presence of confounding factors demands caution in the interpretation, these data seem to indicate a possible positive effect of the use of video lectures in this technologically enhanced learning environment.
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Promotion of Nursing Student Civility in Nursing Education: A Concept Analysis.
Woodworth, Julie A
2016-07-01
Substantive research into the development of civility within nursing education is long overdue. Behaviors learned by nursing students while in the school of nursing transfer to the work environment and culture of nursing. This paper reveals a concept analysis of civility within nursing education using Rodgers' evolutionary concept analysis method. Civility is defined to provide clarity for the current terminology of civility within nursing education. Nurse educators must set socially acceptable behavioral expectations in the learning environment, establishing positive interpersonal relationships with students, maintaining moral and academic integrity, and role model civil behaviors. Suggestions are included to help nurse educators outline acceptable behaviors in the learning environment and promote the development of civility. The development of civil behaviors in nursing students will carry into professional practice after graduation. Civility is necessary to establish meaningful interpersonal relationships, supportive communication, and optimum learning environments to ensure quality patient care with optimum outcomes. Woodworth. © 2015 Wiley Periodicals, Inc.
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ERIC Educational Resources Information Center
Özerem, Aysen; Akkoyunlu, Buket
2015-01-01
Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…
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Mikkonen, Kristina; Elo, Satu; Tuomikoski, Anna-Maria; Kääriäinen, Maria
2016-05-01
Globalisation has brought new possibilities for international growth in education and professional mobility among healthcare professionals. There has been a noticeable increase of international degree programmes in non-English speaking countries in Europe, creating clinical learning challenges for healthcare students. The aim of this systematic review was to describe mentors' experiences of international healthcare students' learning in a clinical environment. The objective of the review was to identify what influences the success or failure of mentoring international healthcare students when learning in the clinical environment, with the ultimate aim being to promote optimal mentoring practice. A systematic review was conducted according to the guidelines of the Centre for Reviews and Dissemination. Seven electronic databases were used to search for the published results of previous research: CINAHL, Medline Ovid, Scopus, the Web of Science, Academic Search Premiere, Eric, and the Cochrane Library. Search inclusion criteria were planned in the PICOS review format by including peer-reviewed articles published in any language between 2000 and 2014. Five peer-reviewed articles remained after the screening process. The results of the original studies were analysed using a thematic synthesis. The results indicate that a positive intercultural mentor enhanced reciprocal learning by improving the experience of international healthcare students and reducing stress in the clinical environment. Integrating international healthcare students into work with domestic students was seen to be important for reciprocal learning and the avoidance of discrimination. Many healthcare students were found to share similar experiences of mentoring and learning irrespective of their cultural background. However, the role of a positive intercultural mentor was found to make a significant difference for international students: such mentors advocated and mediated cultural differences and created a welcoming environment for international students by helping to minimise feelings of social isolation. Copyright © 2016 Elsevier Ltd. All rights reserved.
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A constructivist approach to studying the bullwhip effect by simulating the supply chain
NASA Astrophysics Data System (ADS)
González-Torre, Pilar L.; Adenso-Díaz, B.; Moreno, Plácido
2015-11-01
The Cider Game is a simulator for a supply chain-related learning environment. Its main feature is that it provides support to students in the constructivist discovery process when learning how to make logistics decisions, at the same time as noting the occurrence of the bullwhip phenomenon. This learning environment seeks a balance between direct instruction in the learning process on the part of the tutor, and a suitable and sufficient degree of freedom to regulate independent learning on the part of students. This article describes the basic learning mechanisms using the Cider Game and the graphical learning environments that it provides. We describe the functionality provided by this application, and analyse the effect over the rational understanding of the bullwhip phenomenon by the students and whether they are able to make decisions to minimise its impact, studying the differences when that decision-making learning is done individually or in groups.
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Cross Relationships between Cognitive Styles and Learner Variables in Online Learning Environment
ERIC Educational Resources Information Center
Oh, Eunjoo; Lim, Doohun
2005-01-01
This study examines how students' cognitive styles are correlated with their attitudes toward online education and learning behaviors in online learning environments. The Group Embedded Figures Test (GEFT) and the attitude survey toward online instruction were administered to 104 students enrolled in various online courses at the University of…
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ERIC Educational Resources Information Center
Myers, Trina S.; Blackman, Anna; Andersen, Trevor; Hay, Rachel; Lee, Ickjai; Gray, Heather
2014-01-01
Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork…
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ERIC Educational Resources Information Center
Song, H. S.; Kalet, A. L.; Plass, J. L.
2016-01-01
This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self-regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed…
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Best Practice in Motivation and Management in the Classroom. 3rd Edition
ERIC Educational Resources Information Center
Wiseman, Denise G.; Hunt, Gilbert H.
2013-01-01
Having the ability to manage the learning environment, motivate students in the environment, and offer instruction that itself is motivating and which contributes to students learning what they need to learn and acquiring skills they need to acquire characterizes effective teachers. To meet these expectations, teachers need highly developed skills…
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ERIC Educational Resources Information Center
Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min
2015-01-01
This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…
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ERIC Educational Resources Information Center
Bogler, Ronit; Caspi, Avner; Roccas, Sonia
2013-01-01
The study investigated whether students perceive their university instructors in a virtual learning environment as leaders. Referring to the full range leadership theory (FRLT), we examined the effects of transformational and passive leadership styles of university instructors on students' satisfaction and learning outcomes. Completed web-based…
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Exploring Collaborative Learning Effect in Blended Learning Environments
ERIC Educational Resources Information Center
Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.
2017-01-01
The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…
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Doucet, Michèle; Vrins, André; Harvey, Denis
2009-12-01
Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.
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Computer-aided auscultation learning system for nursing technique instruction.
Hou, Chun-Ju; Chen, Yen-Ting; Hu, Ling-Chen; Chuang, Chih-Chieh; Chiu, Yu-Hsien; Tsai, Ming-Shih
2008-01-01
Pulmonary auscultation is a physical assessment skill learned by nursing students for examining the respiratory system. Generally, a sound simulator equipped mannequin is used to group teach auscultation techniques via classroom demonstration. However, nursing students cannot readily duplicate this learning environment for self-study. The advancement of electronic and digital signal processing technologies facilitates simulating this learning environment. This study aims to develop a computer-aided auscultation learning system for assisting teachers and nursing students in auscultation teaching and learning. This system provides teachers with signal recording and processing of lung sounds and immediate playback of lung sounds for students. A graphical user interface allows teachers to control the measuring device, draw lung sound waveforms, highlight lung sound segments of interest, and include descriptive text. Effects on learning lung sound auscultation were evaluated for verifying the feasibility of the system. Fifteen nursing students voluntarily participated in the repeated experiment. The results of a paired t test showed that auscultative abilities of the students were significantly improved by using the computer-aided auscultation learning system.
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Kaylor, Sara K
2014-02-01
Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. Copyright 2014, SLACK Incorporated.
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Teachers' Evaluation of Student-Centered Learning Environments
ERIC Educational Resources Information Center
Cubukcu, Zuhal
2012-01-01
Problem Statement: The student-centered teaching is the arrangement of the teaching experience focusing on the students' responsibilities and activities in the learning process which takes into consideration the students' interests, demands and needs. According to this approach, while teaching experiences are planned, different learning strategies…
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The Effects of Podcasting on Student Perceptions of Community within the Online Learning Environment
ERIC Educational Resources Information Center
Ferguson, Larry A.
2010-01-01
This study examined the effects of using podcasts as a medium of communication toward affecting student perception of community within the online learning environment. A control and treatment group comparison design was employed with 184 online undergraduate students selected through purposive sampling at Ashland Community and Technical College.…
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Creating Safe Learning Environments for At-Risk Students in Urban Schools
ERIC Educational Resources Information Center
Smith, Shonta M.
2011-01-01
This article shows that students tend to prosper in safe learning environments and that stakeholders are disturbed by the number of at-risk students that are being suspended and expelled from urban schools. The suspensions and expulsions result from repeated offenses, including disrespect and insubordination, gang fights, and possession of illegal…
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ERIC Educational Resources Information Center
Oser, Rachel; Fraser, Barry J.
2015-01-01
As society becomes increasingly global and experiential, research suggests that students can benefit from alternative learning environments that extend beyond the classroom. In providing students with laboratory experiences that otherwise would not be possible in high-school settings, virtual laboratories can simulate real laboratories and…
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Thematic Analysis of the "Games" Students Play in Asynchronous Learning Environments
ERIC Educational Resources Information Center
MacMillan, Thalia; Forte, Michele; Grant, Cynthia
2014-01-01
The dynamics of the student-student relationship within the asynchronous online classroom, as evidenced by conversations in an online discussion board, is a balancing act potentially more complex than those occurring in real-time. In order for learning to truly be considered effective, a collaborative, safe environment needs to exist among…
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ERIC Educational Resources Information Center
Holley, Debbie; Dobson, Caroline
2008-01-01
Research shows that some non-traditional students find the university environment alienating, impersonal and unsupportive. The "Quickstart' project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students…
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ERIC Educational Resources Information Center
Akarasriworn, Chatchada; Ku, Heng-Yu
2013-01-01
This study investigated 28 graduate students' knowledge construction and attitudes toward online synchronous videoconferencing collaborative learning environments. These students took an online course, self-selected 3 or 4 group members to form groups, and worked on projects across 16 weeks. Each group utilized Elluminate "Live!" for the…
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ERIC Educational Resources Information Center
Ogbuehi, Philip I.; Fraser, Barry J.
2007-01-01
This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students' attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment…
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The Importance of Establishing Relevance in Motivating Student Learning
ERIC Educational Resources Information Center
Kember, David; Ho, Amber; Hong, Celina
2008-01-01
This article reports findings from a study which interviewed 36 undergraduate students about aspects of the teaching and learning environment which motivated or demotivated their study. It was found that students were motivated by a teaching environment characterized by eight main elements. This article reports in detail on the element of…
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Language Students Learning to Manage Complex Pedagogic Situations in a Technology-Rich Environment
ERIC Educational Resources Information Center
Tumelius, Riikka; Kuure, Leena
2017-01-01
Being a language teacher in the modern world requires sensitivity to complexity, which may pose challenges for student teachers and teachers in the field accustomed to classroom-based learning and teaching. This study examines how language students are managing complex pedagogic situations in a technologyrich environment while exploring new ways…
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ERIC Educational Resources Information Center
Mäkelä, Tiina; Helfenstein, Sacha; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija
2018-01-01
The present educational design research involved analysing Finnish upper secondary school students' participation in the improvement of their psychosocial and technology-enhanced physical learning environment (LE). It examined which LE characteristics students considered important when redesigning their LE, and whether they felt that their ideas…
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Creating a High Impact Learning Environment for Engineering Technology Students
ERIC Educational Resources Information Center
Zhan, Wei; Wang, Jyhwen; Vanajakumari, Manoj; Johnson, Michael D.
2018-01-01
This paper discusses an initiative called Product Innovation and Development (PID) that was launched at Texas A&M University. The goal of PID is to create a high impact learning environment that focuses on innovative product development. Undergraduate students are hired to develop innovative new products. The student teams generate ideas for…
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Gender and Participation in an Engineering Problem-Based Learning Environment
ERIC Educational Resources Information Center
Hirshfield, Laura; Koretsky, Milo D.
2018-01-01
The use of problem-based learning (PBL) is gaining attention in the engineering classroom as a way to help students synthesize foundational knowledge and to better prepare students for practice. In this work, we study the discourse interactions between 27 student teams and two instructors in an engineering PBL environment to analyze how…
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SCALE(ing)-UP Teaching: A Case Study of Student Motivation in an Undergraduate Course
ERIC Educational Resources Information Center
Chittum, Jessica R.; McConnell, Kathryne Drezek; Sible, Jill
2017-01-01
Teaching large classes is increasingly common; thus, demand for effective large-class pedagogy is rising. One method, titled "SCALE-UP" (Student-Centered Active Learning Environment for Undergraduate Programs), is intended for large classes and involves collaborative, active learning in a technology-rich and student-centered environment.…
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Student outcomes of distance learning in nursing education: an integrative review.
Patterson, Barbara J; Krouse, Anne M; Roy, Linda
2012-09-01
Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin's Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed.
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NASA Astrophysics Data System (ADS)
Wild, Andrew
2015-09-01
Considerable attention has been devoted to factors affecting the persistence of women and historically underrepresented ethnic groups in their science education trajectories. The literature has focused more on structural factors that affect longitudinal outcomes rather than classroom experiences. This exploratory survey study described relationships among high school chemistry students' perceptions of a constructivist learning environment (CLE) and STEM career expectations. The sample included 693 students from 7 public high schools within the San Francisco Bay Area. Students' perceptions of a CLE predicted their expectations of entering a science career, but not engineering, computer, health, or mathematics-related careers. When all groups of students perceived the learning environment as more constructivist, they were more likely to expect science careers.
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ERIC Educational Resources Information Center
Brown, Ted; Zoghi, Maryam; Williams, Brett; Jaberzadeh, Shapour; Roller, Louis; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann
2009-01-01
The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the "Index of Learning Styles" (ILS) and the "Online Learning Environment Survey" (OLES) was distributed to 2885 students enrolled in 10 different health…
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ERIC Educational Resources Information Center
Velayutham, Sunitadevi; Aldridge, Jill M.
2013-01-01
The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on…
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Mala-Maung; Abdullah, Azman; Abas, Zoraini W
2011-12-01
This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.
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ERIC Educational Resources Information Center
Wilson, Keithia; Fowler, Jane
2005-01-01
This study investigated whether students' approaches to learning were influenced by the design of university courses. Pre- and post-evaluations of the approaches to learning of the same group of students concurrently enrolled in a conventional course (lectures and tutorials) and an action learning-based course (project work, learning groups) were…
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ERIC Educational Resources Information Center
Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk
2017-01-01
In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…
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Pearlman, Bob
2006-01-01
The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.
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NASA Astrophysics Data System (ADS)
McKenna, Ann Frances
2001-07-01
Creating a classroom environment that fosters a productive learning experience and engages students in the learning process is a complex endeavor. A classroom environment is dynamic and requires a unique synergy among students, teacher, classroom artifacts and events to achieve robust understanding and knowledge integration. This dissertation addresses this complex issue by developing, implementing, and investigating the simple machines learning environment (SIMALE) to support students' mechanical reasoning and understanding. SIMALE was designed to support reflection, collaborative learning, and to engage students in generative learning through multiple representations of concepts and successive experimentation and design activities. Two key components of SIMALE are an original web-based software tool and hands-on Lego activities. A research study consisting of three treatment groups was created to investigate the benefits of hands-on and web-based computer activities on students' analytic problem solving ability, drawing/modeling ability, and conceptual understanding. The study was conducted with two populations of students that represent a diverse group with respect to gender, ethnicity, academic achievement and social/economic status. One population of students in this dissertation study participated from the Mathematics, Engineering, and Science Achievement (MESA) program that serves minorities and under-represented groups in science and mathematics. The second group was recruited from the Academic Talent Development Program (ATDP) that is an academically competitive outreach program offered through the University of California at Berkeley. Results from this dissertation show success of the SIMALE along several dimensions. First, students in both populations achieved significant gains in analytic problem solving ability, drawing/modeling ability, and conceptual understanding. Second, significant differences that were found on pre-test measures were eliminated on post-test measures. Specifically, female students scored significantly lower than males on the overall pre-tests but scored as well as males on the same post-test measures. MESA students also scored significantly lower than ATDP students on pre-test measures but both populations scored equally well on the post-tests. This dissertation has therefore shown the SIMALE to support a collaborative, reflective, and generative learning environment. Furthermore, the SIMALE clearly contributes to students' mechanical reasoning and understanding of simple machines concepts for a diverse population of students.
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ERIC Educational Resources Information Center
Asikainen, Henna; Parpala, Anna; Lindblom-Ylänne, Sari; Vanthournout, Gert; Coertjens, Liesje
2014-01-01
The aim of the present study is to explore changes both in approaches to learning as well as in students' experiences of the teaching-learning environment and how these changes are related to each other during their Bachelor studies by using a longitudinal data set. The aim is further to explore how students' approaches to learning and their…
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ERIC Educational Resources Information Center
Zhu, Chang; Valcke, Martin; Schellens, Tammy; Li, Yifei
2009-01-01
This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous "task-based" online group discussion. The purpose of the study is to understand Chinese students' perceptions of a collaborative e-learning environment…
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Treasure hunt of mineral resources: a serious game in a virtual world
NASA Astrophysics Data System (ADS)
Boniello, Annalisa
2015-04-01
This posterdescribes a geoscience activities on mineral resources for students of 14-18 years old. The activities are created as a treasure hunt of mineral resources, students must pass test and solve questions, search mineral in different environments: near a volcanos, in the river, in a lake, in a cave, under the sea and on a mountain. The activity is created using a virtual environment a virtual world built with a software, Opensim, a opensource software. In this virtual world every student as avatar, a virtual rapresentation of himself, search information, objects, mineral as in a serious game, a digital serious game. In the serious game buit as a treasure hunt, students interact with environment in a learning by doing, and they interact with other students in a cooperative learning and a collaborative environment. In the hunt there is a challenge that student must overcome: understanding what is a mineral resource collecting data on mineral analyzing environments where they are created so the students can improve motivation and learn, and improve scientific skills.
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Pololi, Linda H; Evans, Arthur T; Nickell, Leslie; Reboli, Annette C; Coplit, Lisa D; Stuber, Margaret L; Vasiliou, Vasilia; Civian, Janet T; Brennan, Robert T
2017-06-01
A practical, reliable, and valid instrument is needed to measure the impact of the learning environment on medical students' well-being and educational experience and to meet medical school accreditation requirements. From 2012 to 2015, medical students were surveyed at the end of their first, second, and third year of studies at four medical schools. The survey assessed students' perceptions of the following nine dimensions of the school culture: vitality, self-efficacy, institutional support, relationships/inclusion, values alignment, ethical/moral distress, work-life integration, gender equity, and ethnic minority equity. The internal reliability of each of the nine dimensions was measured. Construct validity was evaluated by assessing relationships predicted by our conceptual model and prior research. Assessment was made of whether the measurements were sensitive to differences over time and across institutions. Six hundred and eighty-six students completed the survey (49 % women; 9 % underrepresented minorities), with a response rate of 89 % (range over the student cohorts 72-100 %). Internal consistency of each dimension was high (Cronbach's α 0.71-0.86). The instrument was able to detect significant differences in the learning environment across institutions and over time. Construct validity was supported by demonstrating several relationships predicted by our conceptual model. The C-Change Medical Student Survey is a practical, reliable, and valid instrument for assessing the learning environment of medical students. Because it is sensitive to changes over time and differences across institution, results could potentially be used to facilitate and monitor improvements in the learning environment of medical students.
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The Use of Mobile Technologies in Multimedia-Supported Learning Environments
ERIC Educational Resources Information Center
Duygu Eristi, Suzan; Haseski, Halil Ibrahim; Uluuysal, Betul; Karakoyun, Ferit
2011-01-01
The aim of the study is to reveal the students' opinions about the use of PDAs (Personal Digital Assistant) in learning environment within the context of multimedia based applications. Through purposeful sampling, 17 undergraduate students attending the elective course of BTO 323 Character Design in Computer Environment in the Department of…
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Science Laboratory Learning Environments in Junior Secondary Schools
ERIC Educational Resources Information Center
Kwok, Ping Wai
2015-01-01
A Chinese version of the Science Laboratory Environment Inventory (SLEI) was used to study the students' perceptions of the actual and preferred laboratory learning environments in Hong Kong junior secondary science lessons. Valid responses of the SLEI from 1932 students of grade 7 to grade 9 indicated that an open-ended inquiry approach seldom…
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Medical students' perceptions of emerging learning communities at one medical school.
Rosenbaum, Marcy E; Schwabbauer, Marian; Kreiter, Clarence; Ferguson, Kristi J
2007-05-01
In 1999, the University of Iowa Roy J. and Lucille A. Carver College of Medicine (UICCOM) established a student management model consisting of four student-style learning communities (LCs), each comprising one quarter of the students from each class, with the goal of fostering student connection, excellence, learning, leadership, and service. The authors present results of a prospective evaluation of medical students' perceptions of emerging LCs and their impact on medical student life at UICCOM. A two-page questionnaire, administered in 1999 and again in 2003 to all second-through fourth-year and MD/PhD students, assessed connections among students from different years of study, students' participation in activities, anticipated/perceived benefits of LCs, concerns about LCs, and the impact of LCs on students' perceptions of the learning environment. Questions were open ended or Likert scaled; statistical analyses were descriptive, parametric, and nonparametric. Comparison of results between 1999 and 2003 demonstrated increased connections between students and participation in LC activities, positive perceptions of the overall learning environment, increased access to faculty and staff, and increased involvement in leadership and service activities. Student concerns included continued obstacles to involvement in LCs for third- and fourth-year students. This prospective evaluation demonstrates that LCs can contribute to more positive perceptions of the learning environment and increased interaction between students throughout medical school. LCs seem to increase student leadership development and engagement in the broader community. Further investigation is needed to determine how these potential benefits of LCs can be maximized and made more accessible to all students.
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NASA Astrophysics Data System (ADS)
Jedaman, Pornchai; Kinboon, Nittayaporn; Suksup, Chareon; Kinboon, Wutcharapong
2018-01-01
The teaching strategies of append were the technological pedagogical content knowledge; TPCK. This description knowledge in a content to corresponds of a effective teaching. This article aims to address the relevance of; 1) the learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment in the students grade 11, 2) the effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in the students grade 11 were the passing score of a percentage 80 upwards (EI.), and 3) the attitudes for learning activities in the students grade 11. The study employed both quantitative and qualitative approaches for 9teachers of third schools were the participatory action research (PAR) in collecting data including a instructional, a testing, and a questionnaire surveywith 33 students grade 11 of Phuwiengwittayakom school. The participants werecluster random sampling. The data analysis of descriptive statistical, percentage, mean average, standard deviation. The findings in the study were to learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment on TK, PK, CK, and TCK at a excellent levels (X¯ = 3.62, 3.57, 3.54, 3.51) respectively, and PCK, TPK,TPCK at a good levels (X¯ = 3.36, 3.23, 3.17) respectively. The effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in 30 students grade 11 were the passing score (EI.) of a percentage at 90.91. The attitudes for learning activities in the students grade 11 at a high levels (X¯ =3.29). In addition of the students grade 11 to understanding of the importance were a local learning resources including the value integrating technology of the knowledge technology and to choose the right were create of an effective information.
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E-Learning in Universities: Supporting Help-Seeking Processes by Instructional Prompts
ERIC Educational Resources Information Center
Schworm, Silke; Gruber, Hans
2012-01-01
University students are more responsible than school students for their own learning. The role of self-regulated learning increases in virtual e-learning course environments. Academic help-seeking is an important strategy of self-regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived…
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ERIC Educational Resources Information Center
Demir Kaymak, Zeliha; Horzum, Mehmet Baris
2013-01-01
Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…
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Engagement in Learning: A Comparison between Asian and European International University Students
ERIC Educational Resources Information Center
Sakurai, Yusuke; Parpala, Anna; Pyhältö, Kirsi; Lindblom-Ylänne, Sari
2016-01-01
Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students' approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course…
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Modifying the Learning Environment of Students To Enhance Personal Learning.
ERIC Educational Resources Information Center
Dart, Barry C.; Clarke, John A.
The aim of this project is to increase teacher education students' understanding of the learning process by focusing on their own learning experiences. In 1990, 67 preservice teacher education students in 4 classes completed measures of academic locus of control, perceived competencies in self-directed learning, and study processes before and…
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Learning Styles among Students in an Advanced Soil Management Class: Impact on Students' Performance
ERIC Educational Resources Information Center
Eudoxie, Gaius D.
2011-01-01
Learning styles represent an integral component of the learning environment, which has been shown to differ across institutions and disciplines. To identify learner preferences within a discipline would aid in evaluating instructional resources geared toward active learning. The learning profiles of second-year soil science students (n = 62) were…
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Engström, Maria; Löfmark, Anna; Vae, Karen Johanne Ugland; Mårtensson, Gunilla
2017-04-01
Clinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail. To examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment. A cross-sectional, correlational design was used. A convenience sample of 110 nursing students from one Norwegian university college with two campuses. Data were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis. There was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment. Our conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Instructional changes based on cogenerative physics reform
NASA Astrophysics Data System (ADS)
Samuels, Natan; Brewe, Eric; Kramer, Laird
2013-01-01
We describe changes in a physics teacher's pedagogy and cultural awareness that resulted from her students' involvement in reforming their classroom. For this case study, we examined a veteran high school teacher's semester-long use of CMPLE (the Cogenerative Mediation Process for Learning Environments) in her Modeling Instruction classroom. CMPLE is a formative intervention designed to help students and instructors collaborate to change classroom dynamics, based on how closely the environment matches their learning preferences. Analysis of classroom videos, interviews, and other artifacts indicates that adapting the environment to align with the preferences of that shared culture affected the instructor in complex ways. We will trace her teaching practices and her self-described awareness of the culture of learning, to highlight notable changes. The teacher espoused deeper understanding of her students' physics learning experience, which she gained from including students in responding to their own individual and collective learning preferences.
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Teaching Theory in Occupational Therapy Using a Cooperative Learning: A Mixed-Methods Study.
Howe, Tsu-Hsin; Sheu, Ching-Fan; Hinojosa, Jim
2018-01-01
Cooperative learning provides an important vehicle for active learning, as knowledge is socially constructed through interaction with others. This study investigated the effect of cooperative learning on occupational therapy (OT) theory knowledge attainment in professional-level OT students in a classroom environment. Using a pre- and post-test group design, 24 first-year, entry-level OT students participated while taking a theory course in their second semester of the program. Cooperative learning methods were implemented via in-class group assignments. The students were asked to complete two questionnaires regarding their attitudes toward group environments and their perception toward group learning before and after the semester. MANCOVA was used to examine changes in attitudes and perceived learning among groups. Students' summary sheets for each in-class assignment and course evaluations were collected for content analysis. Results indicated significant changes in students' attitude toward working in small groups regardless of their prior group experience.
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Physiotherapy students' perceptions of learning in clinical practice in Sweden and India.
Gard, Gunvor; Dagis, Daina
2016-01-01
It is reasonable to assume that conditions for learning differ between universities and countries. Increased understanding of similarities and differences of student's perceptions of learning environment can be useful in the development of the physiotherapy education as well as of the profession as such. Through international comparisons the benefits and challenges of educational programmes can be made transparent and serve as base for improvement. The objective of this study is to describe and compare physiotherapy students' perceptions of their learning environment in clinical practice in India and Sweden. A questionnaire study was performed, covering physiotherapy students' perceptions of their clinical learning environment, the physiotherapy supervisor within the clinical context, their supervisory relationship and the role of the clinical supervisor at two Universities, Luleå in Sweden and Amity in New Delhi, India. Undergraduate students at two physiotherapy programmes, in New Delhi, India and in Luleå, Sweden participated in the questionnaire study. In general, both groups had high rankings of their perceptions of the clinical learning environment. The Swedish students ranked individual supervision, participation in meetings, the supervisor as a resource, being a part of the team and giving them valuable feedback higher than the Indian group. The supervisory relationship was equally satisfying in groups, providing valuable feedback and acknowledging equality and mutuality in the relationship. The Indian group ranked the supervisor as a colleague, as a support in learning, and that he/she made them feel comfortable in meetings higher than the Swedish group. Both groups had high ratings of the supervisor and the clinical learning context Participation at meetings was higher rated in the Swedish and the supervisor as a support in learning higher rated of the Indian students. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Using PDA for Undergraduate Student Incidental Vocabulary Testing
ERIC Educational Resources Information Center
Song, Yanjie; Fox, Robert
2008-01-01
Recent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been…
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Residential Learning Communities. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2014
2014-01-01
Residential learning communities in postsecondary education, also known as living-learning programs, aim to improve student learning and success by integrating students' academic and daily living environments. Students participating in these programs live together (usually in a residential dormitory), take certain classes together, and engage in…
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ERIC Educational Resources Information Center
Hwang, Gwo-Jen; Chang, Shao-Chen; Chen, Pei-Ying; Chen, Xiang-Ya
2018-01-01
Engaging students in real-world learning contexts has been identified by educators as being an important way of helping them learn to apply what they have learned from textbooks to practical problems. The advancements in mobile and image-processing technologies have enabled students to access learning resources and receive learning guidance in…
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A Simulated Learning Environment for Teaching Medicine Dispensing Skills
Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som
2016-01-01
Objective. To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. Design. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. Conclusion. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment. PMID:26941437
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NASA Astrophysics Data System (ADS)
Gamor, Keysha Ingram
This paper contains a research study that investigated the relative efficacy of using both a traditional paper-and-pencil assessment instrument and an alternative, virtual reality (VR) assessment instrument to assist educators and/or instructional designers in measuring learning in a virtual reality learning environment. To this end, this research study investigated assessment in VR, with the goal of analyzing aspects of student learning in VR that are feasible to access or capture by traditional assessments and alternative assessments. The researcher also examined what additional types of learning alternative assessments may offer. More specifically, this study compared the effectiveness of a traditional method with an alternative (performance-based) method of assessment that was used to examine the ability of the tools to accurately evidence the levels of students' understanding and learning. The domain area was electrostatics, a complex, abstract multidimensional concept, with which students often experience difficulty. Outcomes of the study suggest that, in the evaluation of learning in an immersive VR learning environment, assessments would most accurately manifest student learning if the assessment measure matched the learning environment itself. In this study, learning and assessing in the VR environment yielded higher final test scores than learning in VR and testing with traditional paper-and-pencil. Being able to transfer knowledge from a VR environment to other situations is critical in demonstrating the overall level of understanding of a concept. For this reason, the researcher recommends a combination of testing measures to enhance understanding of complex, abstract concepts.
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Patterns in Clinical Students' Self-Regulated Learning Behavior: A Q-Methodology Study
ERIC Educational Resources Information Center
Berkhout, Joris J.; Teunissen, Pim W.; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P.; Jaarsma, Debbie A.
2017-01-01
Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in…
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Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students
ERIC Educational Resources Information Center
Brecke, Ronald; Jensen, Jacy
2007-01-01
This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…
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ERIC Educational Resources Information Center
Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.
2008-01-01
The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability…
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ERIC Educational Resources Information Center
Hung, Hui-Chun; Young, Shelley Shwu-Ching; Lin, Chiu-Pin
2015-01-01
How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword…
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Designing a model for critical thinking development in AJA University of Medical Sciences.
Mafakheri Laleh, Mahyar; Mohammadimehr, Mojgan; Zargar Balaye Jame, Sanaz
2016-10-01
In the new concept of medical education, creativity development is an important goal. The aim of this research was to identify a model for developing critical thinking among students with the special focus on learning environment and learning style. This applied and cross-sectional study was conducted among all students studying in undergraduate and professional doctorate programs in Fall Semester 2013-2014 in AJA University of Medical Sciences (N=777). The sample consisted of 257 students selected based on the proportional stratified random sampling method. To collect data, three questionnaires including Critical Thinking, Perception of Learning Environment and Learning Style were employed. The data were analyzed using Pearson's correlation statistical test, and one-sample t-test. The Structural Equation Model (SEM) was used to test the research model. SPSS software, version 14 and the LISREL software were used for data analysis. The results showed that students had significantly assessed the teaching-learning environment and two components of "perception of teachers" and "perception of emotional-psychological climate" at the desirable level (p<0.05). Also learning style and two components of "the study method" and "motivation for studying" were considered significantly desirable (p<0.05). The level of critical thinking among students in terms of components of "commitment", "creativity" and "cognitive maturity" was at the relatively desirable level (p<0.05). In addition, perception of the learning environment can impact the critical thinking through learning style. One of the factors which can significantly impact the quality improvement of the teaching and learning process in AJA University of Medical Sciences is to develop critical thinking among learners. This issue requires providing the proper situation for teaching and learning critical thinking in the educational environment.
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Designing a model for critical thinking development in AJA University of Medical Sciences
MAFAKHERI LALEH, MAHYAR; MOHAMMADIMEHR, MOJGAN; ZARGAR BALAYE JAME, SANAZ
2016-01-01
Introduction: In the new concept of medical education, creativity development is an important goal. The aim of this research was to identify a model for developing critical thinking among students with the special focus on learning environment and learning style. Methods: This applied and cross-sectional study was conducted among all students studying in undergraduate and professional doctorate programs in Fall Semester 2013-2014 in AJA University of Medical Sciences (N=777). The sample consisted of 257 students selected based on the proportional stratified random sampling method. To collect data, three questionnaires including Critical Thinking, Perception of Learning Environment and Learning Style were employed. The data were analyzed using Pearson's correlation statistical test, and one-sample t-test. The Structural Equation Model (SEM) was used to test the research model. SPSS software, version 14 and the LISREL software were used for data analysis. Results: The results showed that students had significantly assessed the teaching-learning environment and two components of "perception of teachers" and "perception of emotional-psychological climate" at the desirable level (p<0.05). Also learning style and two components of "the study method" and "motivation for studying" were considered significantly desirable (p<0.05). The level of critical thinking among students in terms of components of "commitment", "creativity" and "cognitive maturity" was at the relatively desirable level (p<0.05). In addition, perception of the learning environment can impact the critical thinking through learning style. Conclusion: One of the factors which can significantly impact the quality improvement of the teaching and learning process in AJA University of Medical Sciences is to develop critical thinking among learners. This issue requires providing the proper situation for teaching and learning critical thinking in the educational environment. PMID:27795968
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Achieving diversity in nursing through multicontextual learning environments.
Giddens, Jean Foret
2008-01-01
Attempts to increase diversity within the nursing profession have resulted in the admission of more ethnically diverse students into nursing education programs. However, traditional curricular and pedagogical practices seen in many nursing programs do not accommodate the learning needs of diverse learners. Nurse educators are encouraged to adopt learner-centered pedagogical approaches and embrace multicontextual learning environments. The purpose of this article is to describe the concept of multicontextuality and to introduce an exemplar of a multicontextual learning environment that has been recently developed and implemented in an undergraduate nursing program. The virtual community, known as The Neighborhood, presents nursing concepts in a rich personal and community context through stories and supplemental multimedia. The perceived benefit is enhancement of conceptual learning in a student-oriented learning environment.
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ERIC Educational Resources Information Center
Ploetzner, Rolf; Fillisch, Benjamin; Gewald, Patrick-André; Ruf, Tatjana
2016-01-01
In two studies, we investigated how learning strategies can support learning from multimedia. In the first study, 112 students learned from a web-based learning environment. On the basis of a strategy, one group of students took typewritten notes. The second group of students wrote a summary. Producing typewritten notes did not benefit learning…
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Tharani, Ambreen; Husain, Yusra; Warwick, Ian
2017-12-01
Students can experience multiple stressors during their academic life which have an impact on their emotional health and academic progress. This study sought to explore students' understanding of and factors affecting their emotional well-being in an undergraduate nursing programme at a private nursing institution in Karachi, Pakistan. In this qualitative study, data were collected through individual semi-structured interviews using a self-designed guide from 16 participants in total, drawn from various years of the selected undergraduate programme. Participants noted that the quality of the 'learning environment' was a key influence on their emotional well-being. They highlighted faculty role and teaching approaches, academic expectations and availability of learning resources as important factors that affected their emotional well-being as well as their academic performance. Institutional support was also deemed important. Factors associated with a 'hidden curriculum' were found to be a threat to students' emerging sense of professionalism. Suggestions are given as to how the learning environment in the nursing programme under study can be improved to take into account students' emotional well-being. Emphasis needs to be laid on developing supportive faculty role to provide conducive learning environment and professional development of students. Efforts to develop stress-free academic environment with supportive institutional policies need to be considered. Copyright © 2017 Elsevier Ltd. All rights reserved.
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eLearning techniques supporting problem based learning in clinical simulation.
Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn
2005-08-01
This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.
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Evaluating the ergonomics of a student learning environment.
Rudolf, Michelle; Griffiths, Yolanda
2009-01-01
Ergonomics is a key consideration of a student-learning environment. This paper examines aspects of ergonomics and application to the design of tables in three classrooms at a Midwestern university. Custom tables with power outlets and Internet access via Ethernet data ports were planned for classrooms in 2000 to facilitate a laptop program. However, table height, specifically thigh clearance from the seat to the bottom of the work surface, was not fully considered. The ergonomic analysis of the classrooms by an occupational therapy student led to the implementation of positive changes to the tables. The enhancement of the learning environment influences student comfort and productivity and can offset the cost of renovating the tables.
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Preferred-Actual Learning Environment "Spaces" and Earth Science Outcomes in Taiwan
ERIC Educational Resources Information Center
Chang, Chun-Yen; Hsiao, Chien-Hua; Barufaldi, James P.
2006-01-01
This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components:…
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Dynamic Scaffolding of Socially Regulated Learning in a Computer-Based Learning Environment
ERIC Educational Resources Information Center
Molenaar, Inge; Roda, Claudia; van Boxtel, Carla; Sleegers, Peter
2012-01-01
The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N=56) are supported with computer-generated scaffolds and students in the control condition (N=54) do not receive scaffolds. The scaffolds are…
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Integrating Whole Brain Teaching Strategies to Create a More Engaged Learning Environment
ERIC Educational Resources Information Center
Palasigue, Jesame Torres
2009-01-01
In today's postmodern society, it is getting harder and harder to get the students engaged in classroom instruction and learning. The purpose of this research project was to seek ways to create a more engaged learning environment for the students. The teacher-researcher integrated the most current educational reform "Whole Brain Teaching" method…
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RiPLE: Recommendation in Peer-Learning Environments Based on Knowledge Gaps and Interests
ERIC Educational Resources Information Center
Khosravi, Hassan; Kitto, Kirsty; Cooper, Kendra
2017-01-01
Various forms of Peer-Learning Environments are increasingly being used in post-secondary education, often to help build repositories of student generated learning objects. However, large classes can result in an extensive repository, which can make it more challenging for students to search for suitable objects that both reflect their interests…
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ERIC Educational Resources Information Center
Roscoe, Rod D.; Segedy, James R.; Sulcer, Brian; Jeong, Hogyeong; Biswas, Gautam
2013-01-01
To support self-regulated learning (SRL), computer-based learning environments (CBLEs) are often designed to be open-ended and multidimensional. These systems incorporate diverse features that allow students to enact and reveal their SRL strategies via the choices they make. However, research shows that students' use of such features is limited;…
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ERIC Educational Resources Information Center
Nissim, Yonit; Weissblueth, Eyal; Scott-Webber, Lennie; Amar, Shimon
2016-01-01
We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers' motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean,…
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Facebook: An Online Environment for Learning of English in Institutions of Higher Education?
ERIC Educational Resources Information Center
Kabilan, Muhammad Kamarul; Ahmad, Norlida; Abidin, Mohamad Jafre Zainol
2010-01-01
Facebook (FB) is currently considered as the most popular platform for online social networking among university students. The purpose of this study is to investigate if university students consider FB as a useful and meaningful learning environment that could support, enhance and/or strengthen their learning of the English language. A survey was…
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ERIC Educational Resources Information Center
Kim, Mi Hwa
2013-01-01
The purpose of this experimental study was to investigate the impact of the use of a virtual environment for learning Korean history on high school students' learning outcomes and attitudes toward virtual worlds (collaboration, engagement, general use of SL [Second Life], and immersion). In addition, this experiment examined the relationships…
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ERIC Educational Resources Information Center
Barab, Sasha A.; Hay, Kenneth E.; Squire, Kurt; Barnett, Michael; Schmidt, Rae; Karrigan, Kristen; Yamagata-Lynch, Lisa; Johnson, Christine
2000-01-01
Describes an introductory undergraduate astronomy course in which the large-lecture format was moved to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Finds that virtual reality can be used effectively in regular undergraduate university courses as a tool through which students can…
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ERIC Educational Resources Information Center
Habre, Samer
2012-01-01
Research on writing in mathematics has shown that students learn more effectively in an environment that promotes this skill and that writing is most beneficial when it is directed at the learning aspect. Writing, however, necessitates proficiency on the part of the students that may not have been developed at earlier learning stages. Research has…
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ERIC Educational Resources Information Center
Ellis, Robert A.; Bliuc, Ana-Maria
2016-01-01
The use of online learning technologies in experiences of inquiry is increasingly ubiquitous in university contexts. In blended environments, research into university experiences suggests that student approaches to learning are a key determiner of the quality of outcomes. The purpose of this study was to develop relevant measures which help…
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Arkan, Burcu; Ordin, Yaprak; Yılmaz, Dilek
2018-03-01
Clinical education is an essential part of nursing education. The purpose of this study was to explore nurse students' experiences related to cinical learning environments, factors effecting to clinical learning process. Descriptive qualitative design was used in this study, and data were collected from 2nd class nursing student (n = 14). The study took the form of in-depth interviews between August-October 2015. The qualitative interviews were analyzed by using simple content analysis. Data were analyzed manually. Experiences nurse students are described five themes. The themes of the study are (1) effecting persons to clinical learning, (2) educational atmosphere, (3) students' personal charactering, (4) the impact of education in school, and (5) students' perceptions related to clinical learning. Participants stated that they experienced many difficulties during clinical learning process. All students importantly stated that nurse teacher is very effecting to clinical learning. This study contributes to the literature by providing data on beginner nursing student' experiences about clinical learning process. The data of this present study show to Turkish nursing student is affecting mostly from persons in clinical learning. The data of this present study will guide nurse teacher when they plan to interventions to be performed to support student during clinical learning process. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Using theories of learning in workplaces to enhance physiotherapy clinical education.
Patton, Narelle; Higgs, Joy; Smith, Megan
2013-10-01
Clinical education has long been accepted as integral to the education of physiotherapy students and their preparation for professional practice. The clinical environment, through practice immersion, situates students in a powerful learning context and plays a critical role in students' construction of professional knowledge. Despite this acknowledged centrality of practice and clinical environments to the students' experiential construction of professional knowledge, there has been limited exploration of learning theories underpinning clinical education in the literature. In this paper, we explore a selection of learning theories underpinning physiotherapy clinical education with a view to providing clinical educators with a firm foundation on which to base wise educational practices and potentially enhance physiotherapy students' clinical learning experiences. This exploration has drawn from leading thinkers in the field of education over the past century.
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The Case of Flow and Learning Revisited
ERIC Educational Resources Information Center
Ro, Young K.; Guo, Yi Maggie; Klein, Barbara D.
2018-01-01
Many business schools are criticized for being ineffective in helping students learn proper management skills and knowledge. Flow theory has been cited as being helpful in many learning environments in that flow experience can enhance student learning. The authors conducted a study of 315 students in an undergraduate operations management (OM)…