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Sample records for learning environment assessment

  1. Utilising learning environment assessments to improve teaching ...

    African Journals Online (AJOL)

    We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class?

  2. Semantic modeling of portfolio assessment in e-learning environment

    Directory of Open Access Journals (Sweden)

    Lucila Romero

    2017-01-01

    Full Text Available In learning environment, portfolio is used as a tool to keep track of learner’s progress. Particularly, when it comes to e-learning, continuous assessment allows greater customization and efficiency in learning process and prevents students lost interest in their study. Also, each student has his own characteristics and learning skills that must be taken into account in order to keep learner`s interest. So, personalized monitoring is the key to guarantee the success of technology-based education. In this context, portfolio assessment emerge as the solution because is an easy way to allow teacher organize and personalize assessment according to students characteristic and need. A portfolio assessment can contain various types of assessment like formative assessment, summative assessment, hetero or self-assessment and use different instruments like multiple choice questions, conceptual maps, and essay among others. So, a portfolio assessment represents a compilation of all assessments must be solved by a student in a course, it documents progress and set targets. In previous work, it has been proposed a conceptual framework that consist of an ontology network named AOnet which is a semantic tool conceptualizing different types of assessments. Continuing that work, this paper presents a proposal to implement portfolios assessment in e-learning environments. The proposal consists of a semantic model that describes key components and relations of this domain to set the bases to develop a tool to generate, manage and perform portfolios assessment.

  3. Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

    NARCIS (Netherlands)

    Tamara van Gog; Desirée Joosten-ten Brinke; F. J. Prins; Dominique Sluijsmans

    2010-01-01

    This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on

  4. Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

    Directory of Open Access Journals (Sweden)

    Inga Glogger

    2013-01-01

    Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

  5. Learning Safety Assessment from Accidents in a University Environment

    OpenAIRE

    Jensen, Niels; Jørgensen, Sten Bay

    2013-01-01

    This contribution describes how a chemical engineering department started learning from accidents during experimental work and ended up implementing an industrially inspired system for risk assessment of new and existing experimental setups as well as a system for assessing potential risk from the chemicals used in the experimental work. These experiences have led to recent developments which focus increasingly on the a theoretical basis for modeling and reasoning on safety as well as operati...

  6. USING WIKIS AS A SUPPORT AND ASSESSMENT TOOL IN COLLABORATIVE DIGITAL GAME-BASED LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Yavuz SAMUR

    2011-04-01

    Full Text Available In computer-supported collaborative learning (CSCL environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances for learning, especially in collaborative learning activities. Therefore, in this paper, related literature on wikis and how game & instructional designers can leverage from wikis in game-based learning settings for enhancing students’ collaborative learning activities are examined. Based on the reviewed literature, two main suggestions are given in this paper with their underlying reasons. First, using wikis as a support tool for enhancing collaboration in digital game-based learning (DGBL environments, and second using wikis as an assessment tool in DGBL are suggested.

  7. Learning Safety Assessment from Accidents in a University Environment

    DEFF Research Database (Denmark)

    Jensen, Niels; Jørgensen, Sten Bay

    2013-01-01

    This contribution describes how a chemical engineering department started learning from accidents during experimental work and ended up implementing an industrially inspired system for risk assessment of new and existing experimental setups as well as a system for assessing potential risk from...... the chemicals used in the experimental work. These experiences have led to recent developments which focus increasingly on the a theoretical basis for modeling and reasoning on safety as well as operational aspects within a common framework. Presently this framework is being extended with barrier concepts both...

  8. Tools for peer assessment in an e-learning environment

    Directory of Open Access Journals (Sweden)

    Hugo Nordseth

    2010-11-01

    Full Text Available Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS and GEO102 Physical Geography (15 ECTS is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.

  9. Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

    Science.gov (United States)

    Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

    Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

  10. Climate Change Education: Quantitatively Assessing the Impact of a Botanical Garden as an Informal Learning Environment

    Science.gov (United States)

    Sellmann, Daniela; Bogner, Franz X.

    2013-01-01

    Although informal learning environments have been studied extensively, ours is one of the first studies to quantitatively assess the impact of learning in botanical gardens on students' cognitive achievement. We observed a group of 10th graders participating in a one-day educational intervention on climate change implemented in a botanical garden.…

  11. Taiwan College Students' Self-Efficacy and Motivation of Learning in Online Peer Assessment Environments

    Science.gov (United States)

    Tseng, Sheng-Chau; Tsai, Chin-Chung

    2010-01-01

    Online peer assessment is an innovative evaluation method that has caught both educators' and practitioners' attention in recent years. The purpose of this study was to develop relevant questionnaires for teachers to understand student self-efficacy and motivation in online peer assessment learning environments. A total of 205 college students…

  12. The VREST learning environment.

    Science.gov (United States)

    Kunst, E E; Geelkerken, R H; Sanders, A J B

    2005-01-01

    The VREST learning environment is an integrated architecture to improve the education of health care professionals. It is a combination of a learning, content and assessment management system based on virtual reality. The generic architecture is now being build and tested around the Lichtenstein protocol for hernia inguinalis repair.

  13. Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

    Science.gov (United States)

    Samur, Yavuz

    2011-01-01

    In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

  14. Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

    Science.gov (United States)

    Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

    2014-05-01

    We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the

  15. Creating a flexible learning environment.

    Science.gov (United States)

    Taylor, B A; Jones, S; Winters, P

    1990-01-01

    Lack of classroom space is a common problem for many hospital-based nurse educators. This article describes how nursing educators in one institution redesigned fixed classroom space into a flexible learning center that accommodates their various programs. Using the nursing process, the educators assessed their needs, planned the learning environment, implemented changes in the interior design, and evaluated the outcome of the project. The result was a learning environment conducive to teaching and learning.

  16. [A comparison of the most used instruments to assess the quality of clinical learning environments of nursing students].

    Science.gov (United States)

    Nicotera, Raffaella; Altini, Pietro; Dimonte, Valerio

    2017-01-01

    . A comparison of the most used instruments to assess the quality of clinical learning environments of nursing students. A clinical learning environment (CLE) promotes the development of professional competences, of critical and diagnostic reasoning in future nurses, thus the continuous assessment of its quality is pivotal. To describe and compare the most used instruments to measure the nursing students' perception of the quality of CLEs. Six validated questionnaires were identified and compared: CLE (Clinical Learning Environment), CLEDI (Clinical Learning Environment Diagnostic Inventory), SECEE (Student Evaluation of Clinical Education Environment), CLEI (Clinical Learning Environment Inventory), CLES (Clinical Learning Environment and Supervision), CLES+T (Clinical Learning Environment and Supervision plus Teacher nurse). The following elements were described: conceptual framework, psychometric properties, dimensions explored, the more relevant constructs able to guarantee a high quality CLE: relations between students and ward staff; level of involvement of nurse coordinators; inclusion of the student in the ward team, ward climate, involvement of clinical teacher and feedback to the students. The only instrument that explores all the relevant constructs is the CLES+T. The involvement of clinical nurse teacher and nurse coordinator are the less explored dimensions. The questionnaires CLEI, CLES and CLES+T, validated in Italian and used in several learning environments share the following weaknesses: do not assess the feedback offered to the students, the students' satisfaction for the tutoring strategies and the role of different professionals in the students' learning. The analysis of strengths and weaknesses is the basis to start from to devise and validate a new questionnaire.

  17. Nursing students' assessment of the learning environment in different clinical settings.

    Science.gov (United States)

    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.

  18. Contradictory Explorative Assessment. Multimodal Teacher/Student Interaction in Scandinavian Digital Learning Environments

    Science.gov (United States)

    Kjällander, Susanne

    2018-01-01

    Assessment in the much-discussed digital divide in Scandinavian technologically advanced schools, is the study object of this article. Interaction is studied to understand assessment; and to see how assessment can be didactically designed to recognise students' learning. With a multimodal, design theoretical perspective on learning teachers' and…

  19. Learning Networks Distributed Environment

    NARCIS (Netherlands)

    Martens, Harrie; Vogten, Hubert; Koper, Rob; Tattersall, Colin; Van Rosmalen, Peter; Sloep, Peter; Van Bruggen, Jan; Spoelstra, Howard

    2005-01-01

    Learning Networks Distributed Environment is a prototype of an architecture that allows the sharing and modification of learning materials through a number of transport protocols. The prototype implements a p2p protcol using JXTA.

  20. Note Taking Activity and its assessment in a Blended Learning Environment

    OpenAIRE

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2017-01-01

    "Note-taking" is a popular skill for all types of learning activities. In recent years, the online educational environment has began spreading rapidly at institutes of higher educational, obviating the need for printed materials or written notes. This means that students’ ability to take notes may decline and this may influence the success of their learning.  In order to examine this phenomenon, students' notes were surveyed during a blended learning course in a bachelor level program at...

  1. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    2006-01-01

    The potentials of pervasive communication in learning within industry and education are right now being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE?s differ...... from virtual learning environments (VLE) primarily because in PLE?s the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

  2. Being Nontraditional and Learning Online: Assessing the Psychosocial Learning Environments, Self-Efficacy, and Affective Outcomes among College Student Groups

    Science.gov (United States)

    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.…

  3. Designing Creative Learning Environments

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2015-05-01

    Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

  4. Facilitating peer based learning through summative assessment - An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment.

    Science.gov (United States)

    Wikander, Lolita; Bouchoucha, Stéphane L

    2018-01-01

    Adapting a course from face to face to blended delivery necessitates that assessments are modified accordingly. In Australia the Objective Structured Clinical Assessment tool, as a derivative from the Objective Structured Clinical Examination, has been used in the face-to-face delivery mode as a formative or summative assessment tool in medicine and nursing since 1990. The Objective Structured Clinical Assessment has been used at Charles Darwin University to assess nursing students' simulated clinical skills prior to the commencement of their clinical placements since 2008. Although the majority of the course is delivered online, students attend a one-week intensive clinical simulation block yearly, prior to attending clinical placements. Initially, the Objective Structured Clinical Assessment was introduced as a lecturer assessed summative assessment, over time it was adapted to better suit the blended learning environment. The modification of the tool from an academic to peer assessed assessment tool, was based on the empirical literature, student feedback and a cross-sectional, qualitative study exploring academics' perceptions of the Objective Structured Clinical Assessment (Bouchoucha et al., 2013a, b). This paper presents an overview of the process leading to the successful adaptation of the Objective Structured Clinical Assessment to suit the requirements of a preregistration nursing course delivered through blended learning. This is significant as many universities are moving their curriculum to fully online or blended delivery, yet little attention has been paid to adapting the assessment of simulated clinical skills. The aim is to identify the benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment and share recommendations for successful implementation. Copyright © 2017 Elsevier Ltd. All rights reserved.

  5. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed......Abstract: The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE......'s differ from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

  6. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2006-01-01

    The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE's differ...... from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...... in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed...

  7. Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment

    Science.gov (United States)

    Lin, Chen-Yu; Wang, Tzu-Hua

    2017-01-01

    This research explored how different models of Web-based dynamic assessment in remedial teaching improved junior high school student learning achievement and their misconceptions about the topic of "Weather and Climate." This research adopted a quasi-experimental design. A total of 58 7th graders participated in this research.…

  8. Students’ digital learning environments

    DEFF Research Database (Denmark)

    Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

    2018-01-01

    The objective of the paper is to examine the nature of students’ digital learning environments to understand the interplay of institutional systems and tools that are managed by the students themselves. The paper is based on a study of 128 students’ digital learning environments. The objectives...... used tools in the students’ digital learning environments are Facebook, Google Drive, tools for taking notes, and institutional systems. Additionally, the study shows that the tools meet some very basic demands of the students in relation to collaboration, communication, and feedback. Finally...... of the study are 1) to provide an overview of tools for students’ study activities, 2) to identify the most used and most important tools for students and 3) to discover which activities the tools are used for. The empirical study reveals that the students have a varied use of digital media. Some of the most...

  9. Assessment of the efficacy of second life, a virtual learning environment, in dental education.

    Science.gov (United States)

    El Tantawi, Maha M A; El Kashlan, Mona K; Saeed, Yasmin M

    2013-12-01

    This study assessed the efficacy of Second Life (SL) in delivering lectures and demonstrating clinical procedures. Sixteen students in a dental school in Alexandria, Egypt, volunteered to participate in SL to learn about topical fluoride through lectures and YouTube videos demonstrating the application of fluoride gel. This was followed by face to face (F2F) sessions about pits and fissures sealant including lectures and F2F demonstration. Knowledge improvement was assessed by pre- and posttests; practical skills were assessed by a checklist; and percent scores were calculated. The relation between these scores and some background variables was assessed. Students' satisfaction with and perceptions of SL were also assessed. Knowledge improved significantly after both SL and F2F experiences (peducation institutions with problems of increasing numbers of students and limited space.

  10. Assessing the Learning Environment for Medical Students: An Evaluation of a Novel Survey Instrument in Four Medical Schools.

    Science.gov (United States)

    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.

  11. Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods.

    Science.gov (United States)

    AlMahmoud, Tahra; Hashim, M Jawad; Elzubeir, Margaret Ann; Branicki, Frank

    2017-01-01

    Ethics and professionalism are an integral part of medical school curricula; however, medical students' views on these topics have not been assessed in many countries.  The study aimed to examine medical students' perceptions toward ethics and professionalism teaching, and its learning and assessment methods. A self-administered questionnaire eliciting views on professionalism and ethics education was distributed to a total of 128 final-year medical students. A total of 108 students completed the survey, with an 84% response rate. Medical students reported frequently encountering ethical conflicts during training but stated only a moderate level of ethics training at medical school (mean = 5.14 ± 1.8). They noted that their education had helped somewhat to deal with ethical conflicts (mean = 5.39 ± 2.0). Students strongly affirmed the importance of ethics education (mean = 7.63 ± 1.03) and endorsed the value of positive role models (mean = 7.45 ± 1.5) as the preferred learning method. The cohort voiced interest in direct faculty supervision as an approach to assessment of knowledge and skills (mean = 7.62 ± 1.26). Female students perceived greater need for more ethics education compared to males (p = methods for learning.

  12. Designing Virtual Learning Environments

    DEFF Research Database (Denmark)

    Veirum, Niels Einar

    2003-01-01

    The main objective of this working paper is to present a conceptual model for media integrated communication in virtual learning environments. The model for media integrated communication is very simple and identifies the necessary building blocks for virtual place making in a synthesis of methods...

  13. Students’ digital learning environments

    DEFF Research Database (Denmark)

    Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

    2018-01-01

    used tools in the students’ digital learning environments are Facebook, Google Drive, tools for taking notes, and institutional systems. Additionally, the study shows that the tools meet some very basic demands of the students in relation to collaboration, communication, and feedback. Finally...

  14. Dataset of two experiments of the application of gamified peer assessment model into online learning environment MeuTutor

    Directory of Open Access Journals (Sweden)

    Thyago Tenório

    2017-06-01

    Full Text Available In this dataset, we present the collected data of two experiments with the application of the gamified peer assessment model into online learning environment MeuTutor to allow the comparison of the obtained results with others proposed models. MeuTutor is an intelligent tutoring system aims to monitor the learning of the students in a personalized way, ensuring quality education and improving the performance of its members (Tenório et al., 2016 [1]. The first experiment evaluated the effectiveness of the peer assessment model through metrics as final grade (result, time to correct the activities and associated costs. The second experiment evaluated the gamification influence into peer assessment model, analyzing metrics as access number (logins, number of performed activities and number of performed corrections. In this article, we present in table form for each metric: the raw data of each treatment; the summarized data; the application results of the normality test Shapiro–Wilk; the application results of the statistical tests T-Test and/or Wilcoxon. The presented data in this article are related to the article entitled “A gamified peer assessment model for on-line learning environments in a competitive context” (Tenório et al., 2016 [1].

  15. Dataset of two experiments of the application of gamified peer assessment model into online learning environment MeuTutor.

    Science.gov (United States)

    Tenório, Thyago; Bittencourt, Ig Ibert; Isotani, Seiji; Pedro, Alan; Ospina, Patrícia; Tenório, Daniel

    2017-06-01

    In this dataset, we present the collected data of two experiments with the application of the gamified peer assessment model into online learning environment MeuTutor to allow the comparison of the obtained results with others proposed models. MeuTutor is an intelligent tutoring system aims to monitor the learning of the students in a personalized way, ensuring quality education and improving the performance of its members (Tenório et al., 2016) [1]. The first experiment evaluated the effectiveness of the peer assessment model through metrics as final grade (result), time to correct the activities and associated costs. The second experiment evaluated the gamification influence into peer assessment model, analyzing metrics as access number (logins), number of performed activities and number of performed corrections. In this article, we present in table form for each metric: the raw data of each treatment; the summarized data; the application results of the normality test Shapiro-Wilk; the application results of the statistical tests T -Test and/or Wilcoxon. The presented data in this article are related to the article entitled "A gamified peer assessment model for on-line learning environments in a competitive context" (Tenório et al., 2016) [1].

  16. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    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…

  17. Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart.

    Science.gov (United States)

    Tackett, Sean; Shochet, Robert; Shilkofski, Nicole A; Colbert-Getz, Jorie; Rampal, Krishna; Abu Bakar, Hamidah; Wright, Scott

    2015-06-17

    Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p safety" domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.

  18. Students’ digital learning environments

    DEFF Research Database (Denmark)

    Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

    2018-01-01

    of the study are 1) to provide an overview of tools for students’ study activities, 2) to identify the most used and most important tools for students and 3) to discover which activities the tools are used for. The empirical study reveals that the students have a varied use of digital media. Some of the most......, the study shows that most of the important tools are not related to the systems provided by the educational institutions. Based on the study, the paper concludes with a discussion of how institutional systems connect to the other tools in the students’ practices, and how we can qualify students’ digital......The objective of the paper is to examine the nature of students’ digital learning environments to understand the interplay of institutional systems and tools that are managed by the students themselves. The paper is based on a study of 128 students’ digital learning environments. The objectives...

  19. School and workplace as learning environments

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    In vocational education and training the school and the workplace are two different learning environments. But how should we conceive of a learning environment, and what characterizes the school and the workplace respectively as learning environments? And how can the two environ-ments be linked......? These questions are treated in this paper. School and workplace are assessed us-ing the same analytical approach. Thereby it is pointed out how different forms of learning are en-couraged in each of them and how different forms of knowledge are valued. On this basis sugges-tions are made about how to understand...

  20. Collaborations in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed

  1. Assessing Educational Environments.

    Science.gov (United States)

    New Directions for Testing and Measurement, 1980

    1980-01-01

    Educational environment data derived from classroom settings strongly suggest the positive contribution that climate variables can make in accounting for learning performance. Such measures are not only related to productivity but may constitute criterion variables in and of themselves. (Author)

  2. The Integration of Personal Learning Environments & Open Network Learning Environments

    Science.gov (United States)

    Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

    2012-01-01

    Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

  3. Judgments of Learning in Collaborative Learning Environments

    NARCIS (Netherlands)

    Helsdingen, Anne

    2010-01-01

    Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

  4. Assessing Global Learning in Short-Term Study Abroad: Population, Environment, and Society in Shanghai

    Science.gov (United States)

    Core, Rachel S.

    2017-01-01

    This teaching note suggests that a short-term study abroad program embedded within a longer course can be a tool for enhancing global learning. The work uses the Association of American Colleges and Universities (AAC&U) Global Learning VALUE rubric to evaluate student work from a spring break seminar to Shanghai, China. The seminar was…

  5. Learning Environment as Correlates of Chemistry Students ...

    African Journals Online (AJOL)

    gold

    2012-07-26

    Jul 26, 2012 ... The study aimed at assessing how 13 learning environment variables taken ... chemistry education programmes for optimum achievement of students in ... The contribution of chemistry and chemists to social, industrial and.

  6. Blended Learning in Personalized Assistive Learning Environments

    Science.gov (United States)

    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…

  7. Should Gender Differences Be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

    Science.gov (United States)

    Harvey, Heather Lea; Parahoo, Sanjai; Santally, Mohammad

    2017-01-01

    The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups,…

  8. Assessment of Stand-Alone Displays for Time Management in a Creativity-Driven Learning Environment

    DEFF Research Database (Denmark)

    Frimodt-Møller, Søren

    2017-01-01

    This paper considers the pros and cons of stand-alone displays, analog (e.g. billboards, blackboards, whiteboards, large pieces of paper etc.) as well as digital (e.g. large shared screens, digital whiteboards or similar), as tools for time management processes in a creativity-driven learning...

  9. Delivering Training Assessments in a Soldier Centered Learning Environment: Year One

    Science.gov (United States)

    2014-09-01

    virtual classroom in comparison to the mobile training. Social cognitive theory (see Bandura , 1986) would support the idea that creating a social ...R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51(4), 355-365. Bandura , A. (1986). Social foundations of thought...architecture that would allow timely feedback with customizable levels of specificity necessitates a time investment and requires expertise in learning theory

  10. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  11. Learning about Evaluation and Assessment: Teacher's Use of Folksonomies and Ontologies in an Online Narrative Environment

    Science.gov (United States)

    Petrucco, C.

    2011-01-01

    Building ontology in the domain of human sciences can be a difficult process because of the different meanings given to the same key concepts in these disciplines: in fact, shared meaning is an important element in knowledge construction between members of a community. In this paper, we propose a participatory social environment called…

  12. The Development and Evaluation of an Online Formative Assessment upon Single-Player Game in E-Learning Environment

    Science.gov (United States)

    Tsai, Fu-Hsing

    2013-01-01

    This study developed a game-based formative assessment, called tic-tac-toe quiz for single-player version (TRIS-Q-SP), in an energy education e-learning system. This assessment game combined tic-tac-toe with online assessment, and revised the rule of tic-tac-toe for stimulating students to use online formative assessment actively. Additionally, to…

  13. Learning Environment and Student Effort

    Science.gov (United States)

    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…

  14. Training needs assessment of andalusian teachers in educational digital resources authoring for virtual learning environments

    Directory of Open Access Journals (Sweden)

    José Javier Romero Díaz de la Guardia

    2012-12-01

    Full Text Available This research work has been conducted within the teacher training plan known as “Escuela TIC 2.0”, implemented by the Spanish Junta de Andalucía. The main aim is to obtain objective data regarding training needs for teachers in the autonomous region of Andalusia in terms of educational digital content authoring. To that end, we carried out a descriptive survey study on Andalusian teachers participating in teacher training courses on e-learning strategies that took place during the 2011- 2012 academic year.

  15. Communicating the Library as a Learning Environment

    Science.gov (United States)

    Nitecki, Danuta A.; Simpson, Katherine

    2016-01-01

    Lack of commonly used vocabulary for informal learning environments hinders precise communication concerning what is observed, assessed, and understood about the relationship between space and learning. This study empirically extends taxonomies of terms and phrases that describe such relationships through content analysis of descriptions of…

  16. Teaching Auditing Using Cases in an Online Learning Environment: The Role of ePortfolio Assessment

    Science.gov (United States)

    Mihret, Dessalegn Getie; Abayadeera, Nadana; Watty, Kim; McKay, Jade

    2017-01-01

    While teaching auditing using cases is regarded as an effective approach, spatial separation of students and teachers in online contexts can restrict the application of case teaching. This study examines an undergraduate auditing course implemented to address this challenge by integrating case teaching with ePortfolio assessment. Students' written…

  17. Advanced Training Technologies and Learning Environments

    Science.gov (United States)

    Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

    1999-01-01

    This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

  18. Georgia - Improved Learning Environment

    Data.gov (United States)

    Millennium Challenge Corporation — The school rehabilitation activity seeks to decrease student and teacher absenteeism, increase students’ time on task, and, ultimately, improve learning and labor...

  19. Constructivist learning theories and complex learning environments

    NARCIS (Netherlands)

    R-J. Simons; Dr. S. Bolhuis

    2004-01-01

    Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

  20. Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment - A cross-sectional correlational study.

    Science.gov (United States)

    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.

  1. Metacognitive components in smart learning environment

    Science.gov (United States)

    Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

    2018-03-01

    Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

  2. Evidence-Centered Design for Diagnostic Assessment within Digital Learning Environments: Integrating Modern Psychometrics and Educational Data Mining

    Science.gov (United States)

    Rupp, André A.; Nugent, Rebecca; Nelson, Brian

    2012-01-01

    In recent years the educational community has increasingly embraced digital technologies for the purposes of developing alternative learning environments, providing diagnostic feedback, and fostering the development of so-called 21st-century skills. This special issue is dedicated to bridging recent work from the disciplines of educational and…

  3. The Internet: A Learning Environment.

    Science.gov (United States)

    McGreal, Rory

    1997-01-01

    The Internet environment is suitable for many types of learning activities and teaching and learning styles. Every World Wide Web-based course should provide: home page; introduction; course overview; course requirements, vital information; roles and responsibilities; assignments; schedule; resources; sample tests; teacher biography; course…

  4. Learning Environments in Mathematics

    Science.gov (United States)

    Turner, Vanshelle E.

    2017-01-01

    Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical…

  5. Learning environment, learning styles and conceptual understanding

    Science.gov (United States)

    Ferrer, Lourdes M.

    1990-01-01

    In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

  6. Self-organized Learning Environments

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Mathiasen, Helle

    2007-01-01

    system actively. The two groups used the system in their own way to support their specific activities and ways of working. The paper concludes that self-organized learning environments can strengthen the development of students’ academic as well as social qualifications. Further, the paper identifies......The purpose of the paper is to discuss the potentials of using a conference system in support of a project based university course. We use the concept of a self-organized learning environment to describe the shape of the course. In the paper we argue that educational technology, such as conference...... systems, has a potential to support students’ development of self-organized learning environments and facilitate self-governed activities in higher education. The paper is based on an empirical study of two project groups’ use of a conference system. The study showed that the students used the conference...

  7. Learning Environment And Pupils Academic Performance ...

    African Journals Online (AJOL)

    Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

  8. Managing the Collaborative Learning Environment.

    Science.gov (United States)

    Wagner, June G.

    2002-01-01

    The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…

  9. Assessing changes in HIV-related legal and policy environments: Lessons learned from a multi-country evaluation.

    Science.gov (United States)

    Ferguson, Laura; Nicholson, Alexandra; Henry, Ian; Saha, Amitrajit; Sellers, Tilly; Gruskin, Sofia

    2018-01-01

    There is growing recognition in the health community that the legal environment-including laws, policies, and related procedures-impacts vulnerability to HIV and access to HIV-related services both positively and negatively. Assessing changes in the legal environment and how these affect HIV-related outcomes, however, is challenging, and understanding of appropriate methodologies nascent. We conducted an evaluation of a UNDP project designed to strengthen legal environments to support the human rights of key populations, in particular LGBT populations, women and girls, affected by HIV in sub-Saharan Africa. We analyzed data on activities designed to improve legal environments through a systematic document review and 53 qualitative interviews. The project made substantial strides towards legal change in many places, and examples provide broader lessons for work in this area. Two core pillars appear fundamental: a government-led participatory assessment of the legal environment, and building the capacity of those impacted by and engaged in this work. Systematic attention to human rights is vital: it can help open new spaces for dialogue among diverse stakeholders, foster new collaborations, and ensure local ownership, nuanced understanding of the political landscape, attention to marginalized populations, and accountability for (in)action. Entry points for effecting legal change go beyond "HIV laws" to also include other laws, national policies and strategies. Conducting legal environment assessments, multi-stakeholder dialogues, action planning and related activities, alongside capacity building, can contribute to changes in knowledge and attitudes directly relevant to reforming laws that are found to be harmful. Shorter-term goals along the causal pathway to legal change (e.g. changes in policy) can constitute interim markers of success, and recognition of these can maintain momentum. Increasing understanding of progress towards changes in the legal environment

  10. Assessing changes in HIV-related legal and policy environments: Lessons learned from a multi-country evaluation.

    Directory of Open Access Journals (Sweden)

    Laura Ferguson

    Full Text Available There is growing recognition in the health community that the legal environment-including laws, policies, and related procedures-impacts vulnerability to HIV and access to HIV-related services both positively and negatively. Assessing changes in the legal environment and how these affect HIV-related outcomes, however, is challenging, and understanding of appropriate methodologies nascent.We conducted an evaluation of a UNDP project designed to strengthen legal environments to support the human rights of key populations, in particular LGBT populations, women and girls, affected by HIV in sub-Saharan Africa. We analyzed data on activities designed to improve legal environments through a systematic document review and 53 qualitative interviews.The project made substantial strides towards legal change in many places, and examples provide broader lessons for work in this area. Two core pillars appear fundamental: a government-led participatory assessment of the legal environment, and building the capacity of those impacted by and engaged in this work. Systematic attention to human rights is vital: it can help open new spaces for dialogue among diverse stakeholders, foster new collaborations, and ensure local ownership, nuanced understanding of the political landscape, attention to marginalized populations, and accountability for (inaction. Entry points for effecting legal change go beyond "HIV laws" to also include other laws, national policies and strategies.Conducting legal environment assessments, multi-stakeholder dialogues, action planning and related activities, alongside capacity building, can contribute to changes in knowledge and attitudes directly relevant to reforming laws that are found to be harmful. Shorter-term goals along the causal pathway to legal change (e.g. changes in policy can constitute interim markers of success, and recognition of these can maintain momentum. Increasing understanding of progress towards changes in the legal

  11. A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process- and Skill-Based Learning Objectives

    Science.gov (United States)

    Watson, Rachel M.; Willford, John D.; Pfeifer, Mariel A.

    2018-01-01

    In this study, a problem-based capstone course was designed to assess the University of Wyoming Microbiology Program's skill-based and process-based student learning objectives. Students partnered with a local farm, a community garden, and a free downtown clinic in order to conceptualize, propose, perform, and present studies addressing problems…

  12. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2013-02-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students. In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach. Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose. Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually

  13. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2012-12-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students.In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach.Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose.Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually acquiring

  14. Enhancing Learning within the 3-D Virtual Learning Environment

    OpenAIRE

    Shirin Shafieiyoun; Akbar Moazen Safaei

    2013-01-01

    Today’s using of virtual learning environments becomes more remarkable in education. The potential of virtual learning environments has frequently been related to the expansion of sense of social presence which is obtained from students and educators. This study investigated the effectiveness of social presence within virtual learning environments and analysed the impact of social presence on increasing learning satisfaction within virtual learning environments. Second Life, as an example of ...

  15. Effective Learning Environments in Relation to Different Learning Theories

    OpenAIRE

    Guney, Ali; Al, Selda

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just a few studies about how physical environment is related to learning process. Many researchers generally consider teaching and learning issues as if independent from physical environment, whereas p...

  16. The learning environment and learning styles: a guide for mentors.

    Science.gov (United States)

    Vinales, James Jude

    The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

  17. Learning under uncertainty in smart home environments.

    Science.gov (United States)

    Zhang, Shuai; McClean, Sally; Scotney, Bryan; Nugent, Chris

    2008-01-01

    Technologies and services for the home environment can provide levels of independence for elderly people to support 'ageing in place'. Learning inhabitants' patterns of carrying out daily activities is a crucial component of these technological solutions with sensor technologies being at the core of such smart environments. Nevertheless, identifying high-level activities from low-level sensor events can be a challenge, as information may be unreliable resulting in incomplete data. Our work addresses the issues of learning in the presence of incomplete data along with the identification and the prediction of inhabitants and their activities under such uncertainty. We show via the evaluation results that our approach also offers the ability to assess the impact of various sensors in the activity recognition process. The benefit of this work is that future predictions can be utilised in a proposed intervention mechanism in a real smart home environment.

  18. Group Modeling in Social Learning Environments

    Science.gov (United States)

    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…

  19. Assessing learning at the workplace

    NARCIS (Netherlands)

    Evers, Arnoud

    2018-01-01

    • Defining learning at the workplace • Assessing learning at the workplace • Facilitating learning at the workplace: - Structure - Culture - Leadership - Personal factors • Conclusions • Discussion

  20. Measuring the clinical learning environment in anaesthesia.

    Science.gov (United States)

    Smith, N A; Castanelli, D J

    2015-03-01

    The learning environment describes the way that trainees perceive the culture of their workplace. We audited the learning environment for trainees throughout Australia and New Zealand in the early stages of curriculum reform. A questionnaire was developed and sent electronically to a large random sample of Australian and New Zealand College of Anaesthetists trainees, with a 26% final response rate. This new instrument demonstrated good psychometric properties, with Cronbach's α ranging from 0.81 to 0.91 for each domain. The median score was equivalent to 78%, with the majority of trainees giving scores in the medium range. Introductory respondents scored their learning environment more highly than all other levels of respondents (P=0.001 for almost all comparisons). We present a simple questionnaire instrument that can be used to determine characteristics of the anaesthesia learning environment. The instrument can be used to help assess curricular change over time, alignment of the formal and informal curricula and strengths and weaknesses of individual departments.

  1. Cognitive State Monitoring and the Design of Adaptive Instruction in Digital Environments: Lessons Learned from Cognitive Workload Assessment using a Passive Brain-Computer Interface Approach

    Directory of Open Access Journals (Sweden)

    Peter eGerjets

    2014-12-01

    Full Text Available According to Cognitive Load Theory, one of the crucial factors for successful learning is the type and amount of working-memory load (WML learners experience while studying instructional materials. Optimal learning conditions are characterized by providing challenges for learners without inducing cognitive over- or underload. Thus, presenting instruction in a way that WML is constantly held within an optimal range with regard to learners’ current working-memory capacity might be a good method to provide these optimal conditions. The current paper elaborates how digital learning environments, which achieve this goal can be developed by combining approaches from Cognitive Psychology, Neuroscience, and Computer Science. One of the biggest obstacles that needs to be overcome is the lack of an unobtrusive method of continuously assessing learners’ WML in real-time. We propose to solve this problem by applying passive Brain-Computer Interface (BCI approaches to realistic learning scenarios in digital environments. In this paper we discuss the methodological and theoretical prospects and pitfalls of this approach based on results from the literature and from our own research. We present a strategy on how several inherent challenges of applying BCIs to WML and learning can be met by refining the psychological constructs behind WML, by exploring their neural signatures, by using these insights for sophisticated task designs, and by optimizing algorithms for analyzing EEG data. Based on this strategy we applied machine-learning algorithms for cross-task classifications of different levels of WML to tasks that involve studying realistic instructional materials. We obtained very promising results that yield several recommendations for future work.

  2. Nursing students' perceptions of learning in practice environments: a review.

    Science.gov (United States)

    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.

  3. Postgraduate trainees' perceptions of the learning environment in a ...

    African Journals Online (AJOL)

    Increased performance in both areas requires routine assessment of the learning environment to identify components that need attention. Objective. To evaluate the perception of junior doctors undergoing specialist training regarding the learning environment in a teaching hospital. Methods. This was a single-centre, ...

  4. Theoretical Foundations for Enhancing Social Connectedness in Online Learning Environments

    Science.gov (United States)

    Slagter van Tryon, Patricia J.; Bishop, M. J.

    2009-01-01

    Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face-to-face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning…

  5. STUDENTS’ PERCEPTION ABOUT CLINICAL LEARNING ENVIRONMENT IN THE PRIMARY, SECONDARY AND TERTIARY MEDICAL FACILITIES

    OpenAIRE

    Dewi, Dian Puspita; Rahayu, Gandes Retno; Kristina, Tri Nur

    2018-01-01

    Background: Learning environment is an important factor in learning process and can affect students' competence and work-readiness. Learning environment is not only about physical facilities but also social and psychological condition. The complexity of clinical learning environments pose challenges and problems that may affect students learning process so it is necessary to monitoring and evaluating students learning environments. This study aims to assess students' perception of their learn...

  6. Factors Influencing Learning Environments in an Integrated Experiential Program

    Science.gov (United States)

    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

  7. Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Choi, Woojae; Jacobs, Ronald L.

    2011-01-01

    While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

  8. Creating a supportive learning environment for students with learning difficulties

    OpenAIRE

    Grah, Jana

    2013-01-01

    Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

  9. Students’ Motivation for Learning in Virtual Learning Environments

    OpenAIRE

    Beluce, Andrea Carvalho; Oliveira, Katya Luciane de

    2015-01-01

    The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled ...

  10. Triangulating Assessment of Online Collaborative Learning

    Science.gov (United States)

    Lock, Jennifer; Johnson, Carol

    2015-01-01

    Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

  11. Predicting Virtual Learning Environment Adoption

    DEFF Research Database (Denmark)

    Penjor, Sonam; Zander, Pär-Ola Mikael

    2016-01-01

    This study investigates the significance of Rogers’ Diffusion of Innovations (DOI) theory with regard to the use of a Virtual Learning Environment (VLE) at the Royal University of Bhutan (RUB). The focus is on different adoption types and characteristics of users. Rogers’ DOI theory is applied...... to investigate the influence of five predictors (relative advantage, complexity, compatibility, trialability and observability) and their significance in the perception of academic staff at the RUB in relation to the probability of VLE adoption. These predictors are attributes of the VLE that determine the rate...... of adoption by various adopter group memberships (Innovators, Early Adopters, Early Majority, Late Majority, Laggards). Descriptive statistics and regression analysis were deployed to analyse adopter group memberships and predictor significance in VLE adoption and use. The results revealed varying attitudes...

  12. Personal Learning Environments in Black and White

    NARCIS (Netherlands)

    Kalz, Marco

    2010-01-01

    Kalz, M. (2010, 22 January). Personal Learning Environments in Black and White. Presentation provided during the workshop "Informal Learning and the use of social software in veterinary medicine" of the Noviceproject (http://www.noviceproject.eu), Utrecht, The Netherlands.

  13. Environment, safety and health progress assessment manual

    International Nuclear Information System (INIS)

    1992-12-01

    On June 27, 1989, the Secretary of Energy announced a 10-Point Initiative to strengthen environment, safety, and health (ES ampersand H) programs, and waste management activities at DOE production, research, and testing facilities. One of the points involved conducting dent Tiger Team Assessments of DOE operating facilities. The Office of Special independent Projects (OSP), EH-5, in the Office of the Assistant Secretary for Environment, Safety and Health, EH-1, was assigned the responsibility to conduct the Tiger Team Assessments. Through June 1992, a total of 35 Tiger Team Assessments were completed. The Secretary directed that Corrective Action Plans be developed and implemented to address the concerns identified by the Tiger Teams. In March 1991, the Secretary approved a plan for assessments that are ''more focused, concentrating on ES ampersand H management, ES ampersand H corrective actions, self-assessment programs, and root-cause related issues.'' In July 1991, the Secretary approved the initiation of ES ampersand H Progress Assessments, as a followup to the Tiger Team Assessments, and in the continuing effort to institutionalize the self-assessment process and line management accountability in the ES ampersand H areas. This manual documents the processes to be used to perform the ES ampersand H Progress Assessments. It was developed based upon the lessons learned from Tiger Team Assessments, the two pilot Progress Assessments, and Progress Assessments that have been completed. The manual will be updated periodically to reflect lessons learned or changes in policy

  14. Exploring Collaborative Learning Effect in Blended Learning Environments

    Science.gov (United States)

    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…

  15. Using Facebook as an informal learning environment.

    Science.gov (United States)

    Cain, Jeff; Policastri, Anne

    2011-12-15

    To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university. An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional. A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts. Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant "real world" issues.

  16. Effective Learning Environments in Relation to Different Learning Theories

    NARCIS (Netherlands)

    Guney, A.; Al, S.

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just

  17. E-Learning Systems, Environments and Approaches

    OpenAIRE

    Isaias, P.; Spector, J.M.; Ifenthaler, D.; Sampson, D.G.

    2015-01-01

    The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Par...

  18. Limitless Learning: Assessing Social Media Use for Global Workplace Learning

    Science.gov (United States)

    Breunig, Karl Joachim

    2016-01-01

    Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…

  19. Integrating Problem- and Project-Based Learning Opportunities: Assessing Outcomes of a Field Course in Environment and Sustainability

    Science.gov (United States)

    Kricsfalusy, Vladimir; George, Colleen; Reed, Maureen G.

    2018-01-01

    Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master's program…

  20. Soft Systems Methodology for Personalized Learning Environment

    Science.gov (United States)

    Nair, Uday

    2015-01-01

    There are two sides to a coin when it comes to implementing technology at universities; on one side, there is the university using technologies via the virtual learning environment that seems to be outdated with the digital needs of the students, and on the other side, while implementing technology at the university learning environment the focus…

  1. Theoretical Foundations of Learning Environments. Second Edition

    Science.gov (United States)

    Jonassen, David, Ed.; Land, Susan, Ed.

    2012-01-01

    "Theoretical Foundations of Learning Environments" provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most…

  2. A Design Framework for Personal Learning Environments

    NARCIS (Netherlands)

    Rahimi, E.

    2015-01-01

    The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

  3. Preparing Teachers for Emerging Blended Learning Environments

    Science.gov (United States)

    Oliver, Kevin M.; Stallings, Dallas T.

    2014-01-01

    Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

  4. A Collaborative Model for Ubiquitous Learning Environments

    Science.gov (United States)

    Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

    2016-01-01

    Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

  5. Interactive learning environments in augmented reality technology

    Directory of Open Access Journals (Sweden)

    Rafał Wojciechowski

    2010-01-01

    Full Text Available In this paper, the problem of creation of learning environments based on augmented reality (AR is considered. The concept of AR is presented as a tool for safe and cheap experimental learning. In AR learning environments students may acquire knowledge by personally carrying out experiments on virtual objects by manipulating real objects located in real environments. In the paper, a new approach to creation of interactive educational scenarios, called Augmented Reality Interactive Scenario Modeling (ARISM, is mentioned. In this approach, the process of building learning environments is divided into three stages, each of them performed by users with different technical and domain knowledge. The ARISM approach enables teachers who are not computer science experts to create AR learning environments adapted to the needs of their students.

  6. Interaction in a Blended Environment for English Language Learning

    Science.gov (United States)

    Romero Archila, Yuranny Marcela

    2014-01-01

    The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian…

  7. Towards an intelligent environment for distance learning

    Directory of Open Access Journals (Sweden)

    Rafael Morales

    2009-12-01

    Full Text Available Mainstream distance learning nowadays is heavily influenced by traditional educational approaches that produceshomogenised learning scenarios for all learners through learning management systems. Any differentiation betweenlearners and personalisation of their learning scenarios is left to the teacher, who gets minimum support from the system inthis respect. This way, the truly digital native, the computer, is left out of the move, unable to better support the teachinglearning processes because it is not provided with the means to transform into knowledge all the information that it storesand manages. I believe learning management systems should care for supporting adaptation and personalisation of bothindividual learning and the formation of communities of learning. Open learner modelling and intelligent collaborativelearning environments are proposed as a means to care. The proposal is complemented with a general architecture for anintelligent environment for distance learning and an educational model based on the principles of self-management,creativity, significance and participation.

  8. Evaluation of hybrid and distance education learning environments in Spain

    OpenAIRE

    Ferrer-Cascales, Rosario; Walker, Scott L.; Reig-Ferrer, Abilio; Fernández-Pascual, M. Dolores; Albaladejo-Blázquez, Natalia

    2011-01-01

    This article describes the adaptation and validation of the Distance Education Learning Environments Survey (DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education, and more standardised degree programs across the European Higher Education Area (EHEA) the need for a high quality method for continually assessing the excelle...

  9. Learning Object Metadata in a Web-Based Learning Environment

    NARCIS (Netherlands)

    Avgeriou, Paris; Koutoumanos, Anastasios; Retalis, Symeon; Papaspyrou, Nikolaos

    2000-01-01

    The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning

  10. The Effects of Integrating Social Learning Environment with Online Learning

    Science.gov (United States)

    Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

    2017-01-01

    The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

  11. Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

    Science.gov (United States)

    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,…

  12. Clinical learning environment at Shiraz Medical School.

    Science.gov (United States)

    Rezaee, Rita; Ebrahimi, Sedigheh

    2013-01-01

    Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS). This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment. © 2013 Tehran University of Medical Sciences. All rights reserved.

  13. Clinical Learning Environment at Shiraz Medical School

    Directory of Open Access Journals (Sweden)

    Sedigheh Ebrahimi

    2013-01-01

    Full Text Available Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS. This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment.

  14. Mapping Students’ Informal Learning Using Personal Learning Environment

    Directory of Open Access Journals (Sweden)

    Jelena Anđelković Labrović

    2014-07-01

    Full Text Available Personal learning environments are a widely spared ways of learning, especially for the informal learning process. The aim of this research is to identify the elements of studens’ personal learning environment and to identify the extent to which students use modern technology for learning as part of their non-formal learning. A mapping system was used for gathering data and an analysis of percentages and frequency counts was used for data analysis in the SPSS. The results show that students’ personal learning environment includes the following elements: Wikipedia, Google, YouTube and Facebook in 75% of all cases, and an interesting fact is that all of them belong to a group of Web 2.0 tools and applications.

  15. Architecture for Collaborative Learning Activities in Hybrid Learning Environments

    OpenAIRE

    Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos

    2012-01-01

    3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative ...

  16. Microplastics in the environment: What can we learn from a decade of engineered nanoparticle fate and risk assessment?

    Science.gov (United States)

    Hüffer, T.; Praetorius, A.; Wagner, S.; von der Kammer, F.; Hofmann, T.

    2016-12-01

    The field of environmental fate and risk assessment is frequently dominated by "hot topics" of emerging contaminants; in recent years for example pharmaceuticals, nanomaterials or, most recently, microplastics. Since no emerging pollutant is entirely new, a careful assessment of existing knowledge on related substances can help us direct our research efforts and employ the limited resources in a more efficient way. Crucial questions on the environmental implications of microplastics, for example the need for analytical tools, adequate protocols to study their fate, or the effects of aging and a risk assessment based thereon remain largely unanswered. Over the last decade, the field of environmental implications of engineered nanoparticles (ENPs) has been facing similar challenges. The goal of this contribution is to suggest a road-map to pursue the risk assessment of microplastics based on our experience in one decade in ENPs research. We highlight how to avoid potential dead-ends in microplastics research. We also illustrate that cross-linking other research fields, especially polymer chemistry and material sciences, may facilitate filling the urgent knowledge gaps.

  17. Assessing the assessments: Pharmaceuticals in the environment

    International Nuclear Information System (INIS)

    Enick, O.V.; Moore, M.M.

    2007-01-01

    The relatively new issue of pharmaceutical contamination of the environment offers the opportunity to explore the application of values to the construction, communication and management of risk. The still-developing regulatory policies regarding environmental contamination with pharmaceuticals provide fertile ground for the introduction of values into the definition and management of risk. In this report, we summarize the current knowledge regarding pharmaceutical contamination of the environment and discuss specific attributes of pharmaceuticals that require special consideration. We then present an analysis showing that if values are incorporated into assessing, characterizing and managing risk, the results of risk assessments will more accurately reflect the needs of various stakeholders. Originating from an acknowledgement of the inherent uncertainty and value-laden nature of risk assessment, the precautionary principle (and later, the multi-criteria, integrated risk assessment), provides a direction for further research and policy development

  18. Create a good learning environment and motivate active learning enthusiasm

    Science.gov (United States)

    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.

  19. SCAFFOLDING IN CONNECTIVIST MOBILE LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Ozlem OZAN

    2013-04-01

    Full Text Available Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: Ø to learn in a networked environment, Ø to manage their networked learning process, Ø to interact in a networked society, and Ø to use the tools belonging to the network society. The researcher described how Vygotsky's “scaffolding” concept, Berge’s “learner support” strategies, and Siemens’ “connectivism” approach can be used together to satisfy mobile learners’ needs. A connectivist mobile learning environment was designed for the research, and the research was executed as a mixed-method study. Data collection tools were Facebook wall entries, personal messages, chat records; Twitter, Diigo, blog entries; emails, mobile learning management system statistics, perceived learning survey and demographic information survey. Results showed that there were four major aspects of scaffolding in connectivist mobile learning environment as type of it, provider of it, and timing of it and strategies of it. Participants preferred mostly social scaffolding, and then preferred respectively, managerial, instructional and technical scaffolding. Social scaffolding was mostly provided by peers, and managerial scaffolding was mostly provided by instructor. Use of mobile devices increased the learner motivation and interest. Some participants stated that learning was more permanent by using mobile technologies. Social networks and mobile technologies made it easier to manage the learning process and expressed a positive impact on perceived learning.

  20. Conditions for Productive Learning in Network Learning Environments

    DEFF Research Database (Denmark)

    Ponti, M.; Dirckinck-Holmfeld, Lone; Lindström, B.

    2004-01-01

    are designed without a deep understanding of the pedagogical, communicative and collaborative conditions embedded in networked learning. Despite the existence of good theoretical views pointing to a social understanding of learning, rather than a traditional individualistic and information processing approach......The Kaleidoscope1 Jointly Executed Integrating Research Project (JEIRP) on Conditions for Productive Networked Learning Environments is developing and elaborating conceptual understandings of Computer Supported Collaborative Learning (CSCL) emphasizing the use of cross-cultural comparative......: Pedagogical design and the dialectics of the digital artefacts, the concept of collaboration, ethics/trust, identity and the role of scaffolding of networked learning environments.   The JEIRP is motivated by the fact that many networked learning environments in various European educational settings...

  1. Reconfiguring Course Design in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja

    2007-01-01

    for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture......Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

  2. Assessing students' readiness towards e-learning

    Science.gov (United States)

    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.

  3. Assessment of Students' Learning Behavior and Academic Misconduct in a Student-Pulled Online Learning and Student-Governed Testing Environment: A Case Study

    Science.gov (United States)

    Tsai, Nancy Wang

    2016-01-01

    The development of advanced and affordable information technologies has enabled higher education institutes to instantly deliver course or training materials to its students via the Internet without any time or location limitations. At the same time, the identical technology has also empowered distance learning students with easier opportunities…

  4. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    Patricia Hernández Salazar

    2016-03-01

    Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

  5. Relationship between learning environment characteristics and academic engagement

    NARCIS (Netherlands)

    Opdenakker, Marie-Christine; Minnaert, Alexander

    The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural

  6. University Libraries and Digital Learning Environments

    OpenAIRE

    2011-01-01

    University libraries around the world have embraced the possibilities of the digital learning environment, facilitating its use and proactively seeking to develop the provision of electronic resources and services. The digital environment offers opportunities and challenges for librarians in all aspects of their work – in information literacy, virtual reference, institutional repositories, e-learning, managing digital resources and social media. The authors in this timely book are leading exp...

  7. Gendered learning environments in managerial work

    OpenAIRE

    Gustavsson, Maria; Fogelberg Eriksson, Anna

    2010-01-01

    The aim is to investigate female and male managers’ learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that the male managers were provided with significantly richer opportunities to participate in activities conducive to learning and career development tha...

  8. Playing SNES in the Retro Learning Environment

    OpenAIRE

    Bhonker, Nadav; Rozenberg, Shai; Hubara, Itay

    2016-01-01

    Mastering a video game requires skill, tactics and strategy. While these attributes may be acquired naturally by human players, teaching them to a computer program is a far more challenging task. In recent years, extensive research was carried out in the field of reinforcement learning and numerous algorithms were introduced, aiming to learn how to perform human tasks such as playing video games. As a result, the Arcade Learning Environment (ALE) (Bellemare et al., 2013) has become a commonly...

  9. Gendered Learning Environments in Managerial Work

    Science.gov (United States)

    Gustavsson, Maria; Eriksson, Anna Fogelberg

    2010-01-01

    The aim is to investigate female and male managers' learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that…

  10. Creating sustainable empowering learning environments through ...

    African Journals Online (AJOL)

    ... as these impede optimal learning especially among rural and immigrant communities in South Africa, Canada and the world over. The primary focus of all papers herein therefore is on the creation of sustainable empowering learning environments through engaged scholarship spearheaded by the university.

  11. The new learning environment is personal

    NARCIS (Netherlands)

    De Vries, P.

    2013-01-01

    In a traditional sense the learning environment is qualified as the institutional setting for the teaching and learning to take place. This comprises the students, the teachers, management, the services and all the buildings, the classrooms, the equipment, the tools and laboratories that constitute

  12. Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

    Directory of Open Access Journals (Sweden)

    Sean Tackett

    2015-07-01

    Full Text Available Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM, the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%. After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%, with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%. The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92 and the seven domains (α, 0.56-0.85. Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

  13. Formative peer assessment in a CSCL environment: A case study.

    NARCIS (Netherlands)

    Prins, Frans; Sluijsmans, Dominique; Kirschner, Paul A.; Strijbos, Jan Willem

    2007-01-01

    In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that

  14. Risk assessment and the environment

    International Nuclear Information System (INIS)

    Fisk, D.J.

    1992-01-01

    This paper reviews the use of risk assessment techniques in the field of environment protection. I will argue that in some important instances the development of environment policy has been a source of fruitful development of a risk based methodologies. In other cases the importation of risk assessment techniques has proved much more problematic. As the scope of environmental regulation increases so does the possibility of inconsistent and arbitrary solutions to problems. The need for a more systematic approach to the development of environmental regulation has never been stronger, so it is important to understand the reasons for the mixed success of risk assessment. This applies equally to those nations with long traditions of the regulation of private sector industry and those just beginning on this course. The way ahead may be to extend our ideas of how to express risk and uncertainty. Some of the recent cause celebres of environment policy show this challenge very clearly. As an example, this paper will look at the problem of assessing the risk of man-made climate change

  15. Risk assessment and the environment

    Energy Technology Data Exchange (ETDEWEB)

    Fisk, D J [Department of the Environment (United Kingdom)

    1992-07-01

    This paper reviews the use of risk assessment techniques in the field of environment protection. I will argue that in some important instances the development of environment policy has been a source of fruitful development of a risk based methodologies. In other cases the importation of risk assessment techniques has proved much more problematic. As the scope of environmental regulation increases so does the possibility of inconsistent and arbitrary solutions to problems. The need for a more systematic approach to the development of environmental regulation has never been stronger, so it is important to understand the reasons for the mixed success of risk assessment. This applies equally to those nations with long traditions of the regulation of private sector industry and those just beginning on this course. The way ahead may be to extend our ideas of how to express risk and uncertainty. Some of the recent cause celebres of environment policy show this challenge very clearly. As an example, this paper will look at the problem of assessing the risk of man-made climate change.

  16. Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Cseh, Maria; Manikoth, Nisha N.

    2011-01-01

    As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

  17. Personalized learning Ecologies in Problem and Project Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Ryberg, Thomas; Zander, Pär-Ola

    2012-01-01

    is in contrast to an artificial learning setting often found in traditional education. As many other higher education institutions, Aalborg University aims at providing learning environments that support the underlying pedagogical approach employed, and which can lead to different online and offline learning.......g. coordination, communication, negotiation, document sharing, calendars, meetings and version control. Furthermore, the pedagogical fabric of LMSs/VLEs have recently been called into question and critiqued by proponents of Personal Learning Environments (PLEs)(Ryberg, Buus, & Georgsen, 2011) . In sum....... making it important to understand and conceptualise students’ use of technology. Ecology is the study of relationship between organisms in an environment which is the set of circumstances surrounding that organism. Learning ecologies are the study of the relationship of a learner or a group of learners...

  18. The Effectiveness of Blended Learning Environments

    Science.gov (United States)

    Eryilmaz, Meltem

    2015-01-01

    The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application,…

  19. Digital Learning Environments: New possibilities and opportunities

    Directory of Open Access Journals (Sweden)

    Otto Peters

    2000-06-01

    Full Text Available This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.

  20. Personal Learning Environment – a Conceptual Study

    Directory of Open Access Journals (Sweden)

    Herbert Mühlburger

    2010-01-01

    Full Text Available The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centered approach to a learner-centered one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz. It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behavior

  1. Assessing Assessment: In Pursuit of Meaningful Learning

    Science.gov (United States)

    Rootman-le Grange, Ilse; Blackie, Margaret A. L.

    2018-01-01

    The challenge of supporting the development of meaningful learning is prevalent in chemistry education research. One of the core activities used in the learning process is assessments. The aim of this paper is to illustrate how the semantics dimension of Legitimation Code Theory can be a helpful tool to critique the quality of assessments and…

  2. High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

    OpenAIRE

    Enrique Palou; Lourdes Gazca; Juan Antonio Díaz García; José Andrés Rojas Lobato; Luis Geraldo Guerrero Ojeda; José Francisco Tamborero Arnal; María Teresa Jiménez Munguía; Aurelio López-Malo; Juan Manuel Garibay

    2012-01-01

    A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been devel...

  3. Personal Learning Environments for Supporting Out-of-Class Language Learning

    Science.gov (United States)

    Reinders, Hayo

    2014-01-01

    A Personal Learning Environment (PLE) it is a combination of tools (usually digital) and resources chosen by the learner to support different aspects of the learning process, from goal setting to materials selection to assessment. The importance of PLEs for teachers lies in their ability to help students develop autonomy and prepare them for…

  4. How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

    Science.gov (United States)

    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…

  5. Clinical learning environments: place, artefacts and rhythm.

    Science.gov (United States)

    Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

    2017-10-01

    Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  6. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

    Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

  7. Students’ Motivation for Learning in Virtual Learning Environments

    Directory of Open Access Journals (Sweden)

    Andrea Carvalho Beluce

    2015-04-01

    Full Text Available The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs. For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE. The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

  8. The effects of different learning environments on students' motivation for learning and their achievement.

    Science.gov (United States)

    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.

  9. Learning Environment Facilitating Educational Achievements of Teenagers

    OpenAIRE

    Šūmane, Ilze

    2012-01-01

    ABSTRACT. The doctoral thesis of Ilze Šūmane in pedagogy science, school pedagogy sub-discipline ”Learning environment facilitating educational achievements of teenagers” was worked out in the Department of Pedagogy, Faculty of Pedagogy, Psychology and Arts, University of Latvia, under the supervision of Dr.paed., professor Rudīte Andersone from2001 till 2011. The topicality of the research determined by the necessity to improve quality learning and education. During an effective study ...

  10. The sociability of computer-supported collaborative learning environments

    NARCIS (Netherlands)

    Kreijns, C.J.; Kirschner, P.A.; Jochems, W.M.G.

    2002-01-01

    There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfil expectations on supporting interactive group learning,

  11. Ethnography in the Danish Veterinary Learning Environment

    Directory of Open Access Journals (Sweden)

    Camilla Kirketerp Nielsen

    2015-11-01

    Full Text Available The overall objective of this project is research-based development, implementation and evaluation of a game-based learning concept to be used in the veterinary education. Herd visits and animal contact are essential for the development of veterinary competences and skills during education. Yet veterinary students have little occasion to reach/attain a proper level of confidence in their own skills/abilities, as they have limited “training-facilities” (Kneebone & Baillie, 2008. One possible solution mightbe to provide a safe, virtual environment (game-based where students could practise interdisciplinary clinical skills in an easily-accessible, interactive setting. A playable demo using Classical Swine Fever in a pig herd as an example has been produced for this purpose. In order totailor the game concept to the specific veterinary learning environment and to ensure compliance with both learning objectives and the actual learning processes/procedures of the veterinary students, the project contains both a developmental aspect (game development and an exploration of the academic (scholastic and profession (practice oriented learning context. The initial phase of the project was a preliminary exploration of the actual learning context, providing an important starting point for the upcoming phase in which I will concentrate on research-based development, implementation and evaluation of a game-based virtual environment in this course context. In the academic (scholastic and profession (practice oriented learning context of a veterinary course in Herd Health Management (Pig module,ethnographic studies have been conducted by using multiple data collection methods; participant observation, spontaneous dialogues and interviews (Borgnakke, 1996; Hammersley & Atkinson, 2007. All courserelated activities in the different learning spaces (commercial pig herds, auditoriums, post-mortem examinations, independent group work were followed.This paper will

  12. Creating a Learning Environment for Engineering Education

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Until recently discussions about improvement of educational quality have focussed on the teacher – it was as-sumed that by training the teacher you could increase the students’ learning outcome. Realising that other changes than better teaching were necessary to give the students more useful......? And the introduction of IT has highlighted the importance of the learning environment, but the focus has narrowly been on the physical environment. However, the mental frame-work is also very important. To assure educational quality it is necessary to take all these elements into account and consider the total...

  13. The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

    Science.gov (United States)

    Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

    2015-01-01

    This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

  14. Understanding the Science-Learning Environment: A Genetically Sensitive Approach

    Science.gov (United States)

    Haworth, Claire M. A.; Davis, Oliver S. P.; Hanscombe, Ken B.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert

    2013-01-01

    Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000…

  15. Analysis of students’ generated questions in laboratory learning environments

    Directory of Open Access Journals (Sweden)

    Juan Antonio Llorens-Molina

    2012-03-01

    Full Text Available In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context. With regard to Laboratory Learning Environments (LLEs, a well known approach is the SLEI (Science Laboratory Environment Inventory. The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments. Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills.

  16. Society, family and learning. The role of home literacy environments

    OpenAIRE

    Querejeta, Maira

    2010-01-01

    This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the...

  17. Formative assessment promotes learning in undergraduate clinical ...

    African Journals Online (AJOL)

    Introduction. Clinical clerkships, typically situated in environments lacking educational structure, form the backbone of undergraduate medical training. The imperative to develop strategies that enhance learning in this context is apparent. This study explored the impact of longitudinal bedside formative assessment on ...

  18. Enhancing the Learning Environment by Learning all the Students' Names

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    the method to learn all the students' names enhances the learning environment substantially.  ReferencesCranton, Patricia (2001) Becoming an authentic teacher in higher education. Malabar, Florida: Krieger Pub. Co.Wiberg, Merete (2011): Personal email communication June 22, 2011.Woodhead, M. M. and Baddeley......Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study......: The students felt more valued, secure and respected. They also made an effort to learn each other's names. Long abstract In high school teachers know the students' names very soon - anything else is unthinkable (Wiberg, 2011). Not so in universities where knowing the names of all the students is the exception...

  19. Development and Validation of the Blended Learning Environment Instrument (BLEI) in Higher Education

    Science.gov (United States)

    Aljahni, Areej; Al-Begain, Khalid; Skinner, Heather

    2014-01-01

    Part of ongoing research into the efficacy of blended learning in higher education within the Kingdom of Saudi Arabia (KSA). The need for, and development of, a Blended Learning Environment Instrument (BLEI) are explained. This new instrument assesses student perceptions across five core aspects of blended learning environments: Infrastructure,…

  20. Validation of a Spanish Version of the Distance Education Learning Environments Survey (DELES) in Spain

    Science.gov (United States)

    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…

  1. Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

    Science.gov (United States)

    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…

  2. The learning environment and medical student burnout: a multicentre study.

    Science.gov (United States)

    Dyrbye, Liselotte N; Thomas, Matthew R; Harper, William; Massie, F Stanford; Power, David V; Eacker, Anne; Szydlo, Daniel W; Novotny, Paul J; Sloan, Jeff A; Shanafelt, Tait D

    2009-03-01

    Little is known about specific personal and professional factors influencing student distress. The authors conducted a comprehensive assessment of how learning environment, clinical rotation factors, workload, demographics and personal life events relate to student burnout. All medical students (n = 3080) at five medical schools were surveyed in the spring of 2006 using a validated instrument to assess burnout. Students were also asked about the aforementioned factors. A total of 1701 medical students (response rate 55%) completed the survey. Learning climate factors were associated with student burnout on univariate analysis (odds ratio [OR] 1.36-2.07; all P burnout (ORs 1.69 and 1.48, respectively; both P student burnout. Students who experienced a positive personal life event had a lower frequency of burnout (OR 0.70; P burnout than students who did not experience a negative personal life event. On multivariate analysis personal characteristics, learning environment and personal life events were all independently related to student burnout. Although a complex array of personal and professional factors influence student well-being, student satisfaction with specific characteristics of the learning environment appears to be a critical factor. Studies determining how to create a learning environment that cultivates student well-being are needed.

  3. Educational Ethnography in Blended Learning Environments

    Science.gov (United States)

    Antoniadou, Victoria; Dooly, Melinda

    2017-01-01

    This chapter aims to answer some of the questions that emerge when carrying out educational ethnography in a blended learning environment. The authors first outline how Virtual Ethnography (VE) has been developed and applied by other researchers. Then, to better illustrate the approach, they describe a doctoral research project that implemented…

  4. Alternative Learning Environments in the Elementary School.

    Science.gov (United States)

    Davis, Eugene D.

    This paper outlines a program utilized in the Countryside School which offers alternative learning environments in the elementary school. The program includes (1) semi-departmentalization; (2) team teaching; and (3) an open-alternatives program. Each of these areas is outlined and fully discussed in terms of student and parent needs. (YRJ)

  5. The Classroom Environment Study: Teaching for Learning.

    Science.gov (United States)

    Anderson, Lorin W.

    1987-01-01

    The IEA's Classroom Environment Study, implemented in grades 5-9 in 9 countries, examined effects on student outcomes of home, community, school, teacher, and student characteristics and classroom practices. Across countries, course content varied widely, but teachers relied on relatively few classroom behaviors. Student learning was affected by…

  6. Hipatia: a hypermedia learning environment in mathematics

    Directory of Open Access Journals (Sweden)

    Marisol Cueli

    2016-01-01

    Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

  7. Assessment of Combustor Working Environments

    Directory of Open Access Journals (Sweden)

    Leiyong Jiang

    2012-01-01

    Full Text Available In order to assess the remaining life of gas turbine critical components, it is vital to accurately define the aerothermodynamic working environments and service histories. As a part of a major multidisciplinary collaboration program, a benchmark modeling on a practical gas turbine combustor is successfully carried out, and the two-phase, steady, turbulent, compressible, reacting flow fields at both cruise and takeoff are obtained. The results show the complicated flow features inside the combustor. The airflow over each flow element of the combustor can or liner is not evenly distributed, and considerable variations, ±25%, around the average values, are observed. It is more important to note that the temperatures at the combustor can and cooling wiggle strips vary significantly, which can significantly affect fatigue life of engine critical components. The present study suggests that to develop an adequate aerothermodynamics tool, it is necessary to carry out a further systematic study, including validation of numerical results, simulations at typical engine operating conditions, and development of simple correlations between engine operating conditions and component working environments. As an ultimate goal, the cost and time of gas turbine engine fleet management must be significantly reduced.

  8. Peer Evaluation in CMC Learning Environment and Writing Skill

    Directory of Open Access Journals (Sweden)

    Morteza Mellati

    2014-09-01

    Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.

  9. Resident burnout: evaluating the role of the learning environment.

    Science.gov (United States)

    van Vendeloo, Stefan N; Godderis, Lode; Brand, Paul L P; Verheyen, Kees C P M; Rowell, Suria A; Hoekstra, Harm

    2018-03-27

    Although burnout is viewed as a syndrome rooted in the working environment and organizational culture, the role of the learning environment in the development of resident burnout remains unclear. We aimed to evaluate the association between burnout and the learning environment in a cohort of Belgian residents. We conducted a cross-sectional online survey among residents in a large university hospital in Belgium. We used the Dutch version of the Maslach Burnout Inventory (UBOS-C) to assess burnout and the Dutch Residency Educational Climate Test (D-RECT) to assess the learning environment. A total of 236 residents (29 specialties) completed the survey (response rate 34.6%), of which 98 (41.5%) met standard criteria for burnout. After multivariate regression analysis adjusting for hours worked per week, quality of life and satisfaction with work-life balance, we found an inverse association between D-RECT scores and the risk of burnout (adjusted odds ratio; 0.47 for each point increase in D-RECT score; 95% CI, 0.23 - 0.95; p = 0.01). Resident burnout is highly prevalent in our cohort of Belgian residents. Our results suggest that the learning environment plays an important role in reducing the risk of burnout among residents.

  10. Social Constructivist Learning Environment in an Online Professional Practice Course

    Science.gov (United States)

    Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-01-01

    Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE. PMID:19513147

  11. The Predicaments of Language Learners in Traditional Learning Environments

    Science.gov (United States)

    Shafie, Latisha Asmaak; Mansor, Mahani

    2009-01-01

    Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…

  12. A Well Designed School Environment Facilitates Brain Learning.

    Science.gov (United States)

    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)

  13. Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

    Science.gov (United States)

    Virtanen, Mari Aulikki; Haavisto, Elina; Liikanen, Eeva; Kääriäinen, Maria

    2018-01-01

    Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized…

  14. Personal Learning Environments: A Solution for Self-Directed Learners

    Science.gov (United States)

    Haworth, Ryan

    2016-01-01

    In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…

  15. Construction of a Digital Learning Environment Based on Cloud Computing

    Science.gov (United States)

    Ding, Jihong; Xiong, Caiping; Liu, Huazhong

    2015-01-01

    Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

  16. Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

    OpenAIRE

    Ingeborg Placklé; Karen D. Könings; Wolfgang Jacquet; Katrien Struyven; Arno Libotton; Jeroen J. G. van Merriënboer; Nadine Engels

    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 Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. W...

  17. Students Preferred Characteristics of Learning Environments in Vocational Secondary Education

    OpenAIRE

    Placklé, Ingeborg

    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 Environments in Vocational Education - to measure studentsâ preferences on characteristics of powerful learning environments in voca-tional education. ...

  18. Constructing a Grounded Theory of E-Learning Assessment

    Science.gov (United States)

    Alonso-Díaz, Laura; Yuste-Tosina, Rocío

    2015-01-01

    This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical…

  19. A Simulated Learning Environment for Teaching Medicine Dispensing Skills.

    Science.gov (United States)

    McDowell, Jenny; Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

    2016-02-25

    To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. 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. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment.

  20. The Videoconferencing Learning Environment: Technology, Interaction and Learning Intersect

    Science.gov (United States)

    Saw, K. G.; Majid, Omar; Ghani, N. Abdul; Atan, H.; Idrus, R. M.; Rahman, Z. A.; Tan, K. E.

    2008-01-01

    This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more…

  1. Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Sanja Bauk

    2014-01-01

    Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

  2. Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire.

    Science.gov (United States)

    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.

  3. Evaluation of students' perception of their learning environment and approaches to learning

    Science.gov (United States)

    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.

  4. Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

    Science.gov (United States)

    Yurdugül, Halil; Menzi Çetin, Nihal

    2015-01-01

    Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

  5. Real-time Color Codes for Assessing Learning Process

    OpenAIRE

    Dzelzkalēja, L; Kapenieks, J

    2016-01-01

    Effective assessment is an important way for improving the learning process. There are existing guidelines for assessing the learning process, but they lack holistic digital knowledge society considerations. In this paper the authors propose a method for real-time evaluation of students’ learning process and, consequently, for quality evaluation of teaching materials both in the classroom and in the distance learning environment. The main idea of the proposed Color code method (CCM) is to use...

  6. Sociocultural Perspective of Science in Online Learning Environments. Communities of Practice in Online Learning Environments

    Science.gov (United States)

    Erdogan, Niyazi

    2016-01-01

    Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…

  7. Social constructivist learning environment in an online professional practice course.

    Science.gov (United States)

    Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-02-19

    To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

  8. Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

    Science.gov (United States)

    Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

    2013-11-01

    As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

  9. Foreign language learning in immersive virtual environments

    Science.gov (United States)

    Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

    2012-03-01

    Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

  10. Assessing orientations to learning to teach.

    Science.gov (United States)

    Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

    2002-03-01

    An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

  11. Peer Learning in Social Media Enhanced Learning Environment

    Directory of Open Access Journals (Sweden)

    Anne-Maritta Tervakari

    2012-09-01

    Full Text Available TUT Circle, a dedicated social media service for students at Tampere University of Technology (TUT, was used as a learning environment for the purpose of enhancing students‘ collaboration, communication and networking skills required in business and working life and for promoting peer learning in small groups. Unfortunately, active conversation was limited. The students intensively read content created by other students, but they did not actively present their opinions, arguments or comments. Another reason for the lack of real conversation was procrastination. The students seemed to need more encouragement to comment on or question the ideas of others, more support to promote intergroup interaction and more assistance with time management.

  12. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

    Science.gov (United States)

    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,…

  13. Context-aware Cloud Computing for Personal Learning Environment

    OpenAIRE

    Chen, Feng; Al-Bayatti, Ali Hilal; Siewe, Francois

    2016-01-01

    Virtual learning means to learn from social interactions in a virtual platform that enables people to study anywhere and at any time. Current Virtual Learning Environments (VLEs) are a range of integrated web based applications to support and enhance the education. Normally, VLEs are institution centric; are owned by the institutions and are designed to support formal learning, which do not support lifelong learning. These limitations led to the research of Personal Learning Environments (PLE...

  14. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    Science.gov (United States)

    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…

  15. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  16. Active Learning Environment with Lenses in Geometric Optics

    Science.gov (United States)

    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…

  17. Designing Assessment for Autonomous Learning

    Science.gov (United States)

    Hay, Marie; Mathers, Lucy

    2012-01-01

    This paper aims to disseminate and evaluate an autonomous learning framework developed through collaborative research with first- and second-year undergraduate students at De Montfort University. Central to the framework is the involvement of students in the assessment of their peers and themselves using dialogue about the assessment and feedback…

  18. Authentic assessment For autonomous learning

    NARCIS (Netherlands)

    Vinke, A.A.; Hummels, C.C.M.

    2010-01-01

    Industrial Design at Eindhoven University of Technology focuses on designing intelligent systems, products and related services for societal transformation. Our holistic and integrative approach to learning clearly shows in the end-ofterm assessments. Students are not assessed at the level of

  19. CLEW: A Cooperative Learning Environment for the Web.

    Science.gov (United States)

    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.…

  20. Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study.

    Science.gov (United States)

    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/

  1. A dynamic perspective on School Learning Environment and its impact on student learning outcomes

    NARCIS (Netherlands)

    Kyriakides, Leonidas; Creemers, Bert P.M.; Kuger, Susanne; Jude, Nina; Kaplan, David

    2016-01-01

    In this chapter, a brief review of studies looking at various psychological dimensions of the School Learning Environment (SLE) is provided, and the methods used to measure these dimensions of SLE are presented. Since the focus of the Programme for International Student Assessment (PISA) 2015 was on

  2. Moving interprofessional learning forward through formal assessment.

    Science.gov (United States)

    Stone, Judy

    2010-04-01

    There is increasing agreement that graduates who finish tertiary education with the full complement of skills and knowledge required for their designated profession are not 'work-ready' unless they also acquire interpersonal, collaborative practice and team-working capabilities. Health workers are unable to contribute to organisational culture in a positive way unless they too attain these capabilities. These capabilities have been shown to improve health care in terms of patient safety, worker satisfaction and health service efficiency. Given the importance of interprofessional learning (IPL) which seeks to address these capabilities, why is IPL not consistently embedded into the education of undergraduates, postgraduates and vocationally qualified personnel through formal assessment? This paper offers an argument for the formal assessment of IPL. It illustrates how the interests of the many stakeholders in IPL can benefit from, and contribute to, the integration of IPL into mainstream professional development and tertiary education. It offers practical examples of assessment in IPL which could drive learning and offer authentic, contextual teaching and learning experiences to undergraduates and health workers alike. Assessment drives learning and without formal assessment IPL will continue to be viewed as an optional topic of little relative importance for learners. In order to make the next step forward, IPL needs to be recognised and endorsed through formal assessment, both at the tertiary education level and within the workplace environment. This is supported by workforce initiatives and tertiary education policy which can be used to specify the capabilities or generic skills necessary for effective teamwork and collaborative practice.

  3. Toward Project-based Learning and Team Formation in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2014-01-01

    Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

  4. Assessing mobile food vendors (a.k.a. street food vendors)--methods, challenges, and lessons learned for future food-environment research.

    Science.gov (United States)

    Lucan, S C; Varona, M; Maroko, A R; Bumol, J; Torrens, L; Wylie-Rosett, J

    2013-08-01

    Mobile food vendors (also known as street food vendors) may be important sources of food, particularly in minority and low-income communities. Unfortunately, there are no good data sources on where, when, or what vendors sell. The lack of a published assessment method may contribute to the relative exclusion of mobile food vendors from existing food-environment research. A goal of this study was to develop, pilot, and refine a method to assess mobile food vendors. Cross-sectional assessment of mobile food vendors through direct observations and brief interviews. Using printed maps, investigators canvassed all streets in Bronx County, NY (excluding highways but including entrance and exit ramps) in 2010, looking for mobile food vendors. For each vendor identified, researchers recorded a unique identifier, the vendor's location, and direct observations. Investigators also recorded vendors answers to where, when, and what they sold. Of 372 identified vendors, 38% did not answer brief-interview questions (19% were 'in transit', 15% refused; others were absent from their carts/trucks/stands or with customers). About 7% of vendors who ultimately answered questions were reluctant to engage with researchers. Some vendors expressed concerns about regulatory authority; only 34% of vendors had visible permits or licenses and many vendors had improvised illegitimate-appearing set-ups. The majority of vendors (75% of those responding) felt most comfortable speaking Spanish; 5% preferred other non-English languages. Nearly a third of vendors changed selling locations (streets, neighbourhoods, boroughs) day-to-day or even within a given day. There was considerable variability in times (hours, days, months) in which vendors reported doing business; for 86% of vendors, weather was a deciding factor. Mobile food vendors have a variable and fluid presence in an urban environment. Variability in hours and locations, having most comfort with languages other than English, and reluctance

  5. Assessing mobile food vendors (a.k.a. street food vendors)—methods, challenges, and lessons learned for future food-environment research

    Science.gov (United States)

    Lucan, Sean C.; Varona, Monica; Maroko, Andrew R.; Bumol, Joel; Torrens, Luis; Wylie-Rosett, Judith

    2013-01-01

    OBJECTIVES Mobile food vendors (also known as street food vendors) may be important sources of food, particularly in minority and low-income communities. Unfortunately, there are no good data sources on where, when, or what vendors sell. The lack of a published assessment method may contribute to the relative exclusion of mobile food vendors from existing food-environment research. A goal of this study was to develop, pilot, and troubleshoot a method to assess mobile food vendors. STUDY DESIGN Cross-sectional assessment of mobile food vendors through direct observations and brief interviews. METHODS Using printed maps, investigators canvassed all streets in Bronx County, NY (excluding highways but including entrance and exit ramps) in 2010, looking for mobile food vendors. For each vendor identified, researchers recorded a unique identifier, the vendor’s location, and direct observations. Investigators also recorded vendors answers to where, when, and what they sold. RESULTS Of 372 identified vendors, 38% did not answer brief-interview questions (19% were “in transit”, 15% refused; others were absent from their carts/trucks/stands or with customers). About 7% of vendors who ultimately answered questions were reluctant to engage with researchers. Some vendors expressed concerns about regulatory authority; only 34% of vendors had visible permits or licenses and many vendors had improvised illegitimate-appearing set-ups. The majority of vendors (75% of those responding) felt most comfortable speaking Spanish; 5% preferred other non-English languages. Nearly a third of vendors changed selling locations (streets, neighborhoods, boroughs) day-to-day or even within a given day. There was considerable variability in times (hours, days, months) in which vendors reported doing business; for 86% of vendors, weather was a deciding factor. CONCLUSIONS Mobile food vendors have a variable and fluid presence in an urban environment. Variability in hours and locations, having

  6. Assessment is for learning: Supporting feedback

    OpenAIRE

    McLaren, Susan

    2012-01-01

    This paper describes an action research, school situated project conducted withpartnership funding from Learning and Teaching Scotland, Scottish QualificationsAuthority and Becta, the UK government’s agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with pr...

  7. Blended synchronous learning environment: Student perspectives

    Directory of Open Access Journals (Sweden)

    Conklina Sheri

    2017-06-01

    Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

  8. Anatomy education environment measurement inventory: A valid tool to measure the anatomy learning environment.

    Science.gov (United States)

    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

    2017-09-01

    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, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11-factor, 132-items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale-level content validity index [total] = 0.646); good response process evidence (scale-level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604-0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X 2  = 415.67, P education environment in Malaysia. A concerted collaboration should be initiated toward developing a valid universal tool that, using the methods outlined in this study, measures the anatomy education environment across different institutions and countries. Anat Sci Educ 10: 423-432. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  9. Transactional distance in a blended learning environment

    Directory of Open Access Journals (Sweden)

    Jon Dron

    2004-12-01

    Full Text Available This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students' experience and associated poor retention can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour.

  10. Personnel Performance Assessment in Information Systems Outsourcing Environments

    Science.gov (United States)

    Casado-Lumbreras, Cristina; Soto-Acosta, Pedro; Colomo-Palacios, Ricardo; de Pablos, Patricia Ordonez

    2011-01-01

    Purpose: The aim of this paper is to present a tool which uses semantic technologies for personnel performance and workplace learning assessment in outsourced information technology environments. Design/methodology/approach: The paper presents the tool from a technical perspective and introduces a use case that depicts the main features related to…

  11. Impact of Individual Perception of Organizational Culture on the Learning Transfer Environment

    Science.gov (United States)

    Chatterjee, Aindrila; Pereira, Arun; Bates, Reid

    2018-01-01

    This research is an empirical study of the relationship between organization culture, as perceived by employees, and the work-environment-related learning transfer factors in organizations, which we call learning transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and…

  12. Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Directory of Open Access Journals (Sweden)

    Ingeborg Placklé

    2014-12-01

    Full Text Available 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 Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

  13. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  14. Learning styles: individualizing computer-based learning environments

    Directory of Open Access Journals (Sweden)

    Tim Musson

    1995-12-01

    Full Text Available While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature, little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs. What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992 and by trainee end-users of software packages (Bostrom et al, 1990. The problem is to identify the way in which specific individual characteristics of a student interact with particular features of a CBLE, and how the interaction affects the quality of the resultant learning. Teaching in a CBLE is likely to require a subset of teaching strategies different from that subset appropriate to more traditional environments, and the use of a machine may elicit different behaviours from those normally arising in a classroom context.

  15. Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component

    Directory of Open Access Journals (Sweden)

    Daniel Auld

    2010-10-01

    Full Text Available This study assessed 96 law school students’ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self-efficacy, and employment status were the strongest predictors of preferences for non-traditional learning environments. Preferences for traditional environments were attributed to students’ familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments.

  16. Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

    Directory of Open Access Journals (Sweden)

    Alexandra Gasparinatou

    2015-10-01

    Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

  17. EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS' LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

    OpenAIRE

    Harriet Wambui Njui

    2018-01-01

    This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions ...

  18. Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

    Science.gov (United States)

    Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

    2015-04-01

    Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

  19. Developing an Instrument to Characterise Peer-Led Groups in Collaborative Learning Environments: Assessing Problem-Solving Approach and Group Interaction

    Science.gov (United States)

    Pazos, Pilar; Micari, Marina; Light, Gregory

    2010-01-01

    Collaborative learning is being used extensively by educators at all levels. Peer-led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi-phase research study we describe the development of an observation instrument that can be used to…

  20. Marketing Prior Learning Assessment Programs.

    Science.gov (United States)

    Heeger, Gerald A.

    1983-01-01

    Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

  1. Learning environment: the impact of clerkship location on instructional quality.

    Science.gov (United States)

    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

  2. U-CrAc Flexible Interior Doctrine, Agile Learning Environments

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Rosenstand, Claus Andreas Foss

    2012-01-01

    The research domain of this article is flexible learning environment for immediate use. The research question is: How can the learning environment support an agile learning process? The research contribution of this article is a flexible interior doctrine. The research method is action research...

  3. The Impact of Multitasking Learning Environments in the Middle Grades

    Science.gov (United States)

    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…

  4. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    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…

  5. Mapping Students Use of Technologies in Problem Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

    2011-01-01

    This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

  6. Creating Effective Collaborative Learning Groups in an Online Environment

    Directory of Open Access Journals (Sweden)

    Jane E. Brindley

    2009-06-01

    Full Text Available Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts from the Foundations course in the Master of Distance Education (MDE program offered jointly by University of Maryland University College (UMUC and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

  7. Exploring the changing learning environment of the gross anatomy lab.

    Science.gov (United States)

    Hopkins, Robin; Regehr, Glenn; Wilson, Timothy D

    2011-07-01

    The objective of this study was to assess the impact of virtual models and prosected specimens in the context of the gross anatomy lab. In 2009, student volunteers from an undergraduate anatomy class were randomly assigned to study groups in one of three learning conditions. All groups studied the muscles of mastication and completed identical learning objectives during a 45-minute lab. All groups were provided with two reference atlases. Groups were distinguished by the type of primary tools they were provided: gross prosections, three-dimensional stereoscopic computer model, or both resources. The facilitator kept observational field notes. A prepost multiple-choice knowledge test was administered to evaluate students' learning. No significant effect of the laboratory models was demonstrated between groups on the prepost assessment of knowledge. Recurring observations included students' tendency to revert to individual memorization prior to the posttest, rotation of models to match views in the provided atlas, and dissemination of groups into smaller working units. The use of virtual lab resources seemed to influence the social context and learning environment of the anatomy lab. As computer-based learning methods are implemented and studied, they must be evaluated beyond their impact on knowledge gain to consider the effect technology has on students' social development.

  8. An Evaluation of the Measurement of Perceived Classroom Assessment Environment

    Directory of Open Access Journals (Sweden)

    Hussain Alkharusi

    2015-07-01

    Full Text Available A classroom assessment environment is a classroom context experienced by students as the teacher determines assessment purposes, develops assessment tasks, defines assessment criteria and standards, provides feedback, and monitors outcomes (Brookhart, 1997. It is usually a group experience varying from class to class dependent upon the teacher’s assessment practices (Brookhart, 2004. As such, the measurement of class-level perception of the assessment environment should deserve recognition and investigation. This study aimed at evaluating the measurement of the perceived classroom assessment environment by comparing the psychometric properties of the scale at the student level and class level. Using a multi-stage random sampling process, data were collected from 4088 students nested within 236 classes of the second cycle of the basic education in the Sultanate of Oman. Students responded to the 18-items of Alkharusi's (2011 Perceived Classroom Assessment Environment Scale. Results of the principal axis factoring yielded two factors, learning-oriented and performance-oriented assessment environment, at both levels. However, the two factors explained about 38% of the variance at the class level compared to about 20% of the variance at the student level. Reliability coefficients in terms of Cronbach alpha ranged between .79 and .83 at the class level compared to .65 and .67 at the student level

  9. Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

    Science.gov (United States)

    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…

  10. Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Science.gov (United States)

    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…

  11. School and workplace as learning environments in VET

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    as limitations for learning, and thus frame the opportunities for learning. The second, the socio-cultural learning environment is constituted by the social and cultural relations and communities in the workplace and in school. I distinguish between three different types of social relations in the workplace......The aim of this paper is to present an analytical model to study school and workplace as different learning environments and discuss some findings from the application of the model on a case study. First the paper tries to answer the question: what is a learning environment? In most other studies...... schools and workplaces are not only considered to be different learning environment, but are also analysed using different approaches. In this paper I will propose a common model to analyse and compare the two learning environments, drawing on sociology of work (Kern & Schumann 1984; Braverman 1976...

  12. Designing an Interactive Multimedia Environment for Learning and Aiding Troubleshooting

    National Research Council Canada - National Science Library

    Kolodner, Janet

    1997-01-01

    .... However troubleshooting is a complex process both to learn and perform. This report examines the prospects for designing an interactive learning environment that helps users acquire and engage in effective troubleshooting...

  13. Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

    NARCIS (Netherlands)

    Börner, Dirk

    2010-01-01

    Börner, D. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Presented at the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France.

  14. Intellectual Property and Copyright Issues in Online Learning Environments.

    Science.gov (United States)

    Szanto, Edit

    2001-01-01

    Provides an overview of intellectual property and copyright issues as they relate to online learning environments. Includes a historical perspective; laws and regulations; liability; Web-related issues; higher education; distance learning; compliance strategies; and policy recommendations. (Author/LRW)

  15. Quality Of Educational Environment At Wah Medical College: Assessment By Using Dundee Ready Educational Environment Measure.

    Science.gov (United States)

    Mushtaq, Robina; Ansar, Ambreen; Bibi, Anwar; Ramzan, Musarat; Munir, Arif; Zaheer, Amna; Ahmad, Afsa; Barlas, Aisha

    2017-01-01

    Educational environment not only has an impact on the students during the academic years but has its reflections throughout their medical career. The Dundee Ready Educational Environment Measure (DREEM) is an internationally accepted useful tool to analyse undergraduate educational environments in the health professionals. The purpose of this study was to assess how students, across all the five years in a private medical college, perceive their educational environment. It was a cross sectional study, which used the DREEM inventory at Wah Medical College over the course of 6 months (January-June 2015). All 500 students were included in the study. The fifty items DREEM inventory, having the maximum score of two hundred indicating ideal educational environment was used for data collection. The questionnaire was completed by 400 undergraduate medical students (response rate 80%). The overall DREEM score was 122.63/200 (61.3%), indicating that the perception of the learning environment was more positive than negative. Among the highest scoring categories were students' participation in classes, relaxed atmosphere and confidence in passing the annual exams. However, many areas requiring improvement were also brought to attention. Overall, the student's perception of their learning environment at Wah Medical College was found to be positive. This study did bring to light some areas that could be improved upon. This should enable the faculty to adopt changes in their teaching methods to make the learning process more productive and enjoyable for future students.

  16. Assessing Complex Learning Objectives through Analytics

    Science.gov (United States)

    Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

    2016-12-01

    A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

  17. Questioning and metacognitive thinking: On-line and off-line assessments in understanding the role of prompting/questioning and metacognitive thinking in a digital learning environment

    Science.gov (United States)

    Schroeder, Mubina Khan

    In science education, the use of digital technology-based learning can help students struggling with difficult concepts such as the movement of molecules. While digital learning tools hold much promise for science education, the question arises as to whether or not such technology can serve as an adequate surrogate for the teacher-student interactions that theorists like Lev Vygotsky (1978) underscored as being critical to learning. In response to such concerns, designers of digital curricula often utilize scaffolds to help students as they learn from such programs. Using a simulation designed to teach students about the concept of diffusion as an example, I examine the effect of including prompting language in the learning sequence of the simulation. The use of prompting language in digital curriculum appears to be successful because it elicits science students to reflect and metacognise about their learning, lending support to Vygotsky's (1978) ideas of teaching and learning involving outer and inner dialog. However, findings from think aloud data continue to underscore the importance of human linguistic exchange as a preferable learning paradigm.

  18. Early results of experiments with responsive open learning environments

    OpenAIRE

    Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

    2011-01-01

    Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

  19. Mobile Learning Environment System (MLES): The Case of Android-based Learning Application on Undergraduates' Learning

    OpenAIRE

    Hanafi, Hafizul Fahri; Samsudin, Khairulanuar

    2012-01-01

    Of late, mobile technology has introduced new, novel environment that can be capitalized to further enrich the teaching and learning process in classrooms. Taking cognizance of this promising setting, a study was undertaken to investigate the impact of such an environment enabled by android platform on the learning process among undergraduates of Sultan Idris Education University, Malaysia; in particular, this paper discusses critical aspects of the design and implementation of the android le...

  20. Educational environment and approaches to learning of undergraduate nursing students in an Indonesian school of nursing.

    Science.gov (United States)

    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.

  1. Language Learning in Outdoor Environments: Perspectives of preschool staff

    Directory of Open Access Journals (Sweden)

    Martina Norling

    2015-03-01

    Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

  2. Quality of Learning Facilities and Learning Environment: Challenges for Teaching and Learning in Kenya's Public Universities

    Science.gov (United States)

    Ndirangu, Mwangi; Udoto, Maurice O.

    2011-01-01

    Purpose: The purpose of this article is to report findings on the perceptions of quality of educational facilities in Kenyan public universities, and the implications for teaching/learning, and the learning environment. Design/methodology/approach: The study adopted an exploratory descriptive design. A total of 332 and 107 undergraduate students…

  3. DynaLearn-An Intelligent Learning Environment for Learning Conceptual Knowledge

    NARCIS (Netherlands)

    Bredeweg, Bert; Liem, Jochem; Beek, Wouter; Linnebank, Floris; Gracia, Jorge; Lozano, Esther; Wißner, Michael; Bühling, René; Salles, Paulo; Noble, Richard; Zitek, Andreas; Borisova, Petya; Mioduser, David

    2013-01-01

    Articulating thought in computerbased media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an intelligent learning environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems

  4. The clinical learning environment in nursing education: a concept analysis.

    Science.gov (United States)

    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.

  5. Nursing students' satisfaction of the clinical learning environment: a research study.

    Science.gov (United States)

    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 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

  6. Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment

    NARCIS (Netherlands)

    T.-C. Liu (Tzu-Chien); Y.-C. Lin (Yi-Chun); G.W.C. Paas (Fred)

    2014-01-01

    textabstractTwo experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment

  7. Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

    Science.gov (United States)

    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…

  8. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    Science.gov (United States)

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  9. Evaluation Methods on Usability of M-Learning Environments

    Directory of Open Access Journals (Sweden)

    Teresa Magal-Royo

    2007-10-01

    Full Text Available Nowadays there are different evaluation methods focused in the assessment of the usability of telematic methods. The assessment of 3rd generation web environments evaluates the effectiveness and usability of application with regard to the user needs. Wireless usability and, specifically in mobile phones, is concentrated in the validation of the features and tools management using conventional interactive environments. There is not a specific and suitable criterion to evaluate created environments and m-learning platforms, where the restricted and sequential representation is a fundamental aspect to be considered.The present paper exposes the importance of the conventional usability methods to verify both: the employed contents in wireless formats, and the possible interfaces from the conception phases, to the validations of the platform with such characteristics.The development of usability adapted inspection could be complemented with the Remote’s techniques of usability testing, which are being carried out these days in the mobile devices field and which pointed out the need to apply common criteria in the validation of non-located learning scenarios.

  10. Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis

    Science.gov (United States)

    Mandell, Brian E.

    The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic

  11. Evaluating a Personal Learning Environment for Digital Storytelling

    Directory of Open Access Journals (Sweden)

    Nikolaos Marianos

    2011-10-01

    Full Text Available The evaluation of flexible and personal learning environments is extremely challenging. It should not be limited to the assessment of products, but should address the quality of educative experience with close monitoring. The evaluation of a PLE using digital storytelling is even more complicated, due to the unpredictability of the usage scenarios. This paper presents an evaluation methodology for PLEs using digital storytelling, using a participatory design approach. The results from an open validation trial indicate that this methodology is able to incorporate all necessary factors and that the selected evaluation tools are appropriate for addressing the quality of educative experience.

  12. INTUITEL and the Hypercube Model - Developing Adaptive Learning Environments

    Directory of Open Access Journals (Sweden)

    Kevin Fuchs

    2016-06-01

    Full Text Available In this paper we introduce an approach for the creation of adaptive learning environments that give human-like recommendations to a learner in the form of a virtual tutor. We use ontologies defining pedagogical, didactic and learner-specific data describing a learner's progress, learning history, capabilities and the learner's current state within the learning environment. Learning recommendations are based on a reasoning process on these ontologies and can be provided in real-time. The ontologies may describe learning content from any domain of knowledge. Furthermore, we describe an approach to store learning histories as spatio-temporal trajectories and to correlate them with influencing didactic factors. We show how such analysis of spatiotemporal data can be used for learning analytics to improve future adaptive learning environments.

  13. Comparing 2D and 3D Game-Based Learning Environments in Terms of Learning Gains and Student Perceptions

    Science.gov (United States)

    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…

  14. An Analysis of University Students' Attitudes towards Personalized Learning Environments

    Science.gov (United States)

    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…

  15. ENERGY-NET (Energy, Environment and Society Learning Network): Best Practices to Enhance Informal Geoscience Learning

    Science.gov (United States)

    Rossi, R.; Elliott, E. M.; Bain, D.; Crowley, K. J.; Steiner, M. A.; Divers, M. T.; Hopkins, K. G.; Giarratani, L.; Gilmore, M. E.

    2014-12-01

    While energy links all living and non-living systems, the integration of energy, the environment, and society is often not clearly represented in 9 - 12 classrooms and informal learning venues. However, objective public learning that integrates these components is essential for improving public environmental literacy. ENERGY-NET (Energy, Environment and Society Learning Network) is a National Science Foundation funded initiative that uses an Earth Systems Science framework to guide experimental learning for high school students and to improve public learning opportunities regarding the energy-environment-society nexus in a Museum setting. One of the primary objectives of the ENERGY-NET project is to develop a rich set of experimental learning activities that are presented as exhibits at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania (USA). Here we detail the evolution of the ENERGY-NET exhibit building process and the subsequent evolution of exhibit content over the past three years. While preliminary plans included the development of five "exploration stations" (i.e., traveling activity carts) per calendar year, the opportunity arose to create a single, larger topical exhibit per semester, which was assumed to have a greater impact on museum visitors. Evaluative assessments conducted to date reveal important practices to be incorporated into ongoing exhibit development: 1) Undergraduate mentors and teen exhibit developers should receive additional content training to allow richer exhibit materials. 2) The development process should be distributed over as long a time period as possible and emphasize iteration. This project can serve as a model for other collaborations between geoscience departments and museums. In particular, these practices may streamline development of public presentations and increase the effectiveness of experimental learning activities.

  16. The Effect of Learning Based on Technology Model and Assessment Technique toward Thermodynamic Learning Achievement

    Science.gov (United States)

    Makahinda, T.

    2018-02-01

    The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.

  17. Environment, safety and health progress assessment manual

    International Nuclear Information System (INIS)

    1992-12-01

    On June 27, 1989, the Secretary of Energy announced a 1O-Point Initiative to strengthen environment,safety, and health (ES ampersand H) programs, and waste management activities at involved conducting DOE production, research, and testing facilities. One of the points independent Tiger Team Assessments of DOE operating facilities. The Office of Special Projects (OSP), EH-5, in the Office of the Assistant Secretary for Environment, Safety and Health, EH-1, was assigned the responsibility to conduct the Tiger Team Assessments. Through June 1992, a total of 35 Tiger Team Assessments were completed. The Secretary directed that Corrective Action Plans be developed and implemented to address the concerns identified by the Tiger Teams. In March 1991, the Secretary approved a plan for assessments that are ''more focused, concentrating on ES ampersand H management, ES ampersand H corrective actions, self-assessment programs, and root-cause related issues.'' In July 1991, the Secretary approved the initiation of ES ampersand H Progress Assessments, as a followup to the Tiger Team Assessments, and in the continuing effort to institutionalize the self-assessment process and line management accountability in the ES ampersand H areas. This volume contains appendices to the Environment, Safety and Health Progress Assessment Manual

  18. A Study on Students’ Views On Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Meryem YILMAZ SOYLU

    2006-07-01

    Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

  19. High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

    Directory of Open Access Journals (Sweden)

    Enrique Palou

    2012-04-01

    Full Text Available A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has signicantly (p<0.05 increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

  20. Web-Based Learning Environment Based on Students’ Needs

    Science.gov (United States)

    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.

  1. Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

    Science.gov (United States)

    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…

  2. The Influence of Virtual Learning Environments in Students' Performance

    Science.gov (United States)

    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…

  3. Optimising the Blended Learning Environment: The Arab Open University Experience

    Science.gov (United States)

    Hamdi, Tahrir; Abu Qudais, Mohammed

    2018-01-01

    This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

  4. From Personal to Social: Learning Environments that Work

    Science.gov (United States)

    Camacho, Mar; Guilana, Sonia

    2011-01-01

    VLE (Virtual Learning Environments) are rapidly falling short to meet the demands of a networked society. Web 2.0 and social networks are proving to offer a more personalized, open environment for students to learn formally as they are already doing informally. With the irruption of social media into society, and therefore, education, many voices…

  5. Evaluation of Hybrid and Distance Education Learning Environments in Spain

    Science.gov (United States)

    Ferrer-Cascales, Rosario; Walker, Scott L.; Reig-Ferrer, Abilio; Fernandez-Pascual, Maria Dolores; Albaladejo-Blazquez, Natalia

    2011-01-01

    This article describes the adaptation and validation of the "Distance Education Learning Environments Survey" (DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education,…

  6. Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments

    Science.gov (United States)

    Ustunel, Hale H.; Tokel, Saniye Tugba

    2018-01-01

    When technology is employed challenges increase in learning environments. Kim et al. ("Sci Educ" 91(6):1010-1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to…

  7. Mobile e-Learning for Next Generation Communication Environment

    Science.gov (United States)

    Wu, Tin-Yu; Chao, Han-Chieh

    2008-01-01

    This article develops an environment for mobile e-learning that includes an interactive course, virtual online labs, an interactive online test, and lab-exercise training platform on the fourth generation mobile communication system. The Next Generation Learning Environment (NeGL) promotes the term "knowledge economy." Inter-networking…

  8. Digital Communication Applications in the Online Learning Environment

    Science.gov (United States)

    Lambeth, Krista Jill

    2011-01-01

    Scope and method of study. The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online class instructors have incorporated digital communication applications to try and provide learner-centered online learning environments, and to examine students'…

  9. The fluidities of digital learning environments and resources

    DEFF Research Database (Denmark)

    Hansbøl, Mikala

    2012-01-01

    The research project “Educational cultures and serious games on a global market place” (2009-2011) dealt with the challenge of the digital learning environment and hence it’s educational development space always existing outside the present space and hence scope of activities. With a reference...... and establishments of the virtual universe called Mingoville.com, the research shows a need to include in researchers’ conceptualizations of digital learning environments and resources, their shifting materialities and platformations and hence emerging (often unpredictable) agencies and educational development...... spaces. Keywords: Fluidity, digital learning environment, digital learning resource, educational development space...

  10. Towards Entrepreneurial Learning Competencies: The Perspective of Built Environment Students

    Science.gov (United States)

    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…

  11. Knowledge Sharing Practice in a Play-Like Learning Environment

    DEFF Research Database (Denmark)

    Benjaminsen, Nana

    2007-01-01

    The topic of this paper is play-like learning as it occurs when technology based learning environments is invited into the classroom. Observations of 5th grade classes playing with Lego Robolab, is used to illustrate that different ways of learning becomes visible when digital technology...

  12. Language Learning in Virtual Reality Environments: Past, Present, and Future

    Science.gov (United States)

    Lin, Tsun-Ju; Lan, Yu-Ju

    2015-01-01

    This study investigated the research trends in language learning in a virtual reality environment by conducting a content analysis of findings published in the literature from 2004 to 2013 in four top ranked computer-assisted language learning journals: "Language Learning & Technology," "CALICO Journal," "Computer…

  13. Creating a Total Quality Environment (TQE) for Learning

    Science.gov (United States)

    Freed, Jann E.

    2005-01-01

    This article describes a model for creating a total quality environment (TQE) for learning in which everyone is considered a learner. The model consists of 11 interrelated characteristics derived from the literature in the areas of continuous improvement, leadership, learning, learning organizations, and spirituality. The characteristics in the…

  14. ADILE: Architecture of a database-supported learning environment

    NARCIS (Netherlands)

    Hiddink, G.W.

    2001-01-01

    This article proposes an architecture for distributed learning environments that use databases to store learning material. As the layout of learning material can inhibit reuse, the ar-chitecture implements the notion of "separation of layout and structure" using XML technology. Also, the

  15. Using Scaffolding to Improve Student Learning in Legal Environment Courses

    Science.gov (United States)

    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…

  16. An Interactive Learning Environment for Information and Communication Theory

    Science.gov (United States)

    Hamada, Mohamed; Hassan, Mohammed

    2017-01-01

    Interactive learning tools are emerging as effective educational materials in the area of computer science and engineering. It is a research domain that is rapidly expanding because of its positive impacts on motivating and improving students' performance during the learning process. This paper introduces an interactive learning environment for…

  17. Learning from data for aquatic and geothenical environments

    NARCIS (Netherlands)

    Bhattacharya, B.

    2005-01-01

    The book presents machine learning as an approach to build models that learn from data, and that can be used to complement the existing modelling practice in aquatic and geotechnical environments. It provides concepts of learning from data, and identifies segmentation (clustering), classification,

  18. Ecological validity of virtual environments to assess human navigation ability

    Directory of Open Access Journals (Sweden)

    Ineke eVan Der Ham

    2015-05-01

    Full Text Available Route memory is frequently assessed in virtual environments. These environments can be presented in a fully controlled manner and are easy to use. Yet they lack the physical involvement that participants have when navigating real environments. For some aspects of route memory this may result in reduced performance in virtual environments. We assessed route memory performance in four different environments: real, virtual, virtual with directional information (compass, and hybrid. In the hybrid environment, participants walked the route outside on an open field, while all route information (i.e. path, landmarks was shown simultaneously on a handheld tablet computer. Results indicate that performance in the real life environment was better than in the virtual conditions for tasks relying on survey knowledge, like pointing to start and end point, and map drawing. Performance in the hybrid condition however, hardly differed from real life performance. Performance in the virtual environment did not benefit from directional information. Given these findings, the hybrid condition may offer the best of both worlds: the performance level is comparable to that of real life for route memory, yet it offers full control of visual input during route learning.

  19. The acceptance and use of a virtual learning environment in China

    NARCIS (Netherlands)

    Raaij, van E.M.; Schepers, J.J.L.

    2008-01-01

    The success of a virtual learning environment (VLE) depends to a considerable extent on student acceptance and use of such an e-learning system. After critically assessing models of technology adoption, including the Technology Acceptance Model (TAM), TAM2, and the Unified Theory of Acceptance and

  20. Validity in assessment of prior learning

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Aarkrog, Vibe

    2015-01-01

    , the article discusses the need for specific criteria for assessment. The reliability and validity of the assessment procedures depend on whether the competences are well-defined, and whether the teachers are adequately trained for the assessment procedures. Keywords: assessment, prior learning, adult...... education, vocational training, lifelong learning, validity...

  1. The Learning Impact of a 4-Dimensional Digital Construction Learning Environment

    OpenAIRE

    Chris Landorf; Stephen Ward

    2017-01-01

    This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialle...

  2. Assessing Creative Thinking in Design-Based Learning

    Science.gov (United States)

    Doppelt, Yaron

    2009-01-01

    Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades…

  3. Systemic Assessment as a new tool for assessing students learning ...

    African Journals Online (AJOL)

    Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

  4. Formative assessment and learning analytics

    NARCIS (Netherlands)

    Tempelaar, D.T.; Heck, A.; Cuypers, H.; van der Kooij, H.; van de Vrie, E.; Suthers, D.; Verbert, K.; Duval, E.; Ochoa, X.

    2013-01-01

    Learning analytics seeks to enhance the learning process through systematic measurements of learning related data, and informing learners and teachers of the results of these measurements, so as to support the control of the learning process. Learning analytics has various sources of information,

  5. Education for Knowledge Society: Learning and Scientific Innovation Environment

    OpenAIRE

    Alexander O. Karpov

    2017-01-01

    Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at school...

  6. Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

    Science.gov (United States)

    Liaw, Shu-Sheng; Huang, Hsiu-Mei

    2013-01-01

    The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

  7. Creating an interactive environment for pediatric assessment.

    Science.gov (United States)

    de Armas Weber, D; Easley-Rosenberg, A

    2001-01-01

    An interactive assessment room (IAR) was conceived to explore the effect of a dynamic environment on the pediatric assessment process and subsequent individualized goal development. Selection of a central theme, creation of a multipurpose space, provision of multisensory experiences, maximization of environmental affordances, provision of effective motivators and opportunities for goal attainment, and facilitation of a transdisciplinary assessment were identified as integral to designing the IAR. A central farm theme was selected to create five task-oriented activity stations. The IAR offered a creative assessment environment for transdisciplinary, practice-based application of current motor development and behavioral models. In addition, the IAR facilitated exploratory play essential to promoting the client's optimal performance to arrive at the development of appropriate treatment goals.

  8. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    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…

  9. Interactive learning environments to support independent learning: the impact of discernability of embedded support devices

    NARCIS (Netherlands)

    Martens, Rob; Valcke, Martin; Portier, Stanley

    2017-01-01

    In this article the effectivity of prototypes of interactive learning environments (ILE) is investigated. These computer-based environments are used for independent learning. In the learning materials, represented in the prototypes, a clear distinction is made between the basic content and embedded

  10. P3: a practice focused learning environment

    Science.gov (United States)

    Irving, Paul W.; Obsniuk, Michael J.; Caballero, Marcos D.

    2017-09-01

    There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-level, introductory physics course for science and engineering majors at Michigan State University called P3 (projects and practices in physics) that is centred around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The P3 design integrates computation with analytical problem solving and is built upon a curriculum foundation of problem-based learning, the principles of constructive alignment and the theoretical framework of community of practice. The design includes an innovative approach to computational physics instruction, instructional scaffolds, and a unique approach to assessment that enables instructors to guide students in the development of the practices of a physicist. We present the very positive student related outcomes of the design gathered via attitudinal and conceptual inventories and research interviews of students’ reflecting on their experiences in the P3 classroom.

  11. Social Contact in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Heilesen, Simon

    2013-01-01

    A common question is whether technology will replace social contact. In this article it is argued that it will not, provided that we learn to use the characteristics of new media constructively in designing for learning. The term “social”, in this context is taken to mean “purposeful communication......” and not “recreational socializing” (even if socializing may indeed facilitate learning)...

  12. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  13. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  14. Virtual learning environment for interactive engagement with advanced quantum mechanics

    Directory of Open Access Journals (Sweden)

    Mads Kock Pedersen

    2016-04-01

    Full Text Available 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.

  15. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    Science.gov (United States)

    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.

  16. Application of Terrestrial Environments in Orion Assessments

    Science.gov (United States)

    Barbre, Robert E.

    2016-01-01

    This presentation summarizes the Marshall Space Flight Center Natural Environments Terrestrial and Planetary Environments (TPE) Team support to the NASA Orion space vehicle. The TPE utilizes meteorological data to assess the sensitivities of the vehicle due to the terrestrial environment. The Orion vehicle, part of the Multi-Purpose Crew Vehicle Program, is designed to carry astronauts beyond low-earth orbit and is currently undergoing a series of tests including Exploration Test Flight (EFT) - 1. The presentation describes examples of TPE support for vehicle design and several tests, as well as support for EFT-1 and planning for upcoming Exploration Missions while emphasizing the importance of accounting for the natural environment's impact to the vehicle early in the vehicle's program.

  17. Europe's Environment. The Third Assessment. A summary

    International Nuclear Information System (INIS)

    2003-01-01

    This is the third pan-European state of the environment report produced by the EEA. It was prepared for the 'Environment for Europe' Ministerial Conference being held under the auspices of the UN Economic Commission for Europe in Kiev, Ukraine on 21-23 May 2003. This assessment is the most comprehensive up-to-date overview currently available of the state of the environment on this continent. In contrast to previous reports issued in 1995 and 1998, it covers for the first time the entire Russian Federation and the 11 other Eastern European, Caucasus and Central Asian (EECCA) states. The report also analyses how the main economic driving forces put pressure on the European environment and identifies key areas where further action is needed [nl

  18. Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

    Science.gov (United States)

    Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna

    2016-01-01

    Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by…

  19. An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

    Science.gov (United States)

    Persky, Adam M; Henry, Teague; Campbell, Ashley

    2015-03-25

    To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

  20. Classroom Learning Environment and Motivation towards Mathematics among Secondary School Students in Uganda

    Science.gov (United States)

    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…

  1. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    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.

  2. Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

    Science.gov (United States)

    Loh, Christian Sebastian

    2001-01-01

    Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

  3. An Ontology to Support the Classification of Learning Material in an Organizational Learning Environment: An Evaluation

    Science.gov (United States)

    Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

    2017-01-01

    Purpose: The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach: An ontology for recommending learning material was integrated in the organizational learning environment…

  4. Assessment of indoor environment of buildings

    Energy Technology Data Exchange (ETDEWEB)

    Fan, Y; Kovanen, K [VTT Building Technology, Espoo (Finland). Indoor Environment and Systems

    1996-12-31

    The synthetical assessment of indoor environment has become world-wide topic in recent years. Many research evidences have shown that the quality of indoor air is a multi-factor influenced issue. Building Research Establishment (BRE) in United Kingdom has worked out a series of assessing methods for different kinds of buildings. Whereas, in Finland, National Building Code of Finland has been used for many years. The comparison between the two approaches in assessing indoor air quality will be addressed in this presentation. Each issue considered in the above two approaches is discussed by referring the recent research highlights. (author)

  5. Assessment of indoor environment of buildings

    Energy Technology Data Exchange (ETDEWEB)

    Fan, Y.; Kovanen, K. [VTT Building Technology, Espoo (Finland). Indoor Environment and Systems

    1995-12-31

    The synthetical assessment of indoor environment has become world-wide topic in recent years. Many research evidences have shown that the quality of indoor air is a multi-factor influenced issue. Building Research Establishment (BRE) in United Kingdom has worked out a series of assessing methods for different kinds of buildings. Whereas, in Finland, National Building Code of Finland has been used for many years. The comparison between the two approaches in assessing indoor air quality will be addressed in this presentation. Each issue considered in the above two approaches is discussed by referring the recent research highlights. (author)

  6. Virtual language learning environments: the standardization of evaluation

    Directory of Open Access Journals (Sweden)

    Francesca Romero Forteza

    2014-03-01

    Full Text Available Nowadays there are many approaches aimed at helping learners acquire knowledge through the Internet. Virtual Learning Environments (VLE facilitate the acquisition and practice of skills, but some of these learning platforms are not evaluated or do not follow a standard that guarantees the quality of the tasks involved. In this paper, we set out a proposal for the standardization of the evaluation of VLEs available on the World Wide Web. Thus, the main objective of this study is to establish an evaluation template with which to test whether a VLE is appropriate for computer-assisted language learning (CALL. In the methodology section, a learning platform is analysed and tested to establish the characteristics learning platforms must have. Having established the design of the template for language learning environments, we concluded that a VLE must be versatile enough for application with different language learning and teaching approaches.

  7. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    NARCIS (Netherlands)

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  8. Technology enhanced peer learning and peer assessment

    DEFF Research Database (Denmark)

    Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

    2016-01-01

    This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...

  9. Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

    Science.gov (United States)

    Chen, Chih-Ming; Chang, Chia-Cheng

    2014-01-01

    Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

  10. Development and Study the Usage of Blended Learning Environment Model Using Engineering Design Concept Learning Activities to Computer Programming Courses for Undergraduate Students of Rajabhat Universities

    Directory of Open Access Journals (Sweden)

    Kasame Tritrakan

    2017-06-01

    Full Text Available The objectives of this research were to study and Synthesise the components, to develop, and to study the usage of blended learning environment model using engineering design concept learning activities to computer programming courses for undergraduate students of Rajabhat universities. The research methodology was divided into 3 phases. Phase I: surveying presents, needs and problems in teaching computer programming of 52 lecturers by using in-depth interview from 5 experienced lecturers. The model’s elements were evaluated by 5 experts. The tools were questionnaire, interview form, and model’s elements assessment form. Phase II: developing the model of blended learning environment and learning activities based on engineering design processes and confirming model by 8 experts. The tools were the draft of learning environment, courseware, and assessment forms. Phase III evaluating the effects of using the implemented environment. The samples were students which formed into 2 groups, 25 people in the experiment group and 27 people in the control group by cluster random sampling. The tools were learning environment, courseware, and assessment tools. The statistics used in this research were means, standard deviation, t-test dependent, and one-way MANOVA. The results found that: 1 Lecturers quite agreed with the physical, mental, social, and information learning environment, learning processes, and assessments. There were all needs in high level. However there were physical environment problems in high level yet quite low in other aspects. 2 The developed learning environment had 4 components which were a 4 types of environments b the inputs included blended learning environment, learning motivation factors, and computer programming content c the processes were analysis of state objectives, design learning environment and activities, developing learning environment and testing materials, implement, ation evaluation and evaluate, 4 the outputs

  11. Incremental learning of concept drift in nonstationary environments.

    Science.gov (United States)

    Elwell, Ryan; Polikar, Robi

    2011-10-01

    We introduce an ensemble of classifiers-based approach for incremental learning of concept drift, characterized by nonstationary environments (NSEs), where the underlying data distributions change over time. The proposed algorithm, named Learn(++). NSE, learns from consecutive batches of data without making any assumptions on the nature or rate of drift; it can learn from such environments that experience constant or variable rate of drift, addition or deletion of concept classes, as well as cyclical drift. The algorithm learns incrementally, as other members of the Learn(++) family of algorithms, that is, without requiring access to previously seen data. Learn(++). NSE trains one new classifier for each batch of data it receives, and combines these classifiers using a dynamically weighted majority voting. The novelty of the approach is in determining the voting weights, based on each classifier's time-adjusted accuracy on current and past environments. This approach allows the algorithm to recognize, and act accordingly, to the changes in underlying data distributions, as well as to a possible reoccurrence of an earlier distribution. We evaluate the algorithm on several synthetic datasets designed to simulate a variety of nonstationary environments, as well as a real-world weather prediction dataset. Comparisons with several other approaches are also included. Results indicate that Learn(++). NSE can track the changing environments very closely, regardless of the type of concept drift. To allow future use, comparison and benchmarking by interested researchers, we also release our data used in this paper. © 2011 IEEE

  12. Theoretical framework on selected core issues on conditions for productive learning in networked learning environments

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone; Svendsen, Brian Møller; Ponti, Marisa

    The report documents and summarises the elements and dimensions that have been identified to describe and analyse the case studies collected in the Kaleidoscope Jointly Executed Integrating Research Project (JEIRP) on Conditions for productive learning in network learning environments.......The report documents and summarises the elements and dimensions that have been identified to describe and analyse the case studies collected in the Kaleidoscope Jointly Executed Integrating Research Project (JEIRP) on Conditions for productive learning in network learning environments....

  13. Approaching Assessment from a Learning Perspective: Elevating Assessment beyond Technique

    Science.gov (United States)

    Simms, Michele; George, Beena

    2014-01-01

    Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL…

  14. A model for hypermedia learning environments based on electronic books

    Directory of Open Access Journals (Sweden)

    Ignacio Aedo

    1997-12-01

    Full Text Available Current hypermedia learning environments do not have a common development basis. Their designers have often used ad-hoc solutions to solve the learning problems they have encountered. However, hypermedia technology can take advantage of employing a theoretical scheme - a model - which takes into account various kinds of learning activities, and solves some of the problems associated with its use in the learning process. The model can provide designers with the tools for creating a hypermedia learning system, by allowing the elements and functions involved in the definition of a specific application to be formally represented.

  15. Design of a virtual PBL learning environment

    DEFF Research Database (Denmark)

    Kolmos, Anette; Qvist, Palle; Du, Xiangyun

    2006-01-01

    The technological development has created a need for engineers who are oriented towards a global market, have the ability to be involved in interdisciplinary professional and intercultural teams, and who possess lifelong learning competencies. This entails a demand for new educational programmes...... that are more student-centred. In order to support that development, a new master programme (60 European Credit Transfer System) the Master of Problem Based Learning (MPBL) has been established with the aim to improve engineering education. The master programme addresses staff and is an international distance...... programme capable of recruiting participants from all over the world. In terms of contents, it is organized exemplary according to the problem-based and project-based learning method and the participants have to experiment and develop their own teaching and curriculum. On the virtual learning side...

  16. Learning environments matter: Identifying influences on the ...

    African Journals Online (AJOL)

    Hennie

    The students completed the Student Motivation for Science Learning questionnaire. ... (1999), which gave the South African education system the opportunity to benchmark mathematics and .... petition and rewards (Ramnarain, 2013; Vedder-.

  17. Design of Feedback in Interactive Multimedia Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Vehbi Türel

    2012-01-01

    Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

  18. Technology-supported environments for learning through cognitive conflict

    Directory of Open Access Journals (Sweden)

    Anne McDougall

    2002-12-01

    Full Text Available This paper examines ways in which the idea of cognitive conflict is used to facilitate learning, looking at the design and use of learning environments for this purpose. Drawing on previous work in science education and educational computing, three approaches to the design of learning environments utilizing cognitive conflict are introduced. These approaches are described as confrontational, guiding and explanatory, based on the level of the designer's concern with learners' pre-existing understanding, the extent of modification to the learner's conceptual structures intended by the designer, and the directness of steering the learner to the desired understanding. The examples used to illustrate the three approaches are taken from science education, specifically software for learning about Newtonian physics; it is contended however that the argument of the paper applies more broadly, to learning environments for many curriculum areas for school levels and in higher education.

  19. A Methodology for the Assessment of Experiential Learning Lean: The Lean Experience Factory Study

    Science.gov (United States)

    De Zan, Giovanni; De Toni, Alberto Felice; Fornasier, Andrea; Battistella, Cinzia

    2015-01-01

    Purpose: The purpose of this paper is to present a methodology to assess the experiential learning processes of learning lean in an innovative learning environment: the lean model factories. Design/methodology/approach: A literature review on learning and lean management literatures was carried out to design the methodology. Then, a case study…

  20. Peer/Self Assessment and Student Learning

    Science.gov (United States)

    Ndoye, Abdou

    2017-01-01

    Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

  1. Assessment of (Computer-Supported) Collaborative Learning

    Science.gov (United States)

    Strijbos, J. -W.

    2011-01-01

    Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

  2. Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mousten, Birthe; Vandepitte, Sonia; Arnó Macà, Elisabet

    Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments is a critical scholarly resource that examines experiences with virtual networks and their advantages for universities and students in the domains of writing, translation, and usability testing. Featuring coverage o...

  3. Evaluation of the Learning and Teaching Environment of the Faculty ...

    African Journals Online (AJOL)

    2017-09-14

    Sep 14, 2017 ... perceptions of atmosphere, and social self-perceptions. Results: The ... to Bloom, the learning environment is a network of physical, social, as well as ..... Medical Licensure Examination in Japan. BMC Med Educ. 2010;10:35.

  4. Creating sustainable learning environments in schools by means of ...

    African Journals Online (AJOL)

    Creating sustainable learning environments in schools by means of strategic ... be addressed by means of proper strategic planning of the education system as such ... The authors who are academics at a university and who are specializing in ...

  5. Learning in Non-Stationary Environments Methods and Applications

    CERN Document Server

    Lughofer, Edwin

    2012-01-01

    Recent decades have seen rapid advances in automatization processes, supported by modern machines and computers. The result is significant increases in system complexity and state changes, information sources, the need for faster data handling and the integration of environmental influences. Intelligent systems, equipped with a taxonomy of data-driven system identification and machine learning algorithms, can handle these problems partially. Conventional learning algorithms in a batch off-line setting fail whenever dynamic changes of the process appear due to non-stationary environments and external influences.   Learning in Non-Stationary Environments: Methods and Applications offers a wide-ranging, comprehensive review of recent developments and important methodologies in the field. The coverage focuses on dynamic learning in unsupervised problems, dynamic learning in supervised classification and dynamic learning in supervised regression problems. A later section is dedicated to applications in which dyna...

  6. Scrum-Based Learning Environment: Fostering Self-Regulated Learning

    Science.gov (United States)

    Linden, Tanya

    2018-01-01

    Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning…

  7. Student Activity and Learning Outcomes in a Virtual Learning Environment

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  8. Learning to Cook: Production Learning Environment in Kitchens

    Science.gov (United States)

    James, Susan

    2006-01-01

    Learning in workplaces is neither ad hoc nor informal. Such labels are a misnomer and do not do justice to the highly-structured nature and complexity of many workplaces where learning takes place. This article discusses the organisational and structural framework developed from a three-year doctoral study into how apprentice chefs construct their…

  9. How Nurses Experience Their Work as a Learning Environment

    OpenAIRE

    Skår, Randi

    2010-01-01

    This article explores and illuminates the meaning of nurses’ experiences with their work as a learning environment. A qualitative hermeneutic approach guided the research process and the analysis and interpretation of the transcribed interview-texts of eleven graduate nurses. Three core themes emerged from these informants’ descriptions of their work as a learning environment: ‘participation in the work community’, ‘to engage in interpersonal relations’ and ‘accessing important...

  10. Learning Design for a Successful Blended E-learning Environment: Cultural Dimensions

    OpenAIRE

    Al-Huwail, N.; Gulf Univ. for Science & Technology; Al-Sharhan, S.; Gulf Univ. for Science & Technology; Al-Hunaiyyan, A.; Gulf Univ. for Science & Technology

    2007-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. This paper presents a new framework for delivery environment in blended e-learning. In addition, new concepts related to the learning strategies and multimedia design in blended e-learning are introduced. The work focuses on the critical cultural factors that affect a blended elearning system. Since it is common that good systems may fail due to cultural issues, ...

  11. Open Integrated Personal Learning Environment: Towards a New Conception of the ICT-Based Learning Processes

    Science.gov (United States)

    Conde, Miguel Ángel; García-Peñalvo, Francisco José; Casany, Marià José; Alier Forment, Marc

    Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) - more formative program control and planning oriented - with the social learning and the flexibility of the web 2.0 educative applications.

  12. Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

    Science.gov (United States)

    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…

  13. FUNDAMENTALIZATION OF ICT LEARNING IN MODERN HIGH TECH ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    M. P. Shyshkina

    2013-03-01

    Full Text Available The article outlines the features of the process of fundamentalization of ICT learning, educational background to ensure it in high school. The concept of fundamental knowledge and its role in training of a specialist is described. The problems of access to qualitative education, particularly to electronic learning resources in modern high-tech environment are revealed. The role of computer mathematics as a tool of ICT learning fundamentalization is emphasized.

  14. Implementation of Collaborative Learning in Higher Education Environment

    OpenAIRE

    Soetam Rizky Wicaksono

    2013-01-01

    The need of improvement in learning process, especially in higher education environment, has already begun a dilemma for many lecturers. Many experts has already agreed that one of the success factor in learning process improvement is creating collaboration among students. This pre-eliminary action research tried to implement collaborative learning from small groups using simple task and escalating into large group with more complicated collaborative framework. Although there is no quantific...

  15. The Design of Immersive English Learning Environment Using Augmented Reality

    Science.gov (United States)

    Li, Kuo-Chen; Chen, Cheng-Ting; Cheng, Shein-Yung; Tsai, Chung-Wei

    2016-01-01

    The study uses augmented reality (AR) technology to integrate virtual objects into the real learning environment for language learning. The English AR classroom is constructed using the system prototyping method and evaluated by semi-structured in-depth interviews. According to the flow theory by Csikszenmihalyi in 1975 along with the immersive…

  16. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    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.…

  17. Stimulating Collaboration and Discussion in Online Learning Environments.

    Science.gov (United States)

    Clark, Jim

    2001-01-01

    Discussion of the advantages of online learning environments (OLEs) for distance education focuses on the importance of collaboration and discussion to make the students feel more central to the learning process. Presents methods to stimulate collaboration and discussion in OLEs. (Author/LRW)

  18. Integrating Dynamic Mathematics Software into Cooperative Learning Environments in Mathematics

    Science.gov (United States)

    Zengin, Yilmaz; Tatar, Enver

    2017-01-01

    The aim of this study was to evaluate the implementation of the cooperative learning model supported with dynamic mathematics software (DMS), that is a reflection of constructivist learning theory in the classroom environment, in the teaching of mathematics. For this purpose, a workshop was conducted with the volunteer teachers on the…

  19. Managing Learning Experiences in an AACSB Environment: Beyond the Classroom

    Science.gov (United States)

    Spruell, James; Hawkins, Al; Vicknair, David

    2009-01-01

    The study explores the development and management of a rich learning environment that extends the traditional classroom to include significant co-curricular programs. Learning enrichment is guided by the individual mission of the business school, accreditation agency (AACSB), and in our case, the Jesuit mission. That central framework provides a…

  20. Hybrid E-Textbooks as Comprehensive Interactive Learning Environments

    Science.gov (United States)

    Ghaem Sigarchian, Hajar; Logghe, Sara; Verborgh, Ruben; de Neve, Wesley; Salliau, Frank; Mannens, Erik; Van de Walle, Rik; Schuurman, Dimitri

    2018-01-01

    An e-TextBook can serve as an interactive learning environment (ILE), facilitating more effective teaching and learning processes. In this paper, we propose the novel concept of an EPUB 3-based Hybrid e-TextBook, which allows for interaction between the digital and the physical world. In that regard, we first investigated the gap between the…

  1. Constant Change: The Ever-Evolving Personal Learning Environment

    Science.gov (United States)

    Torres Kompen, Ricardo; Monguet, Josep Ma.; Brigos, Miguel

    2015-01-01

    There are several definitions for the term "personal learning environment" (PLE); in this article, PLE refers to a group of web technologies, with various degrees of integration and interaction, that helps users and learners manage the flow of information that relates to the learning process, the creation of knowledge, and the…

  2. Designing for Learning: Online Social Networks as a Classroom Environment

    Science.gov (United States)

    Casey, Gail; Evans, Terry

    2011-01-01

    This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she…

  3. Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

    NARCIS (Netherlands)

    Börner, Dirk; Specht, Marcus

    2010-01-01

    Börner, D., & Specht, M. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Proceedings of the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France. [unpublished

  4. Designing a Virtual-Reality-Based, Gamelike Math Learning Environment

    Science.gov (United States)

    Xu, Xinhao; Ke, Fengfeng

    2016-01-01

    This exploratory study examined the design issues related to a virtual-reality-based, gamelike learning environment (VRGLE) developed via OpenSimulator, an open-source virtual reality server. The researchers collected qualitative data to examine the VRGLE's usability, playability, and content integration for math learning. They found it important…

  5. Creative Learning Environments in Education--A Systematic Literature Review

    Science.gov (United States)

    Davies, Dan; Jindal-Snape, Divya; Collier, Chris; Digby, Rebecca; Hay, Penny; Howe, Alan

    2013-01-01

    This paper reports on a systematic review of 210 pieces of educational research, policy and professional literature relating to creative environments for learning in schools, commissioned by Learning and Teaching Scotland (LTS). Despite the volume of academic literature in this field, the team of six reviewers found comparatively few empirical…

  6. Procrastination, Participation, and Performance in Online Learning Environments

    Science.gov (United States)

    Michinov, Nicolas; Brunot, Sophie; Le Bohec, Olivier; Juhel, Jacques; Delaval, Marine

    2011-01-01

    The present study focuses on a specific learner characteristic in the management of time--procrastination--, and its role in an online learning environment. More specifically, it was expected that procrastination would influence the successfulness of online learning and that this could be explained by the level of participation of learners in…

  7. Creative and Playful Learning: Learning through Game Co-Creation and Games in a Playful Learning Environment

    Science.gov (United States)

    Kangas, Marjaana

    2010-01-01

    This paper reports on a pilot study in which children aged 7-12 (N = 68) had an opportunity to study in a novel formal and informal learning setting. The learning activities were extended from the classroom to the playful learning environment (PLE), an innovative playground enriched by technological tools. Curriculum-based learning was intertwined…

  8. Designing learning environments to teach interactive Quantum Physics

    Science.gov (United States)

    Gómez Puente, Sonia M.; Swagten, Henk J. M.

    2012-10-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.

  9. The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

    Science.gov (United States)

    Su, Chung-Ho

    2017-01-01

    The advancement of mobile game-based learning has encouraged many related studies, which has enabled students to learn more and faster. To enhance the clinical path of cardiac catheterization learning, this paper has developed a mobile 3D-CCGBLS (3D Cardiac Catheterization Game-Based Learning System) with a learning assessment for cardiac…

  10. An Analysis of Density and Degree-Centrality According to the Social Networking Structure Formed in an Online Learning Environment

    Science.gov (United States)

    Ergün, Esin; Usluel, Yasemin Koçak

    2016-01-01

    In this study, we assessed the communication structure in an educational online learning environment using social network analysis (SNA). The communication structure was examined with respect to time, and instructor's participation. The course was implemented using ELGG, a network learning environment, blended with face-to-face sessions over a…

  11. Assessing Learned Helplessness in Poor Readers.

    Science.gov (United States)

    Winograd, Peter; Niquette, Garland

    1988-01-01

    Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…

  12. Improving Open Access through Prior Learning Assessment

    Science.gov (United States)

    Yin, Shuangxu; Kawachi, Paul

    2013-01-01

    This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): Type-1 for prospective students to be allowed to register for a course; Type-2 for current students to avoid duplicating work-load to gain…

  13. FORMATIVE ASSESSMENT MODEL OF LEARNING SUCCESS ACHIEVEMENTS

    Directory of Open Access Journals (Sweden)

    Mikhailova Elena Konstantinovna

    2013-05-01

    Full Text Available The paper is devoted to the problem of assessment of the school students’ learning success achievements. The problem is investigated from the viewpoint of assessing the students’ learning outcomes that is aimed to ensure the teachers and students with the means and conditions to improve the educational process and results.

  14. Human Spaceflight Conjunction Assessment: Lessons Learned

    Science.gov (United States)

    Smith, Jason T.

    2011-01-01

    This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

  15. Cultural Communication Learning Environment in Science Classes

    Science.gov (United States)

    Dhindsa, Harkirat S.; Abdul-Latif, Salwana

    2012-01-01

    Classroom communication often involves interactions between students and teachers from dissimilar cultures, which influence classroom learning because of their dissimilar communication styles influenced by their cultures. It is therefore important to study the influence of culture on classroom communication that influences the classroom verbal and…

  16. Virtual Reality: A New Learning Environment.

    Science.gov (United States)

    Ferrington, Gary; Loge, Kenneth

    1992-01-01

    Discusses virtual reality (VR) technology and its possible uses in military training, medical education, industrial design and development, the media industry, and education. Three primary applications of VR in the learning process--visualization, simulation, and construction of virtual worlds--are described, and pedagogical and moral issues are…

  17. Learning environments matter: Identifying influences on the ...

    African Journals Online (AJOL)

    In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study ...

  18. learning environments and the learning proces of interaction

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    2004-01-01

    In recent years, learning in working life has been launched as an important approach in relation to the urgent need for competence-development in our modern knowledge society. But what does it mean in practice? What can and what cannot be learned on the job; what is learned better at courses......, and their results, findings and recommendations are summed up in this book. The book ranges from the background for this development, over general mapping of the area from social, learning and political angles, the development of an overview model and analysis of a wide variety of practical approaches...... to the concluding perspectives on a practical, a theoretical and a political level. On the practical level, the door is opened for close interaction between workplaces and educational organisers, and politically for broad cooperation between the state, the partners in the labour market, and educational institutions...

  19. Effects of Concept Map Extraction and a Test-Based Diagnostic Environment on Learning Achievement and Learners' Perceptions

    Science.gov (United States)

    Lin, Yu-Shih; Chang, Yi-Chun; Liew, Keng-Hou; Chu, Chih-Ping

    2016-01-01

    Computerised testing and diagnostics are critical challenges within an e-learning environment, where the learners can assess their learning performance through tests. However, a test result based on only a single score is insufficient information to provide a full picture of learning performance. In addition, because test results implicitly…

  20. Case-based learning in an electronic learning environment

    OpenAIRE

    John Graham

    2014-01-01

    The benefits of e-learning have been widely established. These benefits include reduced costs, time savings, flexibility, accessible learning, and convenience. Due to such benefits, it has attracted business, industry, the professions, and of course educational institutes to begin using this platform either to supplement traditional teaching strategies or offer it as a complete substitute for them. The benefits of teaching with case studies are also well-recognized. Working with real world si...

  1. Technology enhanced peer learning and peer assessment

    DEFF Research Database (Denmark)

    Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

    2016-01-01

    This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

  2. Evaluation of the learning and teaching environment of the Faculty ...

    African Journals Online (AJOL)

    Purpose: The study aimed at evaluating the learning and teaching environment of undergraduate students of the Faculty of Medical Sciences, University of Nigeria. Methods: The study was a descriptive, cross‑sectional survey. The Dundee Ready Education Environment Measure (DREEM) questionnaire was ...

  3. Impact of the learning environment on career intentions of paediatric ...

    African Journals Online (AJOL)

    training on career intentions, specifically in terms of paediatrics, in a ... SA paediatric interns work in an environment with a high ... already challenging learning environment (LE) for interns. ... doctors during internship may influence career trajectories in a direction that is discordant with .... Cronbach's alpha for the teaching,.

  4. Teaching strategies in web technologies for virtual learning environments

    Directory of Open Access Journals (Sweden)

    Ilber Dario Saza-Garzón

    2016-12-01

    Full Text Available The virtual learning environments (AVAs have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, creating and implementing online courses. Thus the reader will find concepts, explanations and different evolutionary processes that wins ICT and how are you have been involved in the educational context, spotting potential applications from mediation of teaching, plus some suggestions of how to carry out exposed use thereof in virtual learning environments to strengthen the different processes of teaching and learning.

  5. Non-formal Learning through Ludic Engagement within Interactive Environments

    DEFF Research Database (Denmark)

    Petersson, Eva

    Adaptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition – and this is often...... the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users’ communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction...... in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.      The thesis consists of seven studies which analyze...

  6. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Science.gov (United States)

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  7. The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

    Science.gov (United States)

    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…

  8. Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE)

    Science.gov (United States)

    Corneli, Joseph; Mikroyannidis, Alexander

    2011-01-01

    The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting…

  9. Precision Learning Assessment: An Alternative to Traditional Assessment Techniques.

    Science.gov (United States)

    Caltagirone, Paul J.; Glover, Christopher E.

    1985-01-01

    A continuous and curriculum-based assessment method, Precision Learning Assessment (PLA), which integrates precision teaching and norm-referenced techniques, was applied to a math computation curriculum for 214 third graders. The resulting districtwide learning curves defining average annual progress through the computation curriculum provided…

  10. A Semi-Open Learning Environment for Mobile Robotics

    Directory of Open Access Journals (Sweden)

    Enrique Sucar

    2007-05-01

    Full Text Available We have developed a semi-open learning environment for mobile robotics, to learn through free exploration, but with specific performance criteria that guides the learning process. The environment includes virtual and remote robotics laboratories, and an intelligent virtual assistant the guides the students using the labs. A series of experiments in the virtual and remote labs are designed to gradually learn the basics of mobile robotics. Each experiment considers exploration and performance aspects, which are evaluated by the virtual assistant, giving feedback to the user. The virtual laboratory has been incorporated to a course in mobile robotics and used by a group of students. A preliminary evaluation shows that the intelligent tutor combined with the virtual laboratory can improve the learning process.

  11. Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business

    Science.gov (United States)

    Bidarra, Jose; Araujo, Joao

    2013-01-01

    This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we…

  12. Students’ goal orientations and learning strategies in a powerful learning environment : a case study

    NARCIS (Netherlands)

    Koopman, M.; Bakx, A.W.E.A.; Beijaard, D.

    2014-01-01

    In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is

  13. Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

    Directory of Open Access Journals (Sweden)

    Simándi Szilvia

    2017-08-01

    Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

  14. A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments

    Science.gov (United States)

    Lawrence, Geoff

    2013-01-01

    Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of…

  15. Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

    Science.gov (United States)

    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…

  16. promoting self directed learning in simulation based discovery learning environments through intelligent support.

    NARCIS (Netherlands)

    Veermans, K.H.; de Jong, Anthonius J.M.; van Joolingen, Wouter

    2000-01-01

    Providing learners with computer-generated feedback on their learning process in simulationbased discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for

  17. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  18. Greek Young Adults with Specific Learning Disabilities Seeking Learning Assessments

    Science.gov (United States)

    Bonti, Eleni; Bampalou, Christina E.; Kouimtzi, Eleni M.; Kyritsis, Zacharias

    2018-01-01

    The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults…

  19. Using Machine Learning in Adversarial Environments.

    Energy Technology Data Exchange (ETDEWEB)

    Davis, Warren Leon [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2016-02-01

    Intrusion/anomaly detection systems are among the first lines of cyber defense. Commonly, they either use signatures or machine learning (ML) to identify threats, but fail to account for sophisticated attackers trying to circumvent them. We propose to embed machine learning within a game theoretic framework that performs adversarial modeling, develops methods for optimizing operational response based on ML, and integrates the resulting optimization codebase into the existing ML infrastructure developed by the Hybrid LDRD. Our approach addresses three key shortcomings of ML in adversarial settings: 1) resulting classifiers are typically deterministic and, therefore, easy to reverse engineer; 2) ML approaches only address the prediction problem, but do not prescribe how one should operationalize predictions, nor account for operational costs and constraints; and 3) ML approaches do not model attackers’ response and can be circumvented by sophisticated adversaries. The principal novelty of our approach is to construct an optimization framework that blends ML, operational considerations, and a model predicting attackers reaction, with the goal of computing optimal moving target defense. One important challenge is to construct a realistic model of an adversary that is tractable, yet realistic. We aim to advance the science of attacker modeling by considering game-theoretic methods, and by engaging experimental subjects with red teaming experience in trying to actively circumvent an intrusion detection system, and learning a predictive model of such circumvention activities. In addition, we will generate metrics to test that a particular model of an adversary is consistent with available data.

  20. A SIMULTANEOUS MOBILE E-LEARNING ENVIRONMENT AND APPLICATION

    Directory of Open Access Journals (Sweden)

    Hasan KARAL

    2010-04-01

    Full Text Available 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 a teleconference application realized by using appropriate mobile devices. The study was carried out with 8 post-graduate students enrolled in Karadeniz Technical University (KTU, Department of Computer Education and Instructional Technologies (CEIT, Graduate School of Natural and Applied Science. The students utilized this teleconference application using mobile devices supporting internet access and Adobe Flash technology. Of the 8 students, 4 accessed the system using EDGE technology and 4 used wireless internet technology. At the end of the application, the audio and display were delayed by 4-5 seconds with EDGE technology, and were delayed by 7-8 seconds with wireless internet technology. Based on the students’ views, it was concluded that the environment had some deficiencies in terms of quality, especially in terms of the screen resolution. Despite this, the students reported that this environment could provide more flexibility in terms of space and time when compared to other simultaneous distance education applications. Although the environment enables interaction, in particular, the problem of resolution caused by screen size is a disadvantage for the system. When this mobile learning application is compared to conventional education environments, it was found that mobile learning does have a role in helping the students overcome the problems of participating in learning activities caused by time and space constraints.

  1. An instrument to characterize the environment for residents' evidence-based medicine learning and practice.

    Science.gov (United States)

    Mi, Misa; Moseley, James L; Green, Michael L

    2012-02-01

    Many residency programs offer training in evidence-based medicine (EBM). However, these curricula often fail to achieve optimal learning outcomes, perhaps because they neglect various contextual factors in the learning environment. We developed and validated an instrument to characterize the environment for EBM learning and practice in residency programs. An EBM Environment Scale was developed following scale development principles. A survey was administered to residents across six programs in primary care specialties at four medical centers. Internal consistency reliability was analyzed with Cronbach's coefficient alpha. Validity was assessed by comparing predetermined subscales with the survey's internal structure as assessed via factor analysis. Scores were also compared for subgroups based on residency program affiliation and residency characteristics. Out of 262 eligible residents, 124 completed the survey (response rate 47%). The overall mean score was 3.89 (standard deviation=0.56). The initial reliability analysis of the 48-item scale had a high reliability coefficient (Cronbach α=.94). Factor analysis and further item analysis resulted in a shorter 36-item scale with a satisfactory reliability coefficient (Cronbach α=.86). Scores were higher for residents with prior EBM training in medical school (4.14 versus 3.62) and in residency (4.25 versus 3.69). If further testing confirms its properties, the EBM Environment Scale may be used to understand the influence of the learning environment on the effectiveness of EBM training. Additionally, it may detect changes in the EBM learning environment in response to programmatic or institutional interventions.

  2. Nursing Students' Clinical Learning Environment in Norwegian Nursing Homes: Lack of Innovative Teaching and Learning Strategies

    OpenAIRE

    Berntsen, Karin; Bjørk, Ida Torunn; Brynildsen, Grethe

    2017-01-01

    Background: Nursing students hesitate to choose aged care as a career, and the aged care sectors are on an edge regarding nursing positions. Clinical learning environments may influence nursing students’ career choices. Few studies have explored learning environments in nursing homes, although students increasingly have placements there. Objectives: The aim was to produce information for developing nursing students’ learning opportunities in nursing homes. Design: A cross-sectional survey des...

  3. academic dimension of classroom learning environment

    African Journals Online (AJOL)

    ... most of them are not interested in their school work, and at the end fail to do .... criminal or lazy, it is the environment that makes him so. Certain environmental ... pregnant women have cause a numbers of deformation in babies, some also ...

  4. Social Networks as Learning Environments for Higher Education

    Directory of Open Access Journals (Sweden)

    J.A.Cortés

    2014-09-01

    Full Text Available Learning is considered as a social activity, a student does not learn only of the teacher and the textbook or only in the classroom, learn also from many other agents related to the media, peers and society in general. And since the explosion of the Internet, the information is within the reach of everyone, is there where the main area of opportunity in new technologies applied to education, as well as taking advantage of recent socialization trends that can be leveraged to improve not only informing of their daily practices, but rather as a tool that explore different branches of education research. One can foresee the future of higher education as a social learning environment, open and collaborative, where people construct knowledge in interaction with others, in a comprehensive manner. The mobility and ubiquity that provide mobile devices enable the connection from anywhere and at any time. In modern educational environments can be expected to facilitate mobile devices in the classroom expansion in digital environments, so that students and teachers can build the teaching-learning process collectively, this partial derivative results in the development of draft research approved by the CONADI in “Universidad Cooperativa de Colombia”, "Social Networks: A teaching strategy in learning environments in higher education."

  5. TELMA: Technology-enhanced learning environment for minimally invasive surgery.

    Science.gov (United States)

    Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

    2013-06-01

    Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

  6. Career learning and career learning environment in Dutch higher education

    NARCIS (Netherlands)

    Meijers, Frans; Kuijpers, Marinka

    2018-01-01

    Purpose – The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation,

  7. Career learning and career learning environment in Dutch higher education

    NARCIS (Netherlands)

    Marinka Kuijpers; dr. Frans Meijers

    2014-01-01

    Purpose: The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation,

  8. Creating Participatory Online Learning Environments: A Social Learning Approach Revisited

    Science.gov (United States)

    Conley, Quincy; Lutz, Heather S.; Padgitt, Amanda J.

    2017-01-01

    Online learning has never been more popular than it is today. Due to the rapid growth of online instruction at colleges and universities, questions about the effectiveness of online courses have been raised. In this paper, we suggest guidelines for the selection and application of social media tools. In addition to describing the potential…

  9. A Constructionist Learning Environment for Teachers to Model Learning Designs

    Science.gov (United States)

    Laurillard, D.; Charlton, P.; Craft, B.; Dimakopoulos, D.; Ljubojevic, D.; Magoulas, G.; Masterman, E.; Pujadas, R.; Whitley, E.A.; Whittlestone, K.

    2013-01-01

    The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a…

  10. Problem-Based Learning in Formal and Informal Learning Environments

    Science.gov (United States)

    Shimic, Goran; Jevremovic, Aleksandar

    2012-01-01

    Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

  11. Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of the...... activating and equal learning designs for the students. This article is written on the basis of a chapter in the PhD–thesis by the author....

  12. Conceptualizing impact assessment as a learning process

    International Nuclear Information System (INIS)

    Sánchez, Luis E.; Mitchell, Ross

    2017-01-01

    This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

  13. Conceptualizing impact assessment as a learning process

    Energy Technology Data Exchange (ETDEWEB)

    Sánchez, Luis E., E-mail: lsanchez@usp.br [Escola Politécnica, University of São Paulo, Av. Prof. Mello Moraes, 2373, 05508-900 São Paulo (Brazil); Mitchell, Ross, E-mail: ross.mitchell@ualberta.net [Shell International Exploration & Production BV (Netherlands)

    2017-01-15

    This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

  14. Learning new skills in Multimodal Enactive Environments

    Directory of Open Access Journals (Sweden)

    Bardy Benoît G.

    2011-12-01

    Full Text Available A European consortium of researchers in movement and cognitive sciences, robotics, and interaction design developed multimodal technologies to accelerate and transfer the (relearning of complex skills from virtual to real environments. The decomposition of skill into functional elements — the subskills — and the enactment of informational variables used as accelerators are here described. One illustration of accelerator using virtual reality in team rowing is described.

  15. Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment.

    Science.gov (United States)

    Spedding, Ruth; Jenner, Rachel; Potier, Katherine; Mackway-Jones, Kevin; Carley, Simon

    2013-04-01

    Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.

  16. The Costa Rica GLOBE (Global Learning and Observations to Benefit the Environment) Project as a Learning Science Environment

    Science.gov (United States)

    Castro Rojas, María Dolores; Zuñiga, Ana Lourdes Acuña; Ugalde, Emmanuel Fonseca

    2015-12-01

    GLOBE is a global educational program for elementary and high school levels, and its main purpose in Costa Rica is to develop scientific thinking and interest for science in high school students through hydrology research projects that allow them to relate science with environmental issues in their communities. Youth between 12 and 17 years old from public schools participate in science clubs outside of their regular school schedule. A comparison study was performed between different groups, in order to assess GLOBE's applicability as a learning science atmosphere and the motivation and interest it generates in students toward science. Internationally applied scales were used as tools for measuring such indicators, adapted to the Costa Rican context. The results provide evidence statistically significant that the students perceive the GLOBE atmosphere as an enriched environment for science learning in comparison with the traditional science class. Moreover, students feel more confident, motivated and interested in science than their peers who do not participate in the project. However, the results were not statistically significant in this last respect.

  17. Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

    Science.gov (United States)

    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…

  18. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    Science.gov (United States)

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  19. Analysis of Virtual Learning Environments from a Comprehensive Semiotic Perspective

    Directory of Open Access Journals (Sweden)

    Gloria María Álvarez Cadavid

    2012-11-01

    Full Text Available Although there is a wide variety of perspectives and models for the study of online education, most of these focus on the analysis of the verbal aspects of such learning, while very few consider the relationship between speech and elements of a different nature, such as images and hypermediality. In a previous article we presented a proposal for a comprehensive semiotic analysis of virtual learning environments that more recently has been developed and tested for the study of different online training courses without instructional intervention. In this paper we use this same proposal to analyze online learning environments in the framework of courses with instructional intervention. One of the main observations in relation to this type of analyses is that the organizational aspects of the courses are found to be related to the way in which the input elements for the teaching and learning process are constructed.

  20. Clinical learning environment and supervision: experiences of Norwegian nursing students - a questionnaire survey.

    Science.gov (United States)

    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.

  1. Ecologically relevant neurobehavioral assessment of the development of threat learning.

    Science.gov (United States)

    Boulanger Bertolus, Julie; Mouly, Anne-Marie; Sullivan, Regina M

    2016-10-01

    As altricial infants gradually transition to adults, their proximate environment changes. In three short weeks, pups transition from a small world with the caregiver and siblings to a complex milieu rich in dangers as their environment expands. Such contrasting environments require different learning abilities and lead to distinct responses throughout development. Here, we will review some of the learned fear conditioned responses to threats in rats during their ontogeny, including behavioral and physiological measures that permit the assessment of learning and its supporting neurobiology from infancy through adulthood. In adulthood, odor-shock conditioning produces robust fear learning to the odor that depends upon the amygdala and related circuitry. Paradoxically, this conditioning in young pups fails to support fear learning and supports approach learning to the odor previously paired with shock. This approach learning is mediated by the infant attachment network that does not include the amygdala. During the age range when pups transition from the infant to the adult circuit (10-15 d old), pups have access to both networks: odor-shock conditioning in maternal presence uses the attachment circuit but the adult amygdala-dependent circuit when alone. However, throughout development (as young as 5 d old) the attachment associated learning can be overridden and amygdala-dependent fear learning supported, if the mother expresses fear in the presence of the pup. This social modulation of the fear permits the expression of defense reactions in life threatening situations informed by the caregiver but prevents the learning of the caregiver itself as a threat. © 2016 Boulanger Bertolus et al.; Published by Cold Spring Harbor Laboratory Press.

  2. Ecologically relevant neurobehavioral assessment of the development of threat learning

    Science.gov (United States)

    Mouly, Anne-Marie

    2016-01-01

    As altricial infants gradually transition to adults, their proximate environment changes. In three short weeks, pups transition from a small world with the caregiver and siblings to a complex milieu rich in dangers as their environment expands. Such contrasting environments require different learning abilities and lead to distinct responses throughout development. Here, we will review some of the learned fear conditioned responses to threats in rats during their ontogeny, including behavioral and physiological measures that permit the assessment of learning and its supporting neurobiology from infancy through adulthood. In adulthood, odor–shock conditioning produces robust fear learning to the odor that depends upon the amygdala and related circuitry. Paradoxically, this conditioning in young pups fails to support fear learning and supports approach learning to the odor previously paired with shock. This approach learning is mediated by the infant attachment network that does not include the amygdala. During the age range when pups transition from the infant to the adult circuit (10–15 d old), pups have access to both networks: odor–shock conditioning in maternal presence uses the attachment circuit but the adult amygdala-dependent circuit when alone. However, throughout development (as young as 5 d old) the attachment associated learning can be overridden and amygdala-dependent fear learning supported, if the mother expresses fear in the presence of the pup. This social modulation of the fear permits the expression of defense reactions in life threatening situations informed by the caregiver but prevents the learning of the caregiver itself as a threat. PMID:27634146

  3. Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning

    Science.gov (United States)

    Dabbagh, Nada; Kitsantas, Anastasia

    2012-01-01

    A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection…

  4. Making Intercultural Language Learning Visible and Assessable

    Science.gov (United States)

    Moloney, Robyn; Harbon, Lesley

    2010-01-01

    While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student…

  5. Incremental Learning for Place Recognition in Dynamic Environments

    OpenAIRE

    Luo, Jie; Pronobis, Andrzej; Caputo, Barbara; Jensfelt, Patric

    2007-01-01

    This paper proposes a discriminative approach to template-based Vision-based place recognition is a desirable feature for an autonomous mobile system. In order to work in realistic scenarios, visual recognition algorithms should be adaptive, i.e. should be able to learn from experience and adapt continuously to changes in the environment. This paper presents a discriminative incremental learning approach to place recognition. We use a recently introduced version of the incremental SVM, which ...

  6. ASPECTS OF USING CLOUD TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENT

    OpenAIRE

    ZHVANIA, Taliko; KAPANADZE, David; KIKNADZE, Mzia; TANDILASHVILI, George

    2016-01-01

    Thereare increased using the e-Learning technologies at the modern institutions ofhigher education, which favored to integrate the various instruments in thevirtual learning environment. Recently,the cloud technologies have become the most popular, which offer e-Learninginternet technologies based dynamical and actual new opportunities to theeducational institutions. The cloud technologies provide a high level of theservice and they impact on the design of the training courses, offered servic...

  7. Scoping the future: a model for integrating learning environments

    OpenAIRE

    Honeychurch, Sarah; Barr, Niall

    2013-01-01

    The Virtual Learning Environment (VLE) has become synonymous with online learning in HE.However, with the rise of Web 2.0 technologies, social networking tools and cloud computing thearchitecture of the current VLEs is increasingly anachronistic. This paper suggests an alternative tothe traditional VLE: one which allows for flexibility and adaptation to the needs of individual teachers,while remaining resilient and providing students with a seamless experience. We present a prototypeof our vi...

  8. Engaging students in a community of learning: Renegotiating the learning environment.

    Science.gov (United States)

    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.

  9. Category Learning Research in the Interactive Online Environment Second Life

    Science.gov (United States)

    Andrews, Jan; Livingston, Ken; Sturm, Joshua; Bliss, Daniel; Hawthorne, Daniel

    2011-01-01

    The interactive online environment Second Life allows users to create novel three-dimensional stimuli that can be manipulated in a meaningful yet controlled environment. These features suggest Second Life's utility as a powerful tool for investigating how people learn concepts for unfamiliar objects. The first of two studies was designed to establish that cognitive processes elicited in this virtual world are comparable to those tapped in conventional settings by attempting to replicate the established finding that category learning systematically influences perceived similarity . From the perspective of an avatar, participants navigated a course of unfamiliar three-dimensional stimuli and were trained to classify them into two labeled categories based on two visual features. Participants then gave similarity ratings for pairs of stimuli and their responses were compared to those of control participants who did not learn the categories. Results indicated significant compression, whereby objects classified together were judged to be more similar by learning than control participants, thus supporting the validity of using Second Life as a laboratory for studying human cognition. A second study used Second Life to test the novel hypothesis that effects of learning on perceived similarity do not depend on the presence of verbal labels for categories. We presented the same stimuli but participants classified them by selecting between two complex visual patterns designed to be extremely difficult to label. While learning was more challenging in this condition , those who did learn without labels showed a compression effect identical to that found in the first study using verbal labels. Together these studies establish that at least some forms of human learning in Second Life parallel learning in the actual world and thus open the door to future studies that will make greater use of the enriched variety of objects and interactions possible in simulated environments

  10. Extended Immersive Learning Environment: A Hybrid Remote/Virtual Laboratory

    Directory of Open Access Journals (Sweden)

    Lírio Shaeffer

    2010-09-01

    Full Text Available This paper presents a collaborative virtual learning environment, which includes technologies such as 3D virtual representations, learning and content management systems, remote experiments, and collaborative learning spaces, among others. It intends to facilitate the construction, management and sharing of knowledge among teachers and students, in a global perspective. The environment proposes the use of 3D social representations for accessing learning materials in a dynamic and interactive form, which is regarded to be closer to the physical reality experienced by teachers and students in a learning context. A first implementation of the proposed extended immersive learning environment, in the area of solid mechanics, is also described, including the access to theoretical contents and a remote experiment to determine the elastic modulus of a given object.These instructions give you basic guidelines for preparing camera-ready papers for conference proceedings. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruction set. The electronic file of your paper will be formatted further. Define all symbols used in the abstract. Do not cite references in the abstract.

  11. Can teachers use assessment to improve learning?

    Directory of Open Access Journals (Sweden)

    Paul Black

    2009-12-01

    Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

  12. A collaborative learning environment for Management Education based on Experiential Learning

    DEFF Research Database (Denmark)

    Lidón, Iván; Rebollar, Rubén; Møller, Charles

    2011-01-01

    from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what...... the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions...

  13. Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study.

    Science.gov (United States)

    das Graças Silva Matsubara, Maria; De Domenico, Edvane Birelo Lopes

    2016-12-01

    Nurses working in oncology require continuing education and nowadays distance education is a possibility. To compare learning outcomes of the professionals participating in classroom learning versus distance learning; describing the sociodemographic characteristics and digital fluency of participants; comparing learning outcomes with independent variables; assessing the adequacy of educational practices in Virtual Environment Moodle Learning through the constructivist online learning environment survey. An experimental, randomized controlled study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study included 97 nurses, with average training of 1 to 2 years. A control group (n = 44) had face to face training and the experiment group (n = 53) had training by distance learning, both with identical program content. The dependent variable was the result of learning, measured by applying a pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and digital fluency data were uniform among the groups. The performance of both groups was statistically significant (p 0.005), and the control group had a greater advantage (40.4 %). Distance education has proven to be an effective alternative for training nurses, especially when they have more complex knowledge, more experience in the area and institutional time. Distance Education may be a possibility for the training of nurses for work in oncology. The association of age, training time and the institution, and the experience in Oncology interfered in the performance of both groups.

  14. The use of serious gaming for open learning environments

    Directory of Open Access Journals (Sweden)

    Janet Lunn

    2016-03-01

    Full Text Available The extensive growth of Open Learning has been facilitated through technological innovation and continuous examination of the global Open Education development. With the introduction of compulsory computing subjects being incorporated into the UK school system in September 2014, the challenge of harnessing and integrating technological advances to aid children's learning is becoming increasingly important, referring to £1.1 million being invested to offer training programs for teachers to become knowledgeable and experienced in computing. From the age of 5, children will be taught detailed computing knowledge and skills such as; algorithms, how to store digital content, to write and test simple programs. Simultaneously, as the Internet and technology are improving, parents and teachers are looking at the incorporation of game based learning to aid children’s learning processes in more exciting and engaging ways. The purpose of game-based learning is to provide a better engagement, and in turn, an anticipated improvement in learning ability. This paper presents a research based on the investigation of properly combining the advantages of serious games and Open Learning to enhance the learning abilities of primary school children. The case study and the adequate evaluation address a learning environment in support of a history subject matter.

  15. Clear Channel Assessment in Integrated Medical Environments

    Directory of Open Access Journals (Sweden)

    Bin Zhen

    2008-03-01

    Full Text Available Complementary WLAN and WPAN technologies as well as other wireless technologies will play a fundamental role in the medical environments to support ubiquitous healthcare delivery. This paper investigates clear channel assessment (CCA and its impact on the coexistence of WLAN (IEEE 802.11 high rate direct sequence spread spectrum (HR/DSSS PHY and WPAN (IEEE 802.15.4b in the 2.4 GHz industrial, scientific, and medical (ISM band. We derived closed-form expressions of both energy-based CCA and feature-based CCA. We qualified unequal sensing abilities between them and termed this inequality asymmetric CCA, which is different from the traditional “hidden node” or “exposed node” issues in the homogeneous network. The energy-based CCA was considered in the considered integrated medical environment because the 2.4 GHz ISM band is too crowded to apply feature-based CCA. The WPAN is oversensitive to the 802.11 HR/DSSS signals and the WLAN is insensitive to the 802.15.4b signals. Choosing an optimal CCA threshold requires some prior knowledge of the underlying signals. In the integrated medical environment we considered here, energy-based CCA can effectively avoid possible packet collisions when they are close within the “heterogeneous exclusive CCA range” (HECR. However, when they are separated beyond the HECR, WPAN can still sense the 802.11 HR/DSSS signals, but WLAN loses its sense to the 802.15.4b signals. The asymmetric CCA leads to WPAN traffic in a position secondary to WLAN traffic.

  16. Clear Channel Assessment in Integrated Medical Environments

    Directory of Open Access Journals (Sweden)

    Hara Shinsuke

    2008-01-01

    Full Text Available Abstract Complementary WLAN and WPAN technologies as well as other wireless technologies will play a fundamental role in the medical environments to support ubiquitous healthcare delivery. This paper investigates clear channel assessment (CCA and its impact on the coexistence of WLAN (IEEE 802.11 high rate direct sequence spread spectrum (HR/DSSS PHY and WPAN (IEEE 802.15.4b in the 2.4 GHz industrial, scientific, and medical (ISM band. We derived closed-form expressions of both energy-based CCA and feature-based CCA. We qualified unequal sensing abilities between them and termed this inequality asymmetric CCA, which is different from the traditional "hidden node" or "exposed node" issues in the homogeneous network. The energy-based CCA was considered in the considered integrated medical environment because the 2.4 GHz ISM band is too crowded to apply feature-based CCA. The WPAN is oversensitive to the 802.11 HR/DSSS signals and the WLAN is insensitive to the 802.15.4b signals. Choosing an optimal CCA threshold requires some prior knowledge of the underlying signals. In the integrated medical environment we considered here, energy-based CCA can effectively avoid possible packet collisions when they are close within the "heterogeneous exclusive CCA range" (HECR. However, when they are separated beyond the HECR, WPAN can still sense the 802.11 HR/DSSS signals, but WLAN loses its sense to the 802.15.4b signals. The asymmetric CCA leads to WPAN traffic in a position secondary to WLAN traffic.

  17. Education for Knowledge Society: Learning and Scientific Innovation Environment

    Directory of Open Access Journals (Sweden)

    Alexander O. Karpov

    2017-11-01

    Full Text Available Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at schools and universities; conceptualization and theoretical modeling of the cognitively active surrounding, which provides an infrastructure of the research-type cognitive process. The empirical material summarized in this work was collected in the research-cognitive space of the “Step into the Future” program, which is one of the most powerful systems of research education in present-day Russia. The article presents key points of the author's concept of generative learning environments and a model of learning and scientific innovation environment implemented at Russian schools and universities.

  18. Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

    Science.gov (United States)

    Randler, Christoph; Kummer, Barbara; Wilhelm, Christian

    2012-06-01

    The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.

  19. Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

    Science.gov (United States)

    Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

    2016-01-01

    Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

  20. Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure.

    Science.gov (United States)

    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 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

  1. THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

    Directory of Open Access Journals (Sweden)

    Bahar ISIGUZEL

    2014-07-01

    Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

  2. Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers

    Science.gov (United States)

    Martin-Dunlop, Catherine; Fraser, Barry J.

    2008-01-01

    This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers' perceptions of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students in a large urban university. Changing students' ideas about science laboratory teaching and…

  3. Differential Effects of Home and Preschool Learning Environments on Early Language Development

    Science.gov (United States)

    Schmerse, Daniel; Anders, Yvonne; Flöter, Manja; Wieduwilt, Nadine; Roßbach, Hans-Günther; Tietze, Wolfgang

    2018-01-01

    The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home…

  4. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    Science.gov (United States)

    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.

  5. Assessment for Learning Tasks and the Peer Assessment Process

    Science.gov (United States)

    Lauf, Lorraine; Dole, Shelley

    2010-01-01

    A program of Assessment for Learning (AfL) was implemented with 107 Year 12 students as part of their preparation for a major external test. Students completed extended mathematics tasks and selected student responses were used for peer assessment purposes. This paper reports on two of the AfL elements, namely task selection and peer assessment as…

  6. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    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 framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  7. Building multilingual learning environments in early years education

    Directory of Open Access Journals (Sweden)

    Martin Dodman

    2016-07-01

    Full Text Available This paper examines the early language development of children with particular reference to the importance of personal multilingualism and the reasons why this should be promoted in early years education. It is argued that such an objective is best achieved by building multilingual learning environments at the level of nursery and infant schools. The characteristics of such environments are described and ways of evaluating projects designed to build them are presented.

  8. Assessment of deep geological environment condition

    International Nuclear Information System (INIS)

    Bae, Dae Seok; Han, Kyung Won; Joen, Kwan Sik

    2003-05-01

    The main tasks of geoscientific study in the 2nd stage was characterized focusing mainly on a near-field condition of deep geologic environment, and aimed to generate the geologic input data for a Korean reference disposal system for high level radioactive wastes and to establish site characterization methodology, including neotectonic features, fracture systems and mechanical properties of plutonic rocks, and hydrogeochemical characteristics. The preliminary assessment of neotectonics in the Korean peninsula was performed on the basis of seismicity recorded, Quarternary faults investigated, uplift characteristics studied on limited areas, distribution of the major regional faults and their characteristics. The local fracture system was studied in detail from the data obtained from deep boreholes in granitic terrain. Through this deep drilling project, the geometrical and hydraulic properties of different fracture sets are statistically analysed on a block scale. The mechanical properties of intact rocks were evaluated from the core samples by laboratory testing and the in-situ stress conditions were estimated by a hydro fracturing test in the boreholes. The hydrogeochemical conditions in the deep boreholes were characterized based on hydrochemical composition and isotopic signatures and were attempted to assess the interrelation with a major fracture system. The residence time of deep groundwater was estimated by C-14 dating. For the travel time of groundwater between the boreholes, the methodology and equipment for tracer test were established

  9. The learning environment of paediatric interns in South Africa.

    Science.gov (United States)

    Naidoo, Kimesh L; Van Wyk, Jacqueline M; Adhikari, Miriam

    2017-11-29

    South African (SA) paediatric interns (recently qualified medical graduates) work in a high disease burdened and resource deficient environment for two years, prior to independent practice. Perceptions of this learning environment (LE) influences their approaches to training as well as the outcomes of this period of development. Obstacles to creating a supportive LE and supervisor interaction affects the quality of this training. Measuring perceptions of the LE with validated instruments can help inform improvements in learning during this crucial period of medical education. The aims of this study was to determine the psychometric qualities of the Postgraduate Hospital Educational Environment Measure (PHEEM) amongst paediatric interns across four hospital complexes in South Africa and to measure the LE as perceived by both interns and their supervisors. Construct validity was tested using factor analysis and internal consistency was measured with Cronbach's alpha. A total of 209 interns and 60 supervisors (69% intern response rate) responded to the questionnaire. The PHEEM was found to be very reliable with an overall Cronbach's alpha of 0.943 and 0.874 for intern and supervisors respectively. Factor analysis using a 3-factor solution accounted for 42% of the variance with the teaching subscale having the best fit compared with the other sub-scales of the original tool. Most interns perceived the learning environment as being more positive than negative however, their perceptions differed significantly from that of their supervisors. Poor infrastructural support from institutions, excessive workloads and inadequate supervision were factors preventing optimal training of paediatric interns. The SA version of the PHEEM tool used was found to be a reliable and valid instrument for use in interns amongst high disease burdened contexts. Various obstacles to creating an ideal learning environment for paediatric interns were identified to be in need of urgent review. Key

  10. Educating collaborative planners: the learning potential of multi-actor regional learning environments for planning education

    NARCIS (Netherlands)

    Oonk, C.; Gulikers, J.T.M.; Mulder, M.

    2013-01-01

    Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which

  11. Creating adaptive environment for e-learning courses

    Directory of Open Access Journals (Sweden)

    Bozidar Radenkovic

    2009-06-01

    Full Text Available In this paper we provide an approach to creating adaptive environment for e-learning courses. In the context of e-education, successful adaptation has to be performed upon learners’ characteristics. Currently, modeling and discovering users’ needs, goals, knowledge preferences and motivations is one of the most challenging tasks in e-learning systems that deal with large volumes of information. Primary goal of the research is to perform personalizing of distance education system, according to students’ learning styles. Main steps and requirements in applying business intelligence techniques in process of personalization are identified. In addition, we propose generic model and architecture of an adaptive e-learning system by describing the structure of an adaptive course and exemplify correlations among e-learning course content and different learning styles. Moreover, research that dealt with application of data mining technique in a real e-learning system was carried out. We performed adaptation of our e-learning courses using the results from the research.

  12. Evaluation of Several Learning Environment Variables at Secondary Institutions

    Directory of Open Access Journals (Sweden)

    Murat Tuncer

    2012-06-01

    Full Text Available Health is an issue whose importance needs to be focused in the learning environment and learning activities in education. The level of teaching and learning is known to effect health of learners. Learning environments are teeming with many variables. Ambient temperature, noise, humidity and illumination are a few of them. If these variables are outside the specified limits for ambient levels this may need to a loss of learning and adversely affect the health of learners. This research was conducted to evaluate this aspect at institutions of secondary education in Turkey. The literature discusses the findings of various measurements that were taken with a variety of devices such as the Environment Meter-DT 8820, GMI PN 66094 and AARONIA AG SPECTRAN at randomly selected schools and classes. The temperature and carbon dioxide values in the classrooms were outside the defined limits according to research findings. In addition, many classrooms had noise levels above limits which could impair human health and some color selections in classrooms were made incorrectly. When the results of the findings are analyzed, we find the learner’s metabolism is negatively affected; attention loss and serious health problems may be experienced in the long run. It is highly recommended that laws and regulations regarding school construction and settlement be enacted and that precise limits be defined in those laws. In addition, it is thought establishing electromechanical systems to measure indoor and outdoor air quality in classrooms would bring benefits

  13. MOODLE XML TO IMS QTI ASSESSMENT TEST PORTABILITY ON LEARNING MANAGEMENT SYSTEM

    OpenAIRE

    Kautsar, Irwan Alnarus; Kubota, Shin-Ichiro; Musashi, Yasuo; Sugitani, Kenichi

    2013-01-01

    Learning Management Systems (i.e. LMS) is one of the most popular solutions towards the e-Learning objective in different universities all around the world, where this environments are used to not only deliver contents but to perform assessments, tests and other tasks related to learning. Although, there are popular LMS such as Moodle, and more developed, such as Chamilo, there is no assessment/test portability among their LMS. Each assessment export formats make difficult to transfer well do...

  14. Studying the mechanisms of language learning by varying the learning environment and the learner.

    Science.gov (United States)

    Goldin-Meadow, Susan

    Language learning is a resilient process, and many linguistic properties can be developed under a wide range of learning environments and learners. The first goal of this review is to describe properties of language that can be developed without exposure to a language model - the resilient properties of language - and to explore conditions under which more fragile properties emerge. But even if a linguistic property is resilient, the developmental course that the property follows is likely to vary as a function of learning environment and learner, that is, there are likely to be individual differences in the learning trajectories children follow. The second goal is to consider how the resilient properties are brought to bear on language learning when a child is exposed to a language model. The review ends by considering the implications of both sets of findings for mechanisms, focusing on the role that the body and linguistic input play in language learning.

  15. Criteria for the Development of Complex Teaching-Learning Environments.

    Science.gov (United States)

    Achtenhagen, Frank

    2001-01-01

    Relates aspects of the didactic tradition, especially the German didactic tradition, to the theory and practice of instructional design. Focuses on processes that are necessary to the modeling of reality and describes the design and development of a virtual enterprise as a complex teaching-learning environment in a German business school.…

  16. Visualizing learner activities with a virtual learning environment

    DEFF Research Database (Denmark)

    Eskildsen, Søren; Rodil, Kasper; Rehm, Matthias

    2012-01-01

    This paper presents how to gain insights into children’s navigation of an interactive virtual learning environment and how that would benefit their educators. A prototype for logging user information as quantifiable data has been developed and deployed in an in-situ evaluation of the system...

  17. Developing a Supportive Learning Environment in a Newly Formed Organisation

    Science.gov (United States)

    Lancaster, Sue; Di Milia, Lee

    2015-01-01

    Purpose: The aim of this study was to examine the factors that employees perceived were important in creating a supportive learning environment in a recently merged organisation. The study provides rich qualitative data from the employees' perspective. Design/methodology/approach: This case study used a qualitative phenomenological constructivist…

  18. Mobile Learning for Higher Education in PBL Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Ryberg, Thomas

    2010-01-01

    This study is about the design and development of mobile technologies to support students’ collaboration in groups during project periods in a problem oriented and project based learning environment. The study will take departure in the group work of students in the faculty of Humanities, Aalborg...

  19. The Use of Virtual Learning Environment in Chinese Higher Education

    Institute of Scientific and Technical Information of China (English)

    谢苑苑

    2014-01-01

    The paper analyzes the current condition of the use of virtual learning environment (VLE) in Zhejiang University of Chinese Medicine. It is indicated that students show a positive attitude toward this technology, but the use of it fails to meet stu-dents’perception. In light of this, recommendations are made with a view to enhance the use of VLE.

  20. Fans: An Integral Element of the Green Learning Environment

    Science.gov (United States)

    Wolgelenter, Nina

    2011-01-01

    School districts' ongoing efforts to promote sustainability in America's education facilities are helping raise awareness of social responsibility and promoting the positive effects that greening their learning environments has on the general health and productivity of students. One institution that's taking the lead in this movement is Chandler…

  1. Project Selection in the Design Studio: Absence of Learning Environments

    Science.gov (United States)

    Basa, Inci

    2010-01-01

    Project selection is an essential matter of design teaching. Based on observations of a specific curriculum, the author claims that a wide repertoire of subjects including offices, restaurants, hotels, and other public places are used to prepare design students, but that schools and other "learning environments/ schools" are similarly…

  2. The Ecology of Interactive Learning Environments: Situating Traditional Theory

    Science.gov (United States)

    Johnson, Genevieve Marie

    2014-01-01

    In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, -- behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human…

  3. Plastics in Our Environment: A Jigsaw Learning Activity

    Science.gov (United States)

    Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee

    2009-01-01

    In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…

  4. Developing a "Social Presence Scale" for E-Learning Environments

    Science.gov (United States)

    Kilic Cakmak, Ebru; Cebi, Ayça; Kan, Adnan

    2014-01-01

    The purpose of the current study is to develop a "social presence scale" for e-learning environments. A systematic approach was followed for developing the scale. The scale was applied to 461 students registered in seven different programs at Gazi University. The sample was split into two subsamples on a random basis (n1 = 261; n2 =…

  5. Students' Groupwork Management in Online Collaborative Learning Environments

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia; Fan, Xitao

    2015-01-01

    The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…

  6. Creating Learning Environment Connecting Engineering Design and 3D Printing

    Science.gov (United States)

    Pikkarainen, Ari; Salminen, Antti; Piili, Heidi

    Engineering education in modern days require continuous development in didactics, pedagogics and used practical methods. 3D printing provides excellent opportunity to connect different engineering areas into practice and produce learning by doing applications. The 3D-printing technology used in this study is FDM (Fused deposition modeling). FDM is the most used 3D-printing technology by commercial numbers at the moment and the qualities of the technology makes it popular especially in academic environments. For achieving the best result possible, students will incorporate the principles of DFAM (Design for additive manufacturing) into their engineering design studies together with 3D printing. This paper presents a plan for creating learning environment for mechanical engineering students combining the aspects of engineering design, 3D-CAD learning and AM (additive manufacturing). As a result, process charts for carrying out the 3D printing process from technological point of view and design process for AM from engineering design point of view were created. These charts are used in engineering design education. The learning environment is developed to work also as a platform for Bachelor theses, work-training environment for students, prototyping service centre for cooperation partners and source of information for mechanical engineering education in Lapland University of Applied Sciences.

  7. Indirect Measures of Learning Transfer between Real and Virtual Environments

    Science.gov (United States)

    Garrett, Michael; McMahon, Mark

    2013-01-01

    This paper reports on research undertaken to determine the effectiveness of a 3D simulation environment used to train mining personnel in emergency evacuation procedures, designated the Fires in Underground Mines Evacuation Simulator (FUMES). Owing to the operational constraints of the mining facility, methods for measuring learning transfer were…

  8. Personal Learning Environments and University Teacher Roles Explored Using Delphi

    Science.gov (United States)

    Shaikh, Zaffar Ahmed; Khoja, Shakeel Ahmed

    2014-01-01

    This paper presents the results of research using an online Delphi method, which aimed to explore university teacher roles and readiness for learner-centred pedagogy, driven by personal learning environments (PLEs). Using a modified Policy Delphi technique, a group of researchers worked with 34 international experts who are university teachers by…

  9. The "Double-Edged Sword" of the Adult Learning Environment

    Science.gov (United States)

    Murray, Sara; Mitchell, Jane

    2013-01-01

    The vocational education and training sector plays a critical role in the provision of educational opportunities for young adults who have left school prior to completing a qualification. Some research has found that a major factor that supports student re-engagement in formal education is the "adult learning environment" that…

  10. Designing Learning Environments to Teach Interactive Quantum Physics

    Science.gov (United States)

    Puente, Sonia M. Gomez; Swagten, Henk J. M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small…

  11. Identifying Different Registers of Digital Literacy in Virtual Learning Environments

    Science.gov (United States)

    Knutsson, Ola; Blasjo, Mona.; Hallsten, Stina; Karlstrom, Petter

    2012-01-01

    In this paper social semiotics, and systemic functional linguistics in particular, are used in order to identify registers of digital literacy in the use of virtual learning environments. The framework of social semiotics provides means to systemize and discuss digital literacy as a linguistic and semiotic issue. The following research question…

  12. Evaluating a Gender Diversity Workshop to Promote Positive Learning Environments

    Science.gov (United States)

    Burford, James; Lucassen, Mathijs F. G.; Hamilton, Thomas

    2017-01-01

    Drawing on data from an Aotearoa/New Zealand study of more than 230 secondary students, this article evaluates the potential of a 60-min gender diversity workshop to address bullying and promote positive environments for learning. Students completed pre- and postworkshop questionnaires. The authors used descriptive statistics to summarize results…

  13. Structural Identification and Comparison of Intelligent Mobile Learning Environment

    Science.gov (United States)

    Upadhyay, Nitin; Agarwal, Vishnu Prakash

    2007-01-01

    This paper proposes a methodology using graph theory, matrix algebra and permanent function to compare different architecture (structure) design of intelligent mobile learning environment. The current work deals with the development/selection of optimum architecture (structural) model of iMLE. This can be done using the criterion as discussed in…

  14. How Can Innovative Learning Environments Promote the Diffusion of Innovation?

    Science.gov (United States)

    Osborne, Mark

    2016-01-01

    Schools implementing innovative learning environments (ILEs) face many challenges, including the need to discard previously cherished practices and behaviours, adjust mindsets, and invent successful new ways of operating. Leaders can support these processes by implementing structures that: i) support ongoing, distributed, participatory innovation;…

  15. Use of FirstClass as a Collaborative Learning Environment.

    Science.gov (United States)

    Persico, Donatella; Manca, Stefania

    2000-01-01

    Describes the use of SoftArc Intranet FirstClass, a collaborative learning environment that uses computer conferencing, and discusses pros and cons of choosing this system for running online courses from a distance. Presents case studies from Italy and presents viewpoints of students, tutors, designers and administrators. (Author/LRW)

  16. An Instructional Strategy Framework for Online Learning Environments.

    Science.gov (United States)

    Johnson, Scott D.; Aragon, Steven R.

    The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research…

  17. Burnout and the learning environment of anaesthetic trainees.

    Science.gov (United States)

    Castanelli, D J; Wickramaarachchi, S A; Wallis, S

    2017-11-01

    Burnout has a high prevalence among healthcare workers and is increasingly recognised as an environmental problem rather than reflecting a personal inability to cope with work stress. We distributed an electronic survey, which included the Maslach Burnout Inventory Health Services Survey and a previously validated learning environment instrument, to 281 Victorian anaesthetic trainees. The response rate was 50%. We found significantly raised rates of burnout in two of three subscales. Ninety-one respondents (67%) displayed evidence of burnout in at least one domain, with 67 (49%) reporting high emotional exhaustion and 57 (42%) reporting high depersonalisation. The clinical learning environment tool demonstrated a significant negative correlation with burnout (r=-0.56, P Burnout was significantly more common than when previously measured in Victoria in 2008 (62% versus 38%). Trainees rated examination preparation the most stressful aspect of the training program. There is a high prevalence of burnout among Victorian anaesthetic trainees. We have shown a significant correlation exists between the clinical learning environment measure and the presence of burnout. This correlation supports the development of interventions to improve the clinical learning environment, as a means to improve trainee wellbeing and address the high prevalence of burnout.

  18. The Teaching and Learning Environment SAIDA: Some Features and Lessons.

    Science.gov (United States)

    Grandbastien, Monique; Morinet-Lambert, Josette

    Written in ADA language, SAIDA, a Help System for Data Implementation, is an experimental teaching and learning environment which uses artificial intelligence techniques to teach a computer science course on abstract data representations. The application domain is teaching advanced programming concepts which have not received much attention from…

  19. Assistive Technology for Young Children: Creating Inclusive Learning Environments

    Science.gov (United States)

    Sadao, Kathleen C.; Robinson, Nancy B.

    2010-01-01

    Assistive technology (AT) can help young children with disabilities fully participate in natural, inclusive learning environments--but many early childhood professionals don't get the training they need to harness the power of AT. Fill that gap with this unintimidating, reader-friendly resource, the go-to guide to recommended AT practice for…

  20. Personalized Recommender System for e-Learning Environment

    Science.gov (United States)

    Benhamdi, Soulef; Babouri, Abdesselam; Chiky, Raja

    2017-01-01

    Traditional e-Learning environments are based on static contents considering that all learners are similar, so they are not able to respond to each learner's needs. These systems are less adaptive and once a system that supports a particular strategy has been designed and implemented, it is less likely to change according to student's interactions…

  1. DELIVERing Library Resources to the Virtual Learning Environment

    Science.gov (United States)

    Secker, Jane

    2005-01-01

    Purpose: Examines a project to integrate digital libraries and virtual learning environments (VLE) focusing on requirements for online reading list systems. Design/methodology/approach: Conducted a user needs analysis using interviews and focus groups and evaluated three reading or resource list management systems. Findings: Provides a technical…

  2. The Development of a Personal Learning Environment in Second Life

    Science.gov (United States)

    Andrews, Sandra Sutton; Stokrocki, Mary; Jannasch-Pennell, Angel; DiGangi, Samuel A.

    2010-01-01

    In this qualitative pilot study, the authors report on curriculum field trials within a personal learning environment (PLE) designed by a collaboration of academic researchers and nonprofit volunteers working together in the virtual world of Second Life. The purpose of the PLE is to provide learners less likely to have access to educational…

  3. Game-Like Language Learning in 3-D Virtual Environments

    Science.gov (United States)

    Berns, Anke; Gonzalez-Pardo, Antonio; Camacho, David

    2013-01-01

    This paper presents our recent experiences with the design of game-like applications in 3-D virtual environments as well as its impact on student motivation and learning. Therefore our paper starts with a brief analysis of the motivational aspects of videogames and virtual worlds (VWs). We then go on to explore the possible benefits of both in the…

  4. Mobile Learning for Higher Education in PBL Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Ryberg, Thomas

    This study is about the design and development of mobile technologies to support students’ collaboration in groups during project periods in a problem oriented and project based learning environment. The study will take departure in the group work of students in the faculty of Humanities, Aalborg...

  5. Learning and Teaching in a Synchronous Collaborative Environment.

    Science.gov (United States)

    Marjanovic, Olivera

    1999-01-01

    Describes a new synchronous collaborative environment that combines interactive learning and Group Support Systems for computer-mediated collaboration. Illustrates its potential to improve critical thinking, problem solving, and communication skills, and describes how teachers' roles are changed. (Author/LRW)

  6. The effects of control versus autonomy in hypermedia learning environments

    NARCIS (Netherlands)

    Gorissen, Chantal; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2010-01-01

    Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R. L. (2010, 13-16 May). The effects of control versus autonomy in hypermedia learning environments. Poster presented at the 4th International Self-Determination Theory Conference, Ghent, Belgium: Kennisnet.

  7. Educational Technology Research Journals: "Interactive Learning Environments," 2004-2013

    Science.gov (United States)

    Christensen, Steven S.; Andrews, Carolyn; Harris, Scott P.; Lloyd, Adam; Turley, Chad; West, Richard E.

    2015-01-01

    This study examined the journal "Interactive Learning Environments" to discover trends from 2004-2013. The authors looked at trends in article topics, research methods, authorship, citations, keyword frequencies, phrase counts of article abstracts, and article citations according to Google Scholar. Evidence is provided of the journal's…

  8. Technology-Supported Learning Environments in Science Classrooms in India

    Science.gov (United States)

    Gupta, Adit; Fisher, Darrell

    2012-01-01

    The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in…

  9. Creating the Strategic Learning Environment at City University London

    Science.gov (United States)

    Quinsee, Susannah; Bullimore, Anise

    2011-01-01

    Purpose: This paper aims to describe the creation of a new approach to the implementation of educational technologies at a UK Higher Education Institution. Driven by changes in technology, an evaluation of the virtual learning environment (VLE) provided the opportunity to reassess the application of technology to the curriculum. However, such an…

  10. Planetariums as a Source of Outdoor Learning Environment

    Science.gov (United States)

    Seyma, Aksu; Umdu Topsakal, Ünsal

    2017-01-01

    The aim of this study is to study the effect of using planetariums as an outdoor learning environment regarding students' opinions. Therefore, descriptive qualitative research was used. The participants were from a school in Istanbul. Ten students, 4 male and 6 female, participated in a planetarium visit to a museum. The data of the study were…

  11. Designing learning environments to teach interactive Quantum Physics

    NARCIS (Netherlands)

    Gómez Puente, S.M.; Swagten, H.J.M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and

  12. A DBR Framework for Designing Mobile Virtual Reality Learning Environments

    Science.gov (United States)

    Cochrane, Thomas Donald; Cook, Stuart; Aiello, Stephen; Christie, Duncan; Sinfield, David; Steagall, Marcus; Aguayo, Claudio

    2017-01-01

    This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first…

  13. Declarative Knowledge Acquisition in Immersive Virtual Learning Environments

    Science.gov (United States)

    Webster, Rustin

    2016-01-01

    The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was…

  14. PGDnet: A New Problem-Solving Virtual Learning Environment

    Science.gov (United States)

    Gomez, Emilio; Rodriguez-Marciel, Cristina

    2012-01-01

    The purpose of this paper was to provide information about the virtual learning environment known as PGDnet (the Spanish acronym for "Plataforma de Gestion Docente" or Educational Management Platform in English), which was developed by the innovative education group at the Technical University of Madrid known as "Nuevas metodologias…

  15. Pre-Service Teachers Designing Virtual World Learning Environments

    Science.gov (United States)

    Jacka, Lisa; Booth, Kate

    2012-01-01

    Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer-based environment. Virtual worlds also provide a place…

  16. Tap it again, Sam: Harmonizing personal environments towards lifelong learning

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Specht, Marcus

    2015-01-01

    The increasing number of mobile vendors releas- ing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market-share. NFC facilitates natural interactions between digital world and physical learning environments. The

  17. Technological learning in energy-environment-economy modelling: A survey

    International Nuclear Information System (INIS)

    Kahouli-Brahmi, Sondes

    2008-01-01

    This paper aims at providing an overview and a critical analysis of the technological learning concept and its incorporation in energy-environment-economy models. A special emphasis is put on surveying and discussing, through the so-called learning curve, both studies estimating learning rates in the energy field and studies incorporating endogenous technological learning in bottom-up and top-down models. The survey of learning rate estimations gives special attention to interpreting and explaining the sources of variability of estimated rates, which is shown to be mainly inherent in R and D expenditures, the problem of omitted variable bias, the endogeneity relationship and the role of spillovers. Large-scale models survey show that, despite some methodological and computational complexity related to the non-linearity and the non-convexity associated with the learning curve incorporation, results of the numerous modelling experiments give several new insights with regard to the analysis of the prospects of specific technological options and their cost decrease potential (bottom-up models), and with regard to the analysis of strategic considerations, especially inherent in the innovation and energy diffusion process, in particular the energy sector's endogenous responses to environment policy instruments (top-down models)

  18. Utilization of virtual learning environments in the allied health professions.

    Science.gov (United States)

    Butina, Michelle; Brooks, Donna; Dominguez, Paul J; Mahon, Gwendolyn M

    2013-01-01

    Multiple technology based tools have been used to enhance skill development in allied health education, which now includes virtual learning environments. The purpose of this study was to explore whether, and how, this latest instructional technology is being adapted in allied health education. An online survey was circulated to all Association of Schools of Allied Health Professions (ASAHP) member institutions and focused on three broad areas of virtual learning environments: the uses of, the perceived pros and cons of, and the outcomes of utilizing them. Results show 40% (17 of 42) of the respondent use some form of the technology. The use of virtual learning technology in other healthcare professions (e.g., medicine) demonstrates the potential benefits to allied health education.

  19. Personalized e-Learning Environments: Considering Students' Contexts

    Science.gov (United States)

    Eyharabide, Victoria; Gasparini, Isabela; Schiaffino, Silvia; Pimenta, Marcelo; Amandi, Analía

    Personalization in e-learning systems is vital since they are used by a wide variety of students with different characteristics. There are several approaches that aim at personalizing e-learning environments. However, they focus mainly on technological and/or networking aspects without caring of contextual aspects. They consider only a limited version of context while providing personalization. In our work, the objective is to improve e-learning environment personalization making use of a better understanding and modeling of the user’s educational and technological context using ontologies. We show an example of the use of our proposal in the AdaptWeb system, in which content and navigation recommendations are provided depending on the student’s context.

  20. Exploring Children's Requirements for Game-Based Learning Environments

    Directory of Open Access Journals (Sweden)

    Marja Kankaanranta

    2008-08-01

    Full Text Available End users' expertise in the development of new applications is acknowledged in user-centered and participatory design. Similarly, children's experience of what they find enjoyable and how they learn is a valuable source of inspiration for the design of products intended for them. In this paper, we explore experiences obtained from collaboration with elementary school children in the design of learning environments, based on three projects and three requirements gathering techniques. We also discuss how the children experienced the participation. The children's contribution yielded useful, both expected and unanticipated, outcomes in regard to the user interface and contents of the learning environments under development. Moreover, we present issues related to design collaboration with children, especially in terms of the children's feeling of ownership over the final outcome.

  1. BOOK REVIEW STUDENT-TEACHER INTERACTION IN ONLINE LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Harun SERPIL

    2017-04-01

    Full Text Available As online learning environments do not lend themselves to face-to-face interaction between teachers and students, it is essential to understand how to ensure healthy social presence in online learning. This book provides a useful selection of both commonly used and recently developed theories by discussing current research and giving examples of social presence in latest Online Learning Environments (OLEs. The book examines how the appropriate use of technological tools can relate instructors, peers, and course content. The reports on successful implementations are reinforced with research involving pre-service teachers. Both experienced and inexperienced educators will benefit by being informed about the effective use of many valuable tools exemplified here. The last six chapters present an array of new models that support social presence, and demonstrate how traditional paradigms can be used to create online social presence.

  2. CONCEPTS AND CHARACTERISTICS OF CLOUD ORIENTED LEARNING ENVIRONMENT OF SCHOOL

    Directory of Open Access Journals (Sweden)

    Svitlana G. Lytvynova

    2014-04-01

    Full Text Available The article deals with the basic concepts and characteristics of cloud oriented learning environment (COLE of secondary school. It is examined the concept of "cloud oriented learning environment", "mobility training", the requirements for COLE, the goal of creating, the structural components, model deployment, maintenance. Four cloud storages are compared; the subjects and objects of COLE are described; the meaning of spatial and semantic, content and methodical, communication and organizational components are clarified; the benefits and features of cloud computing are defined. It is found that COLE creates conditions for active cooperation, provides mobility of learning process participants, and objects’ virtualization. It is available anywhere and at any time, ensures the development of creativity and innovation, critical thinking, ability to solve problems, to develop communicative, cooperative, life and career skills, to work with data, media, to develop ICT competence either of students and teachers.

  3. What is the teachers’ role when students learn through design of learning games in a scaffolded gamified learning environment?

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    The aim of this research project is to create a reusable and flexible gamified learning design where the students are learning subject matters through the design of digital learning games. The students are their own learning designers forming teams that create games. The teams also peer review...... how the use of pre-build learning games in education can be taken a step further into the building of learning games while implementing subject matters from curriculum, not only focussing on the creative game design process. The aim of the form of this learning design is to scaffold the novice....../ play test each others games as a way to qualify the learning taking place around as well as inside the games they are building. The discussion is focusing on how the chosen pedagogical approach is framed within the gamified environment as well as on how the teachers can guide and scaffold the learning...

  4. A PKI Approach for Deploying Modern Secure Distributed E-Learning and M-Learning Environments

    Science.gov (United States)

    Kambourakis, Georgios; Kontoni, Denise-Penelope N.; Rouskas, Angelos; Gritzalis, Stefanos

    2007-01-01

    While public key cryptography is continuously evolving and its installed base is growing significantly, recent research works examine its potential use in e-learning or m-learning environments. Public key infrastructure (PKI) and attribute certificates (ACs) can provide the appropriate framework to effectively support authentication and…

  5. Mobile Learning for Higher Education in Problem-Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn

    2011-01-01

    This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

  6. Factor Validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in Asynchronous Online Learning Environments (AOLE)

    Science.gov (United States)

    Cho, Moon-Heum; Summers, Jessica

    2012-01-01

    The purpose of this study was to investigate the factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in asynchronous online learning environments. In order to check the factor validity, confirmatory factor analysis (CFA) was conducted with 193 cases. Using CFA, it was found that the original measurement model fit for…

  7. Learning in Virtual Forest: A Forest Ecosystem in the Web-Based Learning Environment

    Science.gov (United States)

    Jussila, Terttu; Virtanen, Viivi

    2014-01-01

    Virtual Forest is a web-based, open-access learning environment about forests designed for primary-school pupils between the ages of 10 and 13 years. It is pedagogically designed to develop an understanding of ecology, to enhance conceptual development and to give a holistic view of forest ecosystems. Various learning tools, such as concept maps,…

  8. Working Memory Capacity and Mobile Multimedia Learning Environments: Individual Differences in Learning While Mobile

    Science.gov (United States)

    Doolittle, Peter E.; Mariano, Gina J.

    2008-01-01

    The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e., iPod). Students with low (n = 44) and high (n = 40) working memory capacity, as measured by the…

  9. The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning

    Science.gov (United States)

    Costley, Jamie; Lange, Christopher

    2016-01-01

    Instructional design is important as it helps set the discourse, context, and content of learning in an online environment. Specific instructional design decisions do not only play a part in the discourse of the learners, but they can affect the learners' levels of satisfaction and perceived learning as well. Numerous studies have shown the value…

  10. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    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…

  11. Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

    Science.gov (United States)

    Hill, Janette R.

    2006-01-01

    The purpose of this article is to explore the key features of "flexible learning environments" (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies…

  12. Pupils' Views on an ICT-Based Learning Environment in Health Learning

    Science.gov (United States)

    Räihä, Teija; Tossavainen, Kerttu; Enkenberg, Jorma; Turunen, Hannele

    2014-01-01

    This paper presents a study that examined pupils' views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch,…

  13. Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

    Science.gov (United States)

    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…

  14. Family, Learning Environments, Learning Approaches, and Student Outcomes in a Malaysian Private University

    Science.gov (United States)

    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…

  15. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    Science.gov (United States)

    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…

  16. Design and implementation of a flipped classroom learning environment in the biomedical engineering context.

    Science.gov (United States)

    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

  17. Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

    Science.gov (United States)

    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.

  18. The Usability Analysis of An E-Learning Environment

    Directory of Open Access Journals (Sweden)

    Fulya TORUN

    2015-10-01

    Full Text Available In this research, an E-learning environment is developed for the teacher candidates taking the course on Scientific Research Methods. The course contents were adapted to one of the constructivist approach models referred to as 5E, and an expert opinion was received for the compliance of this model. An usability analysis was also performed to determine the usability of the e-learning environment. The participants of the research comprised 42 teacher candidates. The mixed method was used in the research. 3 different data collection tools were used in order to measure the three basic concepts of usability analyses, which are the dimensions of effectiveness, efficiency and satisfaction. Two of the data collection tools were the scales developed by different researchers and were applied with the approval received from the researchers involved. On the other hand, the usability test as another data tool was prepared by the researchers who conducted this study for the purpose of determining the participants’ success in handling the twelve tasks assigned to them with respect to the use of elearning environment, the seconds they spent on that environment and the number of clicks they performed. Considering the results of the analyses performed within the data obtained, the usability of the developed e-learning environment proved to be at a higher rate.

  19. Assessing Higher Education Learning Outcomes in Brazil

    Science.gov (United States)

    Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo

    2013-01-01

    Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as…

  20. Tools for the Assessment of Learning

    Science.gov (United States)

    Pappas, Marjorie L.

    2007-01-01

    Assessment tools enable both learning and assessing. They also give library media specialists snapshots of evidence that demonstrates student understanding of the Information Literacy Standards. Over time the evidence provide a more complete picture of learners' ability to gather, evaluate, and use information to solve problems, make decisions,…