Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative.

Science.gov (United States)

Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark

2016-09-01

Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.

How Does a Principal in Detroit Public Schools Produce a Productive Learning Environment within the Current System?

Science.gov (United States)

Davenport, Marcus G.

2017-01-01

In this dissertation, the researcher investigates the success of productive learning environments in Detroit Public Schools. Using interviews with three productive principals from the Detroit school system, the researcher explores three related issues in public schooling. The first issue is the definition of a productive learning environment. By…

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…

The Effect of Family and School Cultural Environment Through Self Efficacy on Student Learning Result

Directory of Open Access Journals (Sweden)

Ely Rizky Amaliyah

2017-11-01

Full Text Available This study aims to explain the relationship between environmental variables out g a, school culture, self-efficacy and student learning outcomes Administrative Program Program at SMK. This research includes quantitative research type with the explanatory descriptive method. The sampling technique was proportionate stratified random sampling, the study sample consisted of 114 students. Data analysis in this research using path analysis. Results research shows that there is a positive and significant influence of family environment on self-efficacy, there is the positive and significant influence of school culture on self-efficacy, there is a direct positive and significant influence between the environment to the family on the results of learning. While the school culture The air does not directly influence the learning outcomes, but the air of self-efficacy ng driving direct effect on learning outcomes, and the family environment is not aired directly influence the outcome through self-efficacy jar arts students, and school culture has an indirect effect on learning outcomes through students' self-efficacy.

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…

Environmental Considerations toward the Provision of Conducive Learning Environments in Nigerian Schools

OpenAIRE

Adeyemi, A. J.; Yusuf, S. A.; Ezekiel, O. B.

2017-01-01

Learning, which is the expected outcome of any educational institution, can be influenced by many factors that include environmental factors. This study is aimed at comparing the learning environment of junior secondary schools, in a North-western state of Nigeria, with established standards in some other countries.  Four government-owned and four private owned schools participated in the study. Environmental variables such as classroom temperature, noise level, lighting and classroom si...

Promoting Learning Environment among the Islamic School Principals in the State of Pahang, Malaysia

Science.gov (United States)

Abdullah, Jamelaa Bibi; Kassim, Jainabee

2012-01-01

Purpose: The purpose of this paper is to investigate the learning environment in schools that influence teaching and learning. Design/methodology/approach: A study was conducted using the Instructional Leadership Model to compare principal practices of instructional leaders in the Islamic Religious Secondary Schools and Islamic Religious Schools…

Debating Life on Mars: The Knowledge Integration Environment (KIE) in Varied School Settings.

Science.gov (United States)

Shear, Linda

Technology-enabled learning environments are beginning to come of age. Tools and frameworks are now available that have been shown to improve learning and are being deployed more widely in varied school settings. Teachers are now faced with the formidable challenge of integrating these promising new environments with the everyday context in which…

Designing Geometry 2.0 learning environments: a preliminary study with primary school students

Science.gov (United States)

Joglar Prieto, Nuria; María Sordo Juanena, José; Star, Jon R.

2014-04-01

The information and communication technologies of Web 2.0 are arriving in our schools, allowing the design and implementation of new learning environments with great educational potential. This article proposes a pedagogical model based on a new geometry technology-integrated learning environment, called Geometry 2.0, which was tested with 39 sixth grade students from a public school in Madrid (Spain). The main goals of the study presented here were to describe an optimal role for the mathematics teacher within Geometry 2.0, and to analyse how dynamic mathematics and communication might affect young students' learning of basic figural concepts in a real setting. The analyses offered in this article illustrate how our Geometry 2.0 model facilitates deeply mathematical tasks which encourage students' exploration, cooperation and communication, improving their learning while fostering geometrical meanings.

Towards Primary School Physics Teaching and Learning: Design Research Approach. Research Report 256

Science.gov (United States)

Juuti, Kalle

2005-01-01

This thesis describes a project to design a primary school physics learning environment which takes into account teachers' needs, design procedures, properties of the learning environment, and pupil learning outcomes. The project's design team has wide experience in research and development work in relation to science education, the use of ICT in…

Imagination in School Children's Choice of Their Learning Environment: An Australian Study

Science.gov (United States)

Bland, Derek; Sharma-Brymer, Vinathe

2012-01-01

A visual research project addressed school children's concepts of ideal learning environments. Drawings and accompanying narratives were collected from Year 5 and Year 6 children in nine Queensland primary schools. The 133 submissions were analysed and coded to develop themes, identify key features and consider the uses of imagination. The…

Architectural Design and the Learning Environment: A Framework for School Design Research

Science.gov (United States)

Gislason, Neil

2010-01-01

This article develops a theoretical framework for studying how instructional space, teaching and learning are related in practice. It is argued that a school's physical design can contribute to the quality of the learning environment, but several non-architectural factors also determine how well a given facility serves as a setting for teaching…

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

Student and Teacher Perceptions of a Single-Sex Middle School Learning Environment.

Science.gov (United States)

Smith, Nancy

A study of a single-sex learning environment was conducted in a public school, Edward Hand Middle School in Lancaster, Pennsylvania; sixth, seventh, and eighth grade students were grouped homogeneously by sex for all major subjects for a period of one semester and grouped heterogeneously for one semester. The study examined the effects that the…

Single-Sex School Boys' Perceptions of Coeducational Classroom Learning Environments

Science.gov (United States)

Yates, Shirley M.

2011-01-01

Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment.…

School education on energy and environment problems

International Nuclear Information System (INIS)

Imakita, Manami

2005-01-01

In Japanese school, elementary and junior- and senior-high, it is widely agreed that teaching of energy and environment is desirable, as has been adopted in a course of study of the Ministry of Education, Culture, Sports, Science and Technology. This paper reports the present state of affairs on these problems from elementary schools to high schools, describing of each school year or grade and each lessons separately. It contains the results of the author's investigation on curriculum and syllabus including some classroom practices and measurement of natural radioactivity and radiation with the help of adequate measuring instruments and visits to some related facilities. Methods of learning and teaching are also studied together with some future prospect. (S. Ohno)

CONCEPTS AND CHARACTERISTICS OF CLOUD ORIENTED LEARNING ENVIRONMENT OF SCHOOL

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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.

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...

Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

Science.gov (United States)

Wolf, Stephen J.; Fraser, Barry J.

2008-01-01

This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

School Environment and Satisfaction with Schooling among Primary School Pupils in Ondo State, Nigeria

Science.gov (United States)

Aina, Stephen Ileoye

2015-01-01

Modern school environments put emphasis on adequate and qualitative facilities to promote conducive teaching and learning environments, the deplorable conditions of the primary schools has become worrisome to the state government and education stakeholders. The study investigated the school environment and pupils' satisfaction with schooling in…

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…

Environmental Considerations toward the Provision of Conducive Learning Environments in Nigerian Schools

Directory of Open Access Journals (Sweden)

A. J. Adeyemi

2017-08-01

Full Text Available Learning, which is the expected outcome of any educational institution, can be influenced by many factors that include environmental factors. This study is aimed at comparing the learning environment of junior secondary schools, in a North-western state of Nigeria, with established standards in some other countries. Four government-owned and four private owned schools participated in the study. Environmental variables such as classroom temperature, noise level, lighting and classroom size were all evaluated using standard equipment. Using statistical analytical tools, such as descriptive and comparison of means, the result shows that classroom lighting, noise and temperature do not meet the established standards. The noise level in all the schools was above the recommended maximum comfort noise level of 40 dB(A but still below noise harmfulness level of 85dB. The lighting in the classes was also not sufficient based on international recommendations of 300 Lux. The temperature in the classrooms is significantly higher than the acceptable level of 18-28°C. Although public schools have significantly larger classrooms than private schools, they have a smaller space/pupil ratio because of larger population. There is need to improve the building design of schools so that they might aid learning among the children.

The Influence of the High School Classroom Environment on Learning as Mediated by Student Engagement

Science.gov (United States)

Shernoff, David J.; Ruzek, Erik A.; Sinha, Suparna

2017-01-01

Classroom learning environments are frequently assumed to exert their influence on learning indirectly, via student engagement. The present study examined the influence of environmental challenge and support on learning in high school classrooms, and the potential for student engagement to act as a mediator in this relationship. Data were…

Learning Environment, Attitudes and Conceptual Development Associated with Innovative Strategies in Middle-School Mathematics

Science.gov (United States)

Ogbuehi, Philip I.; Fraser, Barry J.

2007-01-01

This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students' attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment…

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...

Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils

NARCIS (Netherlands)

Verpoorten, Dominique; Glahn, Christian; Chatti, Amine; Westera, Wim; Specht, Marcus

2011-01-01

Verpoorten, D., Glahn, C., Chatti, A., Westera, W., & Specht, M. (2011). Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils. International Journal for Cross-Disciplinary Subjects in Education, 2(1), 276-284.

Do Junior High School Students Perceive Their Learning Environment as Constructivist?

Science.gov (United States)

Moustafa, Asely; Ben-Zvi-Assaraf, Orit; Eshach, Haim

2013-08-01

The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students' conceptions. Our research is based on an integration of quantitative and qualitative approaches, deigned to provide a wider ranging and deeper understanding. Eight hundred and forty eighth- and ninth-grade students from over 15 schools participated in the study. Of the 840 students who completed the questionnaire, the explanations of 200 well-written questionnaires were further analyzed qualitatively. The findings of the study are presented in terms of the four scales employed in the CLES, namely the autonomy scale, the prior knowledge scale, the negotiation scale, and the student-centeredness scale. The quantitative results achieved here concur with parallel studies conducted around the world. The findings indicate that a considerable portion of the students perceive their learning environment as a constructivist one and report positive attitudes toward the way they are being taught. In terms of the qualitative results, however, it appears that in some cases, the students' explanations reveal that in fact, and contrary to the bare quantitative results, some students do not perceive their learning environment as being constructivist. This raises the question of whether the fact that students recognize the factors associated with constructivist teaching is indeed an indication that such teaching exists in practice. This finding emphasizes the importance of combining qualitative and quantitative methods for arriving at a balanced view of classroom occurrences.

School Gardens and Learning

DEFF Research Database (Denmark)

Tiemensma, Britt Due

2015-01-01

This paper outlines the changing discourse on school gardens as a learning object as well as a learning environment in urban and rural schools in Denmark and Norway, two small states in Northern Europe. School and community gardens are to be found all over the world, and in Scandinavian...... they are not only regarded as a source of health and fresh food for the students and their families, but also as an alternative arena for learning to cope with issues like sustainability, innovation and democracy. The success of school gardening was always based on dedicated teachers who saw the added value...... of children learning to plant and care for plants in a school garden....

Clinical Learning Environment at Shiraz Medical School

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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.

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.

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...

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...

The role of learning environment on high school chemistry students' motivation and self-regulatory processes

Science.gov (United States)

Judd, Jeffrey S.

Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings

Beliefs that manifest through newspaper items in relation to peoples’ life challenges and their potential to enhance a sustainable learning environment in school science

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Thapelo L. Mamiala

2013-12-01

Full Text Available The paper documents beliefs that manifest themselves through newspaper items and elaborates on their potential to enhance a sustainable learning environment in a school science lesson. “Learning environment” is depicted from different angles and includes virtual and real learning environments, school environments and classroom environments. Descriptive and item analyses were conducted on sixty-eight newspaper items that were identified. The nature of problems and prescriptions/solutions was categorised for each item and the paper further provides elaboration on the types of problems and recommended solutions. The results show that the “believed” structure contents in their newspaper items to catch the attention of the “believer”. Lessons on the power of belief must be learnt by school science teachers if they are to succeed in creating a sustainable learning environment with improved performance in school science.

Enhancing Student Self-Worth in the Primary School Learning Environment: Teachers' Views and Students' Views

Science.gov (United States)

Cushman, Penni; Cowan, Jackie

2010-01-01

This paper reports the findings from a study of teachers and students' views regarding self-worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self-worth in students' motivation and ability to learn. While the need to enhance self-worth in the classroom has been well established in the…

[Healthy school environments].

Science.gov (United States)

Quintero-Corzo, Josefina; Munévar-Molina, Raúl A; Munévar-Quintero, Fabio I

2015-04-01

Objective To determine factors that characterizes school environments and their relationship with student learning, welfare and health. Method This is a case study supported by a comprehensive qualitative paradigm applied to classroom ecology. The fieldwork was carried out in six public schools for students in economic strata one and two that use computers in virtual classrooms. The information was collected through field journals, film recordings, observation, and recordings of interviews. The information was analyzed by categories in open general and focused cycles. Results The virtual era has enriched the debate about the importance of the environment in pedagogical processes. Nonetheless, the emergence of new diseases is a risk which students are exposed to. Pollution and overcrowding factors prevail in traditional classroom activities, while in the computer rooms the environment is healthier. Hence the need to incorporate these issues into the curriculum reforms and action plans to guide healthy living of schoolchildren and their families. Despite budget constraints, innovative ideas and projects were found. Schools have developed free preventive and corrective strategies such as workshops, talks and lectures by invited specialists, trainees, and students writing theses. They have also introduced controlled Internet access. Conclusion The educational community understands that the concept of health is at the heart of a comprehensive concept of education. In addition, classroom ecology has determining implications for learning and living together in pleasant and healthy environments that are incorporated into institutional educational projects.

The SAMPLE experience: The development of a rich media online mathematics learning environment

OpenAIRE

Chang, Jen

2006-01-01

This report documents the development of Sample Architecture for Mathematically Productive Learning Experiences (SAMPLE), a rich media, online, mathematics learning environment created to meet the needs of middle school educators. It explores some of the current pedagogical challenges in mathematics education, and their amplified impacts when coupled with under-prepared teachers, a decidedly wide-spread phenomenon. The SAMPLE publishing experience is discussed in terms of its instructional de...

VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

Science.gov (United States)

Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

2018-01-01

In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

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.

Learning environments matter: Identifying influences on the motivation to learn science

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Salomé Schulze

2015-05-01

Full Text Available 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 therefore explored the impact of six motivational factors for science learning in a sample of 380 Grade Nine boys and girls from three racial groups, in both public and independent schools. The students completed the Student Motivation for Science Learning questionnaire. Significant differences were identified between different groups and school types. The study is important for identifying the key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the significant role played by science teachers in motivating students for science in terms of the learning environments that they create. This has important implications for future research, aimed at a better understanding of these environments. Such insights are needed to promote scientific literacy among the school students, and so contribute to the improvement of science achievement in South Africa.

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…

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…

Investigating the Quality of Project-Based Science and Technology Learning Environments in Elementary School: A Critical Review of Instruments

Science.gov (United States)

Thys, Miranda; Verschaffel, Lieven; Van Dooren, Wim; Laevers, Ferre

2016-01-01

This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up…

Working Collaboratively in Virtual Learning Environments: Using Second Life with Korean High School Students in History Class

Science.gov (United States)

Kim, Mi Hwa

2013-01-01

The purpose of this experimental study was to investigate the impact of the use of a virtual environment for learning Korean history on high school students' learning outcomes and attitudes toward virtual worlds (collaboration, engagement, general use of SL [Second Life], and immersion). In addition, this experiment examined the relationships…

Creating Optimal Learning Environments through Invitational Education: An Alternative to Control Oriented School Reform

Science.gov (United States)

Fretz, Joan R.

2015-01-01

Understanding what motivates people to put forth effort, persevere in the face of obstacles, and choose their behaviors is key to creating an optimal learning environment--the type of school that policy makers desire, but are unknowingly sabotaging (Dweck, 2000). Many motivation and self-concept theories provide important insight with regard to…

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,…

Sex, Grade-Level and Stream Differences in Learning Environment and Attitudes to Science in Singapore Primary Schools

Science.gov (United States)

Peer, Jarina; Fraser, Barry J.

2015-01-01

Learning environment research provides a well-established approach for describing and understanding what goes on in classrooms and has attracted considerable interest in Singapore. This article reports the first study of science classroom environments in Singapore primary schools. Ten scales from the What Is Happening In this Class?,…

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…

Blended Learning and Student Engagement in an Urban High School

Science.gov (United States)

Johnson, Courtney

2017-01-01

A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…

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.

Information and Communication Technologies in Schools A Handbook for Teachers or How ICT Can Create New, Open Learning Environments

Directory of Open Access Journals (Sweden)

Ramazan Güzel

2017-02-01

Full Text Available Information and Communication Technologies in Schools, a Handbook for Teachers or How ICT can Create New, Open Learning Environments delivers very detailed presentation and utilization of ICT in education. This publication is very good resource to teachers and teacher educators. In reviewing this book, the first thing that attracts the readers’ attention is the layout of the publication. Content, organization, and reference sources are efficient enough for this publication which aims to help teachers while forming new, open learning environments with ICT. However, the cover page image and watermark image in the first nine pages are not very relevant with use of ICT in education. Globe in the UNESCO Headquarter garden and the Eiffel Tower doesn’t make any sense with ICT. Instead of this image, more convenient image could have been selected.   This publication allows the reader to easily follow the use of ICT in the classroom by giving authentic examples. The book is divided into seven chapters and first chapter starts with the background information of the ICT. Second chapter explains very detailed ICT tools used for education. Some tools mentioned in this chapter under storage title have already been outdated. It shows that how fast technology changes and how fast it wears out the old technology. Third chapter mentions about the change in learning environment with the use of ICT by examining it from teachers’ and students’ view. In the fourth chapter, it proposes new pedagogical methods in learning and teaching. In my opinion, this chapter is foremost part of this publication. It explains the organization of the learning process with the use of ICT and examples are can easily be implemented in classrooms. Fifth Chapter describes the place of ICT in school learning activities. This chapter also defines how to structure ICT in school curricula. It gives very good examples but these examples do not relate directly to the teachers because

Learning through school meals?

DEFF Research Database (Denmark)

Benn, Jette; Carlsson, Monica Susanne

2014-01-01

the lelarning potentials of school meals. The corss-case analysis focuses on the involved actors' perceptions of the school meal project and the meals, including Places Places, times and contexts, and the pupils' concepts and competencies in relation to food, meals and Health, as well as their involvement......This article is based on a qualitative multiple case study aimed at ealuating the effects of free school meal intervention on pupils' learning, and on the learning environment i schools. The study was conducted at four schools, each offereing free school meals for 20 weeks. At each school...... individual and focus Group interviws were conducted with students in grade 5-7 and grades 8-9- Furthermor, students were obserede during lunch breaks, and interviews were conducted with the class teacher, headmaster and/or the person responsible for school meals. The pupose of the article is to explore...

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

An Adaptive Web-Based Learning Environment for the Application of Remote Sensing in Schools

Science.gov (United States)

Wolf, N.; Fuchsgruber, V.; Riembauer, G.; Siegmund, A.

2016-06-01

Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers' know-how and education materials that align with the curricula. In the project "Space4Geography" a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software "BLIF" equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module "Deforestation of the rainforest in Brasil".

Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments

Science.gov (United States)

Godzicki, Linda; Godzicki, Nicole; Krofel, Mary; Michaels, Rachel

2013-01-01

This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To…

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…

The Impact of School-Wide Positive Behavioral Interventions and Supports (PBIS) on the Organizational Health of Elementary Schools

Science.gov (United States)

Bradshaw, Catherine P.; Koth, Christine W.; Bevans, Katherine B.; Ialongo, Nicholas; Leaf, Philip J.

2008-01-01

Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. PBIS aims to alter school environments…

The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia

Science.gov (United States)

Al-Naggar, Redhwan A; Abdulghani, Mahfoudh; Osman, Muhamed T; Al-Kubaisy, Waqar; Daher, Aqil Mohammad; Nor Aripin, Khairun Nain Bin; Assabri, Ali; Al-Hidabi, Dawood A; Ibrahim, Mohamed Izham B Mohamed; Al-Rofaai, Ahmed; Ibrahim, Hisham S; Al-Talib, Hassanain; Al-Khateeb, Alyaa; Othman, Gamil Qasem; Abdulaziz, Qaid Ali; Chinna, Karuthan; Bobryshev, Yuri V

2014-01-01

Background Students’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. Methods This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. Results The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales. Conclusion The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement. PMID:24959093

College Seniors' Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?

Science.gov (United States)

Rocconi, Louis M.; Ribera, Amy K.; Nelson Laird, Thomas F.

2015-01-01

This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending…

Designing learning environments to promote student learning: ergonomics in all but name.

Science.gov (United States)

Smith, Thomas J

2013-01-01

This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

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.

Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

OpenAIRE

Simpson Steele, Jamie

2016-01-01

Pomaika‘i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school? This bounded case study examines the experiences of eight families through a series of interviews with students, parents, and teachers. It describes and explains learning through the arts within three overarching noncognitive factors: a) academic mindsets, or ...

Preparing Teachers for Emerging Blended Learning Environments

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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…

Learning Social Responsibility in Schools: A Restorative Practice

Science.gov (United States)

Macready, Tom

2009-01-01

Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning…

School and the Cultural-Heritage Environment: Pedagogical, Creative and Artistic Aspects

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Hicela Ivon

2013-01-01

Full Text Available The present paper explores the idea that learning, both in and out of school, is a cultural act, and that school and its cultural-heritage environment stamp their own characteristics on pupils. This implies that pupils gradually, with the help of teachers and other relevant adults from their close social environment, develop and adjust their behaviour and lifestyle to their cultural and civilisational milieu. An integrative approach to learning and teaching, through the concept of “learning-centred teaching”, can be instrumental in this regard (Terhart, 2001. This approach aims at linking cognitive, social and moral teachings. According to this teaching concept, pupils learn to appreciate the value of their cultural-heritage environment by living and reliving its experience, while freely and reflexively nterpreting and becoming active participants in the culture of those who “learn about life by living” (Terhart, 2001. The relationship between school and its cultural-heritage environment is discussed from a creative and artistic perspective in the second part of the paper. By visually stimulating artistic expression when learning about the culturalheritage and natural environment of school, and through the concept of “action-centred learning”, we explain how pupils can be motivated to learn and display creative-artistic expression, and how they can be actively involved in their communities (participating in organising art exhibitions in their neighbourhood, working in museum workshops, etc.. Pupils’ art projects, inspired by the historical, cultural and natural heritage of their environment, confirm that such projects are an effective way of encouraging pupils’ identity development and sensitivity towards the arts. They teach pupils about the importance of preserving cultural heritage, which is one of the basic principles in the upbringing of future participants and creators of new cultural values. Children’s artistic works

Out of School Learning Environments in Social Studies Education: A Phenomenological Research with Teacher Candidates

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Topçu, Ersin

2017-01-01

In this study, it was aimed to determine the remarks of teacher candidates on the place and importance of out of school learning environments in Social Studies education. Phenomenological method, which is one of the qualitative research designs, was used in this study. The work group of the study consists of 73 teacher candidates who conduct out…

Drawing-Based Simulation for Primary School Science Education: An Experimental Study of the GearSketch Learning Environment

NARCIS (Netherlands)

Leenaars, Frank; van Joolingen, Wouter; Gijlers, Aaltje H.; Bollen, Lars

2012-01-01

Touch screen computers are rapidly becoming available to millions of students. These devices make the implementation of drawing-based simulation environments like Gear Sketch possible. This study shows that primary school students who received simulation-based support in a drawing-based learning

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.

Socialization and School Environment in an Inclusive Learning Community in the Province of Talca , Chile

Directory of Open Access Journals (Sweden)

Marí­a Teresa Muñoz Quezada

2014-06-01

Full Text Available Currently there is concern for promoting healthy and inclusive coexistence in schools. The aim of this research was to assess the perception of socialization and school environment in an inclusive school in the Province of Talca, Chile. We conducted a cross-sectional case study in a sample of 180 students, 193 parents and 21 teachers. A questionnaire evaluating school life was applied to students, parents and teachers and another assessing the school's social climate and bullying was applied to students in the last two grades. The results indicate that students perceive a positive social climate with a low risk of bullying. Issues of conflict were students’ respect for the rules, being on friendly terms with the teachers, and disciplinary actions on the part of the families. We observed that the inclusive learning system contributes to school life and a positive climate and interactions.

Elementary School-Wide Implementation of a Blended Learning Program for Reading Intervention

Science.gov (United States)

Prescott, Jen Elise; Bundschuh, Kristine; Kazakoff, Elizabeth R.; Macaruso, Paul

2018-01-01

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in…

Improving the School Environment to Reduce School Violence: A Review of the Literature

Science.gov (United States)

Johnson, Sarah Lindstrom

2009-01-01

Background: School violence can impact the social, psychological, and physical well-being of both students and teachers and disrupt the learning process. This review focuses on a new area of research, the mechanisms by which the school environment determines the likelihood of school violence. Methods: A search for peer-reviewed articles was made…

Growing Community: The Impact of the Stephanie Alexander Kitchen Garden Program on the Social and Learning Environment in Primary Schools

Science.gov (United States)

Block, Karen; Gibbs, Lisa; Staiger, Petra K.; Gold, Lisa; Johnson, Britt; Macfarlane, Susie; Long, Caroline; Townsend, Mardie

2012-01-01

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has…

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

Science.gov (United States)

Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

2017-10-01

The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization

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…

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

Science.gov (United States)

Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

Directory of Open Access Journals (Sweden)

Soh OR KAN

2011-07-01

Full Text Available In recent years, the development of information and communication technology (ICT in the world and Malaysia namely has created a significant impact on the methods of communicating information and knowledge to the learners and consequently, innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn. This study main focuses are directed on developing a cooperative learning environment to promote an active learning environment of smart schools in Malaysia. Within this learning process, multimedia technology and Web 2.0 tools, namely, MyPortfolio were integrated to provide the students to learn on their own as well as to document their progress and experience within this cooperative learning environment. The core purpose of this study is to establish the impact on student learning, their perceptions and learning experiences of the cooperative learning environment using web 2.0 tools among the smart secondary schools students in Malaysia. Surveys were conducted to students to ascertain their reaction towards these learning environment activities. The results of this project were encouraging as the students managed to cope with each other to reach their common goal. The usage of blogs acts as an important tool to enhance team cooperation and to foster a learning community within the class.

School Colors Enhance Learning Process

Science.gov (United States)

Modern Schools, 1976

1976-01-01

The dramatic use of bold colors in the interior design of the Greenhill Middle School in Dallas, Texas, is an example of how a learning environment can stimulate student interest and enthusiasm. (Author/MLF)

Twenty-first century learning in schools: A case study of New Technology High School in Napa, California.

Science.gov (United States)

Pearlman, Bob

2006-01-01

The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.

Educational Game Design. Bridging the gab between computer based learning and experimental learning environments

DEFF Research Database (Denmark)

Andersen, Kristine

2007-01-01

Considering the rapidly growing amount of digital educational materials only few of them bridge the gab between experimental learning environments and computer based learning environments (Gardner, 1991). Observations from two cases in primary school and lower secondary school in the subject...... with a prototype of a MOO storyline. The aim of the MOO storyline is to challenge the potential of dialogue, user involvement, and learning responsibility and to use the children?s natural curiosity and motivation for game playing, especially when digital games involves other children. The paper proposes a model......, based on the narrative approach for experimental learning subjects, relying on ideas from Csikszentmihalyis notion of flow (Csikszentmihalyi, 1991), storyline-pedagogy (Meldgaard, 1994) and ideas from Howard Gardner (Gardner, 1991). The model forms the basis for educational games to be used in home...

Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

Science.gov (United States)

Fung, M. K.; Tedesco, L.; Katz, M. E.

2013-12-01

As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed

Improving learning infrastructure and environment for sustainable quality assurance practice in secondary schools in Ondo State, South-West, Nigeria

OpenAIRE

Ayeni, Adeolu Joshua; Adelabu, Modupe A.

2012-01-01

The current study examines the state of learning environment and infrastructure, together with their effects on teaching and learning activities and the extent to which they are being maintained. The study uses a descriptive survey design paradigm. Respondents consist of 60 principals and 540 teachers that were randomly selected using the multi-stage sampling technique from a pool of 599 public secondary schools in the Ondo State, South-West, Nigeria. Data were collected using the Learning En...

Achievement goal structures and self-regulated learning: relationships and changes in medical school.

Science.gov (United States)

Artino, Anthony R; Dong, Ting; DeZee, Kent J; Gilliland, William R; Waechter, Donna M; Cruess, David; Durning, Steven J

2012-10-01

Practicing physicians have a societal obligation to maintain their competence. Unfortunately, the self-regulated learning skills likely required for lifelong learning are not explicitly addressed in most medical schools. The authors examined how medical students' perceptions of the learning environment relate to their self-regulated learning behaviors. They also explored how students' perceptions and behaviors correlate with performance and change across medical school. The authors collected survey data from 304 students at different phases of medical school training. The survey items assessed students' perceptions of the learning environment, as well as their metacognition, procrastination, and avoidance-of-help-seeking behaviors. The authors operationalized achievement as cumulative medical school grade point average (GPA) and, for third- and fourth-year students, collected clerkship outcomes. Students' perceptions of the learning environment were associated with their metacognition, procrastination, and help-avoidance behaviors. These behaviors were also related to academic outcomes. Specifically, avoidance of help seeking was negatively correlated with cumulative medical school GPA (r=-0.23, P<.01) as well as exam (r=-0.22, P<.05) and clinical performance (r=-0.34, P<.01) in the internal medical clerkship; these help-avoidance behaviors were also positively correlated with students' presentation at a grade adjudication committee (r=0.20, P<.05). Additionally, students' perceptions of the learning environment varied as a function of their phase of training. Medical students' perceptions of the learning environment are related, in predictable ways, to their use of self-regulated learning behaviors; these perceptions seem to change across medical school.

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.

The Independent School Experience: Aspects of the Normative Environments of Single-Sex and Coed Secondary Schools.

Science.gov (United States)

Trickett, Edison J.; And Others

1982-01-01

The normative environments of single-sex independent schools were found to be more academic, with greater task and competition orientation, than coeducational independent schools. Representative independent schools were compared to each other and to public schools with a discussion of learning involvement, function, purpose, and student and…

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...

Students’ perception of the learning environment in a distributed medical programme

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Kiran Veerapen

2010-09-01

Full Text Available Background : The learning environment of a medical school has a significant impact on students’ achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose : To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method : The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008 of the programme. The domains of the learning environment surveyed were: students’ perceptions of learning, students’ perceptions of teachers, students’ academic self-perceptions, students’ perceptions of the atmosphere, and students’ social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results : The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008 of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions : Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing

Students' perception of the learning environment in a distributed medical programme.

Science.gov (United States)

Veerapen, Kiran; McAleer, Sean

2010-09-24

The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and

Planning School Grounds for Outdoor Learning

Science.gov (United States)

Wagner, Cheryl; Gordon, Douglas

2010-01-01

This publication covers the planning and design of school grounds for outdoor learning in new and existing K-12 facilities. Curriculum development as well as athletic field planning and maintenance are not covered although some references on these topics are provided. It discusses the different types of outdoor learning environments that can be…

Service-learning and learning communities: two innovative school projects that are mutually enriched

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Carmen ÁLVAREZ ÁLVAREZ

2015-12-01

Full Text Available This article reflects on the interrelationships that exist between two educational projects of today: service-learning (ApS and learning communities (CdA. The ApS is an educational methodology applied worldwide where a single project combines a learning based on experience with the implementation of a service to the community. CdA is a school transformation project to achieve that the information society does not exclude any person, constituting a reality in more than one hundred and ninety schools in Spain and Latin America. Between the two, it is possible to show differences, especially in what refers to its theoretical substrates, but in actual teaching practice in schools there is some harmony, particularly in the so closely that they cultivate both projects with the school community. Therefore, we conclude that service-learning and learning communities can occur as two innovative and relevant today projects which can be mutually enriching: because for both the approach school-community-environment and volunteering is essential.

E-Learning Readiness in Public Secondary Schools in Kenya

Science.gov (United States)

Ouma, Gordon O.; Awuor, Fredrick M.; Kyambo, Benjamin

2013-01-01

As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement…

Learning in the e-environment: new media and learning for the future

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Milan Matijević

2015-03-01

Full Text Available We live in times of rapid change in all areas of science, technology, communication and social life. Every day we are asked to what extent school prepares us for these changes and for life in a new, multimedia environment. Children and adolescents spend less time at school or in other settings of learning than they do outdoors or within other social communities (family, clubs, societies, religious institutions and the like. Experts must constantly inquire about what exactly influences learning and development in our rich media environment. The list of the most important life competences has significantly changed and expanded since the last century. Educational experts are attempting to predict changes in the content and methodology of learning at the beginning of the 21st century. Answers are sought to key questions such as: what should one learn; how should one learn; where should one learn; why should one learn; and how do these answers relate to the new learning environment? In his examination of the way children and young people learn and grow up, the author places special attention on the relationship between personal and non-personal communication (e.g. the internet, mobile phones and different types of e-learning. He deals with today's questions by looking back to some of the more prominent authors and studies of the past fifty years that tackled identical or similar questions (Alvin Toffler, Ivan Illich, George Orwell, and the members of the Club of Rome. The conclusion reached is that in today's world of rapid and continuous change, it is much more crucial than in the last century, both, to be able to learn, and to adapt to learning with the help of new media.

Learning styles: individualizing computer-based learning environments

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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.

Growing Experiential Learning for the Future: REAL School Gardens

Science.gov (United States)

McCarty, Jeanne; Ford, Vanessa; Ludes, Joe

2018-01-01

Sometimes taking innovative approach to learning means changing the venue. Traditional schooling takes place within walls, but an outdoor environment offers significant benefit in terms of learning through experience.

Students' perceptions of effective learning experiences in dental school: a qualitative study using a critical incident technique.

Science.gov (United States)

Victoroff, Kristin Zakariasen; Hogan, Sarah

2006-02-01

Students' views of their educational experience can be an important source of information for curriculum assessment. Although quantitative methods, particularly surveys, are frequently used to gather such data, fewer studies have employed qualitative methods to examine students' dental education experiences. The purpose of this study is to explore characteristics of effective learning experiences in dental school using a qualitative method. All third-year (seventy) and fourth-year (seventy) dental students enrolled in one midwestern dental school were invited to participate. Fifty-three dental students (thirty-five male and eighteen female; thirty-two third-year and twenty-one fourth-year) were interviewed using a critical incident interview technique. Each student was asked to describe a specific, particularly effective learning incident that he or she had experienced in dental school and a specific, particularly ineffective learning incident, for comparison. Each interview was audiotaped. Students were assured that only the interviewer and one additional researcher would have access to the tapes. Data analysis resulted in identification of key themes in the data describing characteristics of effective learning experiences. The following characteristics of effective learning experiences were identified: 1) instructor characteristics (personal qualities, "checking-in" with students, and an interactive style); 2) characteristics of the learning process (focus on the "big picture," modeling and demonstrations, opportunities to apply new knowledge, high-quality feedback, focus, specificity and relevance, and peer interactions); and 3) learning environment (culture of the learning environment, technology). Common themes emerged across a wide variety of learning incidents. Although additional research is needed, the characteristics of effective learning experiences identified in this study may have implications for individual course design and for the dental school

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...

Technology-supported environments for learning through cognitive conflict

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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.

Mobile device at school: rethinking environments and methodologies in the Italian context

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Andrea Garavaglia

2015-12-01

Full Text Available Abstract This article discusses some recent studies that allow us to understand the importance of analyzing the educational needs in the conceiving of the digital classroom and its possible redefinitions in the learning and methods environment. This paper also proposes a reflection on the implementation of innovative educational environments and settings through mobile technologies in Italian schools. Recently, the focus on active teaching and informal learning with the integration of mobile devices has reflected in the current Flipped Lesson and in the Episodes of Situated Learning EAL, some of the most interesting methods to support the renovation of school practice. These methods are based on group work both in the classroom and at home with digital devices and BYOD Bring Your Own Device model. Choosing the right teaching method to the current challenges is fundamental in a society where the use of the internet increases every day and the possibility of being always connected provides diffuse learning processes. Keywords: School. Device mobile. Learning.

An innovative program to address learning barriers in small schools: Washington State School Nurse Corps.

Science.gov (United States)

Fast, Gail Ann; Gray, Lorali; Miles-Koehler, Mona

2013-01-01

While all schools in Washington State have had to deal with shrinking financial resources, small, rural school districts, with fewer than 2,000 students, face unique circumstances that further challenge their ability to meet rising student health needs. This article will explore how small districts utilize the services of the Washington State School Nurse Corps (SNC), an innovative program that supports student health and safety while reducing barriers to learning. Through direct registered nursing services and regional nurse administrative consultation and technical assistance, the SNC strengthens rural school districts' capacity to provide a safe and healthy learning environment. In addition, we will examine current research that links health and learning to discover how the SNC model is successful in addressing health risks as barriers to learning. Lastly, as resources continue to dwindle, partnerships between schools, the SNC, and state and local health and education organizations will be critical in maintaining health services and learning support to small, rural schools.

Pupils as GIS-Experts in the Context of Flood Risk - An Interactive Learning Environment for Secondary Schools

Science.gov (United States)

Goetzke, Roland; Hodam, Henryk; Rienow, Andreas; Voß, Kerstin

2013-04-01

Floods and their destructive consequences for local residents are distributed in the media periodically and are, accordingly, noticed by students. Especially the discussion about the impacts of an anthropogenic climate change on the frequency of extreme events reinforces the importance of addressing the subject in school curricula. Remote sensing and GIS offer a wide range of methods for analyzing problems of vulnerability and risk, but are normally not recognized in school education. Reasons for this are: teachers have not been taught how to use and interpret remote sensing data, and there is only little material or software which can be integrated into school lessons without considerable effort. The main goal of the German FIS-project ("Fernerkundung in Schulen" - "Remote Sensing in Schools") is the development of easy-to-use e-learning material in order to apply remote sensing methods in schools and thereby enforcing learning mechanisms based on the moderate constructivist learning theory. The interactive learning unit "Floods - Dealing with a constant threat" is a learning module for a double lesson that enables young students from age 12 to 16 to use geo data for a site analysis especially focusing on the threat of floods. Following a guiding question from a real-world situation, the students are in demand as experts for site analyses and, in the process, need to identify problems arising with a location decision. Their investigation includes measurements in the three-dimensional space of a study area near the Rhine River. Therefore the students are provided with data from a Digital Elevation Model (DEM), a satellite image and several GIS-layers. The different data sets have to be combined in order to achieve valuable results. At certain points the pupils need to reflect their decisions after incorporating new information against the background of flood risk. The presented learning module is designed in Flash and, thus, is platform-independent. It is freely

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

An Evaluation of the Health Status of the School Environment in ...

African Journals Online (AJOL)

Alasia Datonye

school environment in public primary schools in Bonny. Local Government Area of ... Data was analyzed using SPSS version 11.0. Results: Pupil ..... effectiveness of the learning process . Children studying .... Education. Revised edition. Abuja ...

The Strategic Role of Digital Libraries: Issues in E-Learning Environments.

Science.gov (United States)

Wang, Mei-Yu

2003-01-01

Describes research aimed at providing educational organizations with practical strategies for implementing electronic learning (e-learning), based on focus group discussions at an elementary school in Taiwan. Considers the strategic role of digital libraries in electronic learning environments, library collections, digital technology, human…

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,…

E-Learning and Evidence Based Practice in Schools

Science.gov (United States)

Quong, Terrence

2016-01-01

JCTIC has used open source software to develop a unique school online environment that has made evidence based practice viable in their school. In this paper the proposition is made that eLearning enables evidence based practice which in turn leads to improved student outcomes. Much has been written about evidence based practice in schools, but…

International study of medical school learning environments and their relationship with student well-being and empathy.

Science.gov (United States)

Tackett, Sean; Wright, Scott; Lubin, Robert; Li, Jianing; Pan, Hui

2017-03-01

To assess whether favourable perceptions of the learning environment (LE) were associated with better quality of life, less burnout and more empathy across three undergraduate medical education programmes in Israel, Malaysia and China. Cross-sectional surveys were administered at the end of the 2013-2014 academic year at three medical schools: Technion American Medical Students Program (TAMS) in Israel, Perdana University-Royal College of Surgeons in Ireland School of Medicine (PURCSI) in Malaysia and Peking Union Medical College (PUMC) in China. LE perceptions were assessed using the Johns Hopkins Learning Environment Scale (JHLES). Well-being was assessed using validated items for quality of life and the depersonalisation and emotional exhaustion domains of burnout. The 20-item Jefferson Empathy Scale assessed empathy. Statistical analyses included bivariate regressions and multivariate regressions that adjusted for gender, school, class year and perceived academic rank. Overall, 400/622 (64.3%) students responded, with the following rates by site: TAMS 92/121 (76.0%), PURCSI 160/198 (80.1%) and PUMC 148/303 (48.8%). In multivariate models, favourable overall LE perceptions were associated with higher odds of good quality of life (odds ratio [OR], 3.2; 95% confidence interval [CI], 1.8-5.8; p < 0.001) and lower odds of emotional exhaustion (OR, 0.34; 95% CI, 0.24-0.50; p < 0.001) and depersonaliation (OR, 0.30; 95% CI, 0.24-0.37; p = 0.001). 'Community of Peers', one of seven factors in the JHLES, was the only one to be independently associated with better quality of life and less emotional exhaustion and depersonalisation. After adjusting for covariates, there was not a statistically significant association between overall LE and empathy (OR, 1.4; 95% CI, 0.91-2.2; p = 0.12). Students' LE perceptions are closely associated with their well-being, and fostering peer community may hold promise for enhancing quality of life and protecting against burnout. Across

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

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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.

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…

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?

Goals and Values in School: A Model Developed for Describing, Evaluating and Changing the Social Climate of Learning Environments

Science.gov (United States)

Allodi, Mara Westling

2010-01-01

This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity,…

Personal Learning Environment – a Conceptual Study

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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

Rich Language Learning Environment and Young Learners' Literacy Skills in English

OpenAIRE

Artini, Luh Putu

2017-01-01

This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. T...

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

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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.

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…

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.

Children's informal learning in the context of school of knowledge society

DEFF Research Database (Denmark)

Sørensen, Birgitte Holm; Danielsen, Oluf; Nielsen, Janni

2007-01-01

interactive media. The project shows that in children's spare-time use of ICT they employ informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These informal learning forms can be identified as learning hierarchies, learning communities...... and learning networks; they are important contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal forms of learning into the school context. This happens...... working with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the knowledge society, and thus of the future...

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 ...

Learners' experiences of learning support in selected Western Cape schools

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Olaniyi Bojuwoye

2014-01-01

Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

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…

Learning in a sheltered Internet environment: The use of WebQuests

NARCIS (Netherlands)

Segers, P.C.J.; Verhoeven, L.T.W.

2009-01-01

The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to help guide children's learning. The learning gains and

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.

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.

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

Science.gov (United States)

Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl

2018-06-01

Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

Animated pedagogical agents: do they advance student motivation and learning in an inquiry learning environment?

NARCIS (Netherlands)

van der Meij, Hans; van der Meij, Jan; Harmsen, Ruth

2012-01-01

Student behavior in inquiry learning environments has often been found to be in need of (meta)cognitive support. Two pilots revealed that students might also benefit from motivational support in such an environment. An experiment with 61 junior high school students (ages 14-16) compared three

Animated Pedagogical Agents: Do they advance student motivation and learning in an inquiry learning environment?

NARCIS (Netherlands)

van der Meij, Hans; van der Meij, Jan; Harmsen, R.

2012-01-01

Student behavior in inquiry learning environments has often been found to be in need of (meta)cognitive support. Two pilots revealed that students might also benefit from motivational support in such an environment. An experiment with 61 junior high school students (ages 14-16) compared three

Relationships between the School-Level and Classroom-Level Environment in Secondary Schools in South Africa

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Aldridge, Jill M.; Fraser, Barry J.; Laugksch, Rüdiger C.

2011-01-01

We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students' perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8…

Research Methods Identifying Correlation Between Physical Environment of Schools and Educational Paradigms

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Grėtė Brukštutė

2016-04-01

Full Text Available The article is analysing the research that was already carried out in order to determine correlation between a physical environment of schools and educational paradigms. While selecting materials for the analysis, the attention was focused on studies conducted in the USA and European countries. Based on these studies the methodological attitudes towards coherence of the education and spatial structures were tried to identify. Homogeneity and conformity of an educational character and a physical learning environment became especially important during changes of educational conceptions. The issue how educational paradigms affect the architecture of school buildings is not yet analysed in Lithuania, therefore the results of this research could actualize a theme on correlation between educational paradigms and the architecture of school buildings and form initial guidelines for the development of the modern physical learning environment.

School environment and school injuries

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Simo eSalminen

2014-01-01

Full Text Available Background: Although injuries at school are an important issue in public health, environmental factors in schools and school yards have seldom been the focus of school injury research. The goal of our investigation was to examine the effect of environmental factors on school injuries. Methods: Nine comprehensive Finnish schools registered school injuries over a period of two school years. Injuries were classified as being associated with environmental factors, suspected environmental factors, and others. The consensus between two independent classifiers was 81%. Results: A total of 722 injuries were classified. In 11.6% of these injuries, the physical environment factor was evident, and in 28.1% of the injuries, physical environment was suspected of being a contributory risk factor. Thus the physical environment of the school was a contributing factor in over a third (39.7% of injuries occurring in the school, on the school yard or during the journey to or from school. In this study, conducted in Finland, ice on the ground was mentioned most frequently as an environmental risk factor. Conclusions: In Finland, the Nordic weather conditions are not taken into account in the school yard and playground plans as they ought to from the safety point of view. An initiative has been launched on a mandatory wintertime master plan for every school yard.

INTERNATIONAL EXPERIENCE OF CLOUD ORIENTED LEARNING ENVIRONMENT DESIGN IN SECONDARY SCHOOLS

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Svitlana G. Lytvynova

2014-06-01

Full Text Available The article highlights the foreign experience of designing of cloud oriented learning environments (COLE in general secondary education. The projects in Russia, Germany, Czech Republic, Australia, China, Israel, Africa, Singapore, Brazil, Egypt, Colombia and the United States are analyzed. The analysis of completed projects found out the common problems of implementing of cloud oriented learning environments (security of personal data, technical problems of integration of cloud environments with existing systems, and productivity of cloud services and their advantages for secondary education (mobility of participants, volumetric cloud data storage, universally accessibility, regular software updating, ease of use, etc..

Dynamic Scaffolding of Socially Regulated Learning in a Computer-Based Learning Environment

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Molenaar, I.; Roda, Claudia; van Boxtel, Carla A.M.; Sleegers, P.J.C.

2012-01-01

The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N = 56) are supported with computer-generated scaffolds and students in the control condition (N =

Designing for Learning: Online Social Networks as a Classroom Environment

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Gail Casey

2011-11-01

Full Text Available 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 was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students’ reactions and online activity while using a range of social media and Web 2.0 tools.The authors use Graham Nuthall’s (2007 “lens on learning” to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning.

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

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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.

School Shock: A Psychodynamic View of Learning Disability.

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Zitani, E. Alfredo

Learning disability is seen to be a dissociative disorder (school shock) similar to shell shock in wartime. The shell shock model is explained to focus diagnosis and treatment of learning disabilities around the dynamics of the predisposing unconscious conflict, the dynamics in the environment, the mechanism which allows these two conditions to…

K-12 Online Learning and the Training Needs for School Psychology Practitioners

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Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn

2013-01-01

K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…

FUNDAMENTALIZATION OF ICT LEARNING IN MODERN HIGH TECH ENVIRONMENT

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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.

CONSTRUCTIVE EDUCATIONAL ENVIRONMENT SCHOOL-UNIVERSITY

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Natalya Petrovna Shatalova

2016-02-01

Full Text Available The article presents the results of the study the key components of the development of constructive thinking of students on the basis of model building constructive educational environment school-University. It was conducted from a position of constructive approach in education, as a process of systemic-structural methodology of cognitive and creative activity of the student, promotes development and formation of various constructive qualities of the individual. The functions of constructive educational environment school-University aimed at developing constructive thinking of students, defined by its structural components and connections, shows the consistency of self-development of constructive thinking and job satisfaction the development of constructive skills. The findings reveal innovative possibilities of cooperation of schools and universities in the design and functioning model of constructive educatio-nal space that contributes to the development of constructive thinking of all its stakeholders.Purpose: measuring the effectiveness of the model constructive educational environment school-University aimed at the development of students.Methodology: the Programme of research included: (1 diagnosis of the development level of constructive thinking on the questionnaire developed in the context of the constructive theory of education, (2 augmented and revised by the author the diagnosis of satisfaction and importance model of constructive educational environment school-University by the method of G.A. Gagarin, as well as theoretical modeling, method of involved observation, formal teaching method.Results. The article introduces the concept of «constructive learning environments», which are considered in relation to the organization and conduct of joint activities of teachers, teachers and students. The authors give a theoretical comparative analysis of scientific works of colleagues in the context of the problem. Offer a brief

Managing Learning Experiences in an AACSB Environment: Beyond the Classroom

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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…

Is School a Better Environment than Home for Digital Game-Based Learning? The Case of GraphoGame

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Miia Ronimus

2015-01-01

Full Text Available This study investigated how the use of an online reading game differs in home and school environments. First and second graders (N = 194 participated in an 8-week training during which they used the reading program GraphoGame either at home or at school under the supervision of parents or teachers. Child participants were recommended by parents and teachers recruited from the list of GraphoGame users, and adults decided whether the training took place at home or at school. We measured the frequency and duration of playing, children’s engagement, development of reading skill and reading interest, and adult supportive involvement. The results revealed that children who played GraphoGame at school showed higher engagement and used it more frequently than players at home. Although teachers were more involved in the children’s playing than were parents, only parental involvement was significantly associated with a child’s engagement during training and the child’s learning outcomes.

A SIMULTANEOUS MOBILE E-LEARNING ENVIRONMENT AND APPLICATION

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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.

Learning in Non-Stationary Environments Methods and Applications

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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...

Designing the Learning Context in School for Talent Development

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Hertzog, Nancy B.

2017-01-01

This article explores the learning context for talent development in public schools. Total aspects of the environment from physical space, affective elements, and pedagogical approaches affect learning. How teachers believe and perceive their roles as teachers influence instructional design and decision making. In this article, the optimal…

Virtual language learning environments: the standardization of evaluation

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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.

Using Interactive Animations to Enhance Teaching, Learning, and Retention of Respiration Pathway Concepts in Face-to-Face and Online High School, Undergraduate, and Continuing Education Learning Environments

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Sederick C. Rice

2013-02-01

Full Text Available One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content.  The Virtual Cell Animation Collections (VCAC, developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes.  These virtual tools work as powerful instructional devices to help explain and reinforce concepts of metabolic pathways that would normally be taught traditionally using static textbook pages or by neumonic flashcards. High school, undergraduate, and continuing education students of today learn and retain knowledge differently than their predecessors.  Now teachers face new challenges and must engage and assess students, within a small window during classroom instruction, but also have the skills to provide useful content in distance learning environments.  Educators have to keep up with changing trends in education as a result of technological advances, higher student/teacher ratios, and the influence of social media on education. It is critical for teachers/instructors to be able to present content that not only keeps students interested but also helps bridge learning gaps. VCAC provides high school, undergraduate, and continuing education biology or life science teachers/instructors with classroom strategies and tools for introducing respiration content through free open source online resources. VCAC content supports the development of more inquiry-based classroom and distance-learning environments that can be facilitated by teachers/instructors, which helps improve retention of important respiration subject content and problem-based learning skills for students.

Evaluation of Several Learning Environment Variables at Secondary Institutions

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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

Adolescents with specific learning disabilities - perceptions of specific learning disabilities in the environment of secondary schools

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Pospíšilová, Zuzana

2012-01-01

The thesis focuses on adolescents with specific learning disabilities in the milieu of secondary schools. It is divided into a theoretical part and an empirical part. The first part introduces a topic of specific learning disabilities in the developmental stage of adolescence. It first describes the most relevant aspects of adolescent development. The attention is then paid to typical manifestations of specific learning disabilities in adolescence, and also to secondary symptoms usually conne...

Learning in a Sheltered Internet Environment: The Use of WebQuests

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Segers, Eliane; Verhoeven, Ludo

2009-01-01

The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to help guide children's learning. The learning gains and quality of the work of 229 sixth graders…

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

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Dyson, Hilarie

2008-10-01

The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive

The Integration of Personal Learning Environments & Open Network Learning Environments

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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…

Designing for Learning: Online Social Networks as a Classroom Environment

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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…

Exploring Children's Requirements for Game-Based Learning Environments

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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.

Safe school task force: University-community partnership to promote student development and a safer school environment.

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Adler, Corey; Chung-Do, Jane; Ongalibang, Ophelia

2008-01-01

The Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) focuses its youth violence prevention efforts on community mobilization by partnering with Kailua High School and other local community groups. This paper describes the development and activities of the Safe School Task Force (SSTF) and the lessons learned. In response to concerns of school, community members, and students, the SSTF was organized to promote student leadership in raising awareness about problems related to violence. Collaboration among the school, community, and the university places students in leadership roles to reduce school violence and enhances their self-efficacy to improve their school environment. To increase SSTF effectiveness, more attention must be paid to student recruitment, consistent community partnerships, and gaining teacher buy-in. This partnership may be useful in multicultural communities to provide students the opportunities to learn about violence prevention strategies, community mobilization, and leadership skills.

Students' perceptions of learning environment in Guilan University of Medical Sciences

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Mahdokht Taheri

2013-05-01

Full Text Available  Background and purpose: There is an increasing interest and concern regarding the role of learning environment in undergraduate medical education in recent years. Educational environment is one of the most important factors determining the success of an effective curriculum. The quality of educational environment has been identified to be crucial for effective learning.we compared the perceptions of Basic sciences students and clinical phase regarding the learning environment and also to identify the gender related differences in their perceptions.Method: In this study, the Dundee Ready Education Environment Measure (DREEM inventory was used. The total score for all subscales is 200. In this study, DREEM was administered to undergraduate medical students of basic sciences students (n=120, and clinical phase (n= 100 and the scores were compared using a nonparametric test.Results Between the two batches, basic sciences students were found to be more than satisfied with the learning environment at GUMS compared to the clinical phase. Gender wise, there was not much difference in the students' perceptions.Conclusion: This study revealed that both groups of students perceived learning environment relatively more Negative than Positive in GUMS. It is essential for faculty members to place more efforts on observing principals of instructional design and create an appropriate educational environment in order to provide a better learning for students.Keywords:LEARNING ENVIRONMENT,,MEDICAL SCHOOL

Building multilingual learning environments in early years education

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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.

Dynamic Scaffolding of Socially Regulated Learning in a Computer-Based Learning Environment

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Molenaar, Inge; Roda, Claudia; van Boxtel, Carla; Sleegers, Peter

2012-01-01

The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N=56) are supported with computer-generated scaffolds and students in the control condition (N=54) do not receive scaffolds. The scaffolds are…

Socially Embedded Academic Emotions in School

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Anttila, Henrika; Pyhältö, Kirsi; Piertarinen, Janne; Soini, Tiina

2018-01-01

School is a central arena for a wide amount of emotions. Previous research on academic emotions has, however, mainly focused on achievement, engagement and teaching, situated in classroom. The social embeddedness, as well as different learning environments of school, continue to be neglected in the research literature. Our study focuses on…

Implementation of 3D virtual learning environment to improve students’ cognitive achievement

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Rasim; Langi, A. Z. R.; Rosmansyah, Y.; Munir

2018-05-01

Virtual Learning Environment (VLE) has been widely used in assisting learning. This study aims to implement VLE-based learning in software engineering course. VLE provides many facilities for learning. In this research, VLE components used were presenter and quiz chair components. Evaluation results showed a significant difference from classical learning.

Peer-assisted learning in medical school: tutees’ perspective

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Menezes A

2016-01-01

Full Text Available Audrey Menezes,1,2 Annette Burgess,1 Antonia J Clarke,1,3 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney; 2Hornsby Ku-ring-gai Hospital; 3Royal Prince Alfred Hospital, Sydney, NSW, Australia Purpose: Peer tutoring offers a valuable method of enhancing students’ learning experience in medical school. Junior students learn from senior peers to reinforce curriculum content in an engaging community environment. The aim of our study was to assess tutees’ perceptions of a formal peer tutoring program at the Central Clinical School of Sydney Medical School. We used the learning theory of the community of practice in order to understand tutees’ perspectives. Patients and methods: All Year 1 and Year 2 students within the Central Clinical School were invited to be tutored by Year 3 and Year 4 students, respectively. Tutor pairs taught a group of three to four tutees fortnightly, and the tutorials were largely clinically based. A questionnaire containing 13 closed items and four open-ended questions regarding their experiences in the program was distributed to the tutees. Descriptive statistics were used to analyze the data. Results: A total of 66 of 101 (65% Year 1 and Year 2 students took part as tutees and 42 of 106 (40% students as tutors. The tutees' response rate was 53% (35/66. Results were largely positive, with 97% of the tutees enjoying the program, 90% showing interest in tutorial topics, 91% feeling a sense of community, 100% wanting to take part next year, 97% finding small groups effective, and 97% and 91% feeling an improved understanding of medical concepts and clinical skills, respectively. Tutees perceived the most useful aspects to be learning and revision and advice from experienced peers. The most frequent suggestion for improvement was to resolve scheduling conflicts. Conclusion: Tutees found the peer tutoring program to be valuable in learning and revision, establishing a community, and

Evaluating Students' Perceptions and Attitudes toward Computer-Mediated Project-Based Learning Environment: A Case Study

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Seet, Ling Ying Britta; Quek, Choon Lang

2010-01-01

This research investigated 68 secondary school students' perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments--Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based…

Design and development of a digital farmer field school. Experiences with a digital learning environment for cocoa production and certification in Sierra Leone

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Witteveen, Loes; Lie, Rico; Goris, Margriet; Ingram, Verina

2017-01-01

This article reports on the design and development of the Digital Farmer Field School (DFFS). The DFFS offers a tablet-based digital learning environment for farmers and extension agents for knowledge sharing and knowledge co-creation. It provides an alternative to conventional agricultural

HOME-SCHOOL INTERACTION: REMODELLING A FRAMEWORK OF PARENTS-TEACHERS RELATIONSHIP FOR SUPPORTING STUDENTS’ LEARNING

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Adi Suryani

2013-06-01

Full Text Available Family and school are not separated social institution. Many parents view that it is schools and teachers which and who should be responsible for their children education. These views should be challenged by arising concern and awareness of parents and teachers of the importance of shared responsibility and cooperativeness. Parents are responsible for laying the basic/foundation of children’s learning, basic values, moral education, and basic social learning. Teachers and schools bear responsibility for developing those basic education. During their learning at school, students have a chance to develop their social competence. School also can be environment where children are gradually learning to be adult learners. They can be adult learners through engaging in collaborative learning activities. Through this social learning, children can learn develop social concern and sensitivity. Moreover, they can develop their learning through experience.

Constructing a Successful Cross-National Virtual Learning Environment in Primary and Secondary Education

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Ligorio, Maria Beatrice; van Veen, Klaas

2006-01-01

Virtual environments are more and more used in primary schools. One of the most interesting potentialities of these environments is to foster cross-national applications. Yet, this specific feature is not fully exploited. This paper presents a successful virtual learning environment for primary

Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

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Kraft, Matthew A.; Papay, John P.

2014-01-01

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

WorldWide Telescope Ambassadors, a Year 3 Update

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Udomprasert, Patricia S.; Goodman, A. A.; Wong, C.

2013-01-01

The WorldWide Telescope Ambassadors (WWTA) Program has a track record of inspiring middle school students and getting them excited about science. The WorldWide Telescope (WWT) is a stunningly beautiful and freely available data visualization environment developed by Microsoft Research in collaboration with professional astronomers. Trained volunteer Ambassadors show teachers and students how to use WWT in their classrooms to explore and learn about our Universe. Our initial study has shown that WWT increases student understanding of astrophysical concepts and interest in astronomy and science. As an example of how excited students feel about learning astronomy with WWT, one middle school boy exclaimed, “This is way cooler than Call of Duty!” Our vision is to capitalize on the demonstrated inspirational and educational potential of WWT to increase the number of students who express interest in STEM fields. In this oral presentation, we provide a status update on the WWTA program, including ongoing results from our work with over 700 middle school students to date, and preliminary results from a new NSF-funded study comparing learning and interest gains for students studying Moon phases with WWT vs with the 2-dimensional simulator activity that accompanies their textbook. More information is available at wwtambassadors.org

School Nurses' Experiences and Perceptions of Healthy Eating School Environments.

Science.gov (United States)

Muckian, Jean; Snethen, Julia; Buseh, Aaron

School nurses provide health promotion and health services within schools, as healthy children have a greater potential for optimal learning. One of the school nurses' role is in encouraging healthy eating and increasing the availability of fruits and vegetables in the school. The purpose of this study was to explore and describe school nurses' perceptions of their role in promoting increased fruit and vegetable consumption in the school setting. One avenue to increased availability of fruits and vegetables in schools is Farm to School programs mandated by the Federal government to improve the health of school children. School nurses are optimally positioned to work with Farm to School programs to promote healthy eating. A secondary aim was to explore school nurses' knowledge, experiences and/or perceptions of the Farm to School program to promote fruit and vegetable consumption in the school setting. Three themes emerged from the focus groups: If There Were More of Me, I Could Do More; Food Environment in Schools; School Nurses Promote Health. School nurses reported that they addressed health issues more broadly in their roles as educator, collaborator, advocate and modeling healthy behaviors. Most of the participants knew of Farm to School programs, but only two school nurses worked in schools that participated in the program. Consequently, the participants reported having little or no experiences with the Farm to School programs. Copyright © 2017 Elsevier Inc. All rights reserved.

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.

Exploring the Relationship Between Distributed Training, Integrated Learning Environments, and Immersive Training Environments

Science.gov (United States)

2007-01-01

educating and training (O’Keefe IV & McIntyre III, 2006). Topics vary widely from standard educational topics such as teaching kids physics, mechanics...Winn, W., & Yu, R. (1997). The Impact of Three Dimensional Immersive Virtual Environments on Modern Pedagogy : Global Change, VR and Learning

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.

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.

Perceived impact on student engagement when learning middle school science in an outdoor setting

Science.gov (United States)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Is there a correlation between students' perceptions of their middle school science classroom learning environment and their classroom grades?

Science.gov (United States)

Snyder, Wayne

The purpose of this study was to determine if the marking period grades of middle school science students are correlated with their perception of the classroom learning environment, and if so could such an indicator be used in feedback loops for ongoing classroom learning environment evaluation and evolution. The study examined 24 classrooms in three districts representing several different types of districts and a diverse student population. The independent variable was the students' perceptions of their classroom learning environment (CLE). This variable was represented by their responses on the WIHIC (What Is Happening In This Class) questionnaire. The dependent variable was the students' marking period grades. Background data about the students was included, and for further elaboration and clarification, qualitative data was collected through student and teacher interviews. Middle school science students in this study perceived as most positive those domains over which they have more locus of control. Perceptions showed some variance by gender, ethnicity, teacher/district, and socio-economic status when viewing the absolute values of the domain variables. The patterns of the results show consistency between groups. Direct correlation between questionnaire responses and student grades was not found to be significant except for a small significance with "Task Orientation". This unexpected lack of correlation may be explained by inconsistencies between grading schemes, inadequacies of the indicator instrument, and/or by the one-time administration of the variables. Analysis of the qualitative and quantitative data led to the conclusion that this instrument is picking up information, but that revisions in both the variables and in the process are needed. Grading schemes need to be decomposed, the instrument needs to be revised, and the process needs to be implemented as a series of regular feed-back loops.

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...

Towards environment and health promoting South African schools.

Science.gov (United States)

Mathee, A; Byrne, J

1996-03-01

This article describes the activities of the Greater Johannesburg Healthy Schools Program of the World Health Organization's (WHO) Healthy Cities Project in South Africa. Healthy Cities projects emphasize community participation, intersectoral action, supportive environments for health, and a settings approach. Children in South Africa, are exposed to environmental and health hazards in the school setting including poor building design, poor equipment, and understaffing. The Healthy Schools initiative in Greater Johannesburg, is a pilot for enhancing environmental quality, health, and well-being among students. Schools include those in an informal settlement in an industrial area, an inner city district, and in a suburban area. The initiative includes research, establishment of environmental and health committees, development of an action plan, and evaluation and feedback. The plan aims to promote environmental and health sustainability, to empower children to become full participants in the community, and to support teachers and parents in the promotion of health-enhancing school environments. The program builds upon the lessons learned from several local school initiatives. Initiatives include an anti-smoking poster competition involving over 10,000 students, special environmental and health awareness days, consciousness raising among high school students about air pollution, and local efforts to engage students in environmental clean-up days.

A Scale Development Study for the Teachers on Out of School Learning Environments

Science.gov (United States)

Balkan-Kiyici, Fatime; Yavuz Topaloglu, Melike

2016-01-01

When teachers organize planned and systematical out-of-school learning activities, students can understand the abstract and complex terms and topics better and therefore meaningful and deeper learning can occur. Within this context this study aims to develop a valid and reliable scale to determine the attitudes, behaviors, efficiency and…

LGBTQ Literature in Middle School Classrooms: Possibilities for Challenging Heteronormative Environments

Science.gov (United States)

Dinkins, Elizabeth G.; Englert, Patrick

2015-01-01

This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and…

A Cross-Cultural Study of the Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Middle School Students' Science Knowledge and Argumentation Skills

Science.gov (United States)

Hsu, P.-S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

2016-01-01

The purpose of this mixed-methods study was to explore how seventh graders in a suburban school in the United States and sixth graders in an urban school in Taiwan developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application (GOCAA). A total of 42…

Optimizing T-Learning Course Scheduling Based on Genetic Algorithm in Benefit-Oriented Data Broadcast Environments

Science.gov (United States)

Huang, Yong-Ming; Chen, Chao-Chun; Wang, Ding-Chau

2012-01-01

Ubiquitous learning receives much attention in these few years due to its wide spectrum of applications, such as the T-learning application. The learner can use mobile devices to watch the digital TV based course content, and thus, the T-learning provides the ubiquitous learning environment. However, in real-world data broadcast environments, the…

Raising Awareness of Urban Environment Development in Primary Schools

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Rosi Maja

2016-12-01

educate children, toddlers, pupils, students, about the importance of urban environment development and create a positive learning environment, where children are able to develop as residents with a great understanding of the potential of the environment they live in. The paper explores the importance of raising awareness of the urban environment in primary schools from the theoretical, analytical and practical point of views. In the paper, we will examine whether primary schools in the city of Maribor, Slovenia educate children about their urban environment, if they are creating positive learning environments, where children can develop into proud citizens aware of the significance of the urban environment and its consequences for the quality of their lives. Further on, the curricula in chosen primary schools in Maribor is going to be analyzed. With the survey, we will try to identify the degree of children’s awareness of their surrounding urban environment, the information they receive about their environment, and their attitude towards it. And finally, what is most important, we will try to show the extreme significance of the learning environment and the curricula for raising the awareness of the environment and growing into responsible adults who will also act responsibly towards their urban environments.

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…

Implementing E-Learning across the School of Education: A Case Study

Science.gov (United States)

Reyna, Jorge

2016-01-01

In January 2009 the School of Education, University of Western Sydney decided to appoint an e-learning officer with the aim of improving the quality of online learning environments across course units. The e-learning officer had built a strong relationship with 45 academics across two campuses, with a positive impact on the application of…

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.

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…

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…

Middle School Learning, Academic Emotions and Engagement as Precursors to College Attendance

Science.gov (United States)

San Pedro, Maria Ofelia Clarissa Z.

2016-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students' interests and choices related to decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to…

Developing the School Physical Activity and Nutrition Environment Tool to Measure Qualities of the Obesogenic Context

Science.gov (United States)

John, Deborah H.; Gunter, Katherine; Jackson, Jennifer A.; Manore, Melinda

2016-01-01

Background: Practical tools are needed that reliably measure the complex physical activity (PA) and nutrition environments of elementary schools that influence children's health and learning behaviors for obesity prevention. The School Physical Activity and Nutrition-Environment Tool (SPAN-ET) was developed and beta tested in 6 rural Oregon…

Using a computer learning environment for initial training in dealing with social - communicative problems.

NARCIS (Netherlands)

Holsbrink-Engels, G.A.

2000-01-01

The most widely practised instructional method for the development of interpersonal skills is role-play. Role-play is supposed to be a complex learning environment for novices to develop interpersonal skills. The learning environment is complex because of two factors. Firstly, the cognitive load is

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

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

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.

Innovative Learning Environments and New Materialism: A Conjunctural Analysis of Pedagogic Spaces

Science.gov (United States)

Charteris, Jennifer; Smardon, Dianne; Nelson, Emily

2017-01-01

An Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to…

Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

Science.gov (United States)

Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

2011-01-01

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum

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Warih Handayaningrum

2016-12-01

Full Text Available This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum. This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment. This study applies steps in developmental research collaboration by Borg & Gall (1989 and Puslitjaknov (2008 to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.

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…

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.

Differences in school environment, school policy and actions regarding overweight prevention between Dutch schools. A nationwide survey

Directory of Open Access Journals (Sweden)

Buijs Goof

2010-01-01

Full Text Available Abstract Background Schools are regarded as an important setting for the prevention of overweight. This study presents a nationally representative picture of the obesogenity of the school environment, the awareness of schools regarding overweight, and actions taken by the schools aiming at overweight prevention. In addition, differences between school levels were studied. Methods In 2006-2007, questionnaires were sent to all Dutch secondary schools (age group 12-18 years. Prevalences of the outcome variables were calculated for the schools in total and by school level. The association between school level and outcome variables were analysed by a log linear regression. Results Unhealthy foods and drinks are widely available at secondary schools. One third of the schools indicated that overweight has increased among students and half of the schools agreed that schools were (coresponsible for the prevention of overweight. Only 3% of the schools have a policy on overweight prevention. Small differences were observed between vocational education schools and higher education schools. The presence of vending machines did not differ by school level, but at vocational education schools, the content of the vending machines was less healthy. Conclusion This study describes the current situation at schools which is essential for the development and evaluation of future overweight prevention policies and interventions. In general, secondary schools are not actively involved in overweight prevention and the nutritional environment at most schools could be improved. The small differences between school levels do not give reason for a differential approach for a certain school level for overweight prevention.

Building Energy-Efficient Schools in New Orleans: Lessons Learned (Brochure)

Energy Technology Data Exchange (ETDEWEB)

2011-12-01

This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. Hurricane Katrina was the largest natural disaster in the United States, striking the Gulf Coast on August 29, 2005, and flooding 80% of New Orleans; to make matters worse, the city was flooded again only three weeks later by the effects of Hurricane Rita. Many of the buildings, including schools, were heavily damaged. The devastation of schools in New Orleans from the hurricanes was exacerbated by many years of deferred school maintenance. This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. The experiences of four new schools-Langston Hughes Elementary School, Andrew H. Wilson Elementary School (which was 50% new construction and 50% major renovation), L.B. Landry High School, and Lake Area High School-and one major renovation, Joseph A. Craig Elementary School-are described to help other school districts and design teams with their in-progress and future school building projects in hot-humid climates. Before Hurricane Katrina, New Orleans had 128 public schools. As part of the recovery planning, New Orleans Public Schools underwent an assessment and planning process to determine how many schools were needed and in what locations. Following a series of public town hall meetings and a district-wide comprehensive facility assessment, a Master Plan was developed, which outlined the renovation or construction of 85 schools throughout the city, which are expected to be completed by 2017. New Orleans Public Schools expects to build or renovate approximately eight schools each year over a 10-year period to achieve 21st century schools district-wide. Reconstruction costs are estimated at nearly $2 billion.

Readiness to adopt e-learning: pioneering a course in school librarianship education

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Sandy Zinn

2009-01-01

Full Text Available E-learning has come of age in South African higher education but scepticism, caution and an inadequate reward system for innovative teaching methods have resulted in a slow uptake by academics. Within this milieu the author pioneered a course in the ACE School Librarianship programme. The study describes the e-learning experiences of the course participants gleaned from questionnaire responses to questions related to experiences of ICTs, the Internet and online learning, ability to navigate the e-learning environment, utilization of elements of the learning management system and implementation of course ideas in their respective schools and personal lives. The study also provides an opportunity for the author to reflect on her pioneering experiences with e-learning and how she would approach it differently next time. The main lessons learned were that 1 the e-learning environment is not necessarily intuitive and participants need opportunities to digest novel features such as the discussion forum; 2 several of the advantages and disadvantages of e-learning that appear in the research literature are identified in this study; and 3 setting up an e-learning course is best achieved incrementally.

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.

Automation and Control Learning Environment with Mixed Reality Remote Experiments Architecture

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Frederico M. Schaf

2007-05-01

Full Text Available This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented use an internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. This work is part of the RExNet consortium, supported by the European Alfa project.

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.

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;…

Learning English as a Second Language at the University Level in Jordan: Motivation, Self-Regulation and Learning Environment Perceptions

Science.gov (United States)

Alzubaidi, Eman; Aldridge, Jill M.; Khine, Myint Swe

2016-01-01

The overarching aim of this study was to investigate students' perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health…

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.…

Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.

Science.gov (United States)

Crampton, Alexandria; Hall, James

2017-09-01

Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. n = 3,172 British children aged 3-10 years and their families. A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years. Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school. Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept. © 2017 The British Psychological Society.

Does academic performance or personal growth share a stronger association with learning environment perception?

Science.gov (United States)

Tackett, Sean; Wright, Scott M.; Shochet, Robert S.

2016-01-01

Objectives This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. Methods In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). Results The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R2Δ of 0.09, F(1,175) = 14.99,  p environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Conclusions Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception. PMID:27570912

Interface learning

DEFF Research Database (Denmark)

Thorhauge, Sally

2014-01-01

"Interface learning - New goals for museum and upper secondary school collaboration" investigates and analyzes the learning that takes place when museums and upper secondary schools in Denmark work together in local partnerships to develop and carry out school-related, museum-based coursework...... for students. The research focuses on the learning that the students experience in the interface of the two learning environments: The formal learning environment of the upper secondary school and the informal learning environment of the museum. Focus is also on the learning that the teachers and museum...... professionals experience as a result of their collaboration. The dissertation demonstrates how a given partnership’s collaboration affects the students’ learning experiences when they are doing the coursework. The dissertation presents findings that museum-school partnerships can use in order to develop...

Contextualizing physical literacy in the school environment: The challenges

Directory of Open Access Journals (Sweden)

Darla M. Castelli

2015-06-01

Full Text Available The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recommendations are made to assist teachers in overcoming such barriers: (a whole of school approach, (b effective, differentiated pedagogy, (c integration of technology for individualized tracking of progress, (d supportive school climate, and (e alignment of local efforts with national initiatives.

A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning

Science.gov (United States)

Pareto, Lena

2014-01-01

In this paper we will describe a learning environment designed to foster conceptual understanding and reasoning in mathematics among younger school children. The learning environment consists of 48 2-player game variants based on a graphical model of arithmetic where the mathematical content is intrinsically interwoven with the game idea. The…

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

Evaluating Online Resources in Terms of Learning Environment and Student Attitudes in Middle-Grade Mathematics Classes

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Earle, James E.; Fraser, Barry J.

2017-01-01

The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the…

MATERIALS AND (LANGUAGE LEARNING ENVIRONMENT BASED ON MONTESSORI CONCEPTS

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Christina Kristiyani

2018-04-01

Full Text Available Montessori Education is widely spread in almost all countries in the world. Even though this school is meant for all kinds of learners including “normal” learners, the Montessori education concepts used in Montessori schools will be very supportive education for children with special needs. Therefore, the schools which adopt Montessori education concepts can facilitate inclusion, especially with the concepts of ‘I can do it myself.’ Inclusive education needs to be carefully prepared and implemented by schools. The movement brings about some challenges for teachers. This paper explores the environment and materials based on Montessori education concepts. The environment and materials are suitable for all types of learners and thus can be an option to be implemented in the inclusive education setting. Teaching materials rooted in Montessori education concepts indeed cater all ages and embrace the needs of all students.

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.

Constructivist Learning Environment During Virtual and Real Laboratory Activities

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Ari Widodo

2017-04-01

Full Text Available Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

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 ...

Authentic school science knowing and learning in open-inquiry science laboratories

CERN Document Server

Roth, Wolff-Michael

1995-01-01

According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.

The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

Science.gov (United States)

Aharony, Noa

2006-12-01

The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

Colour contribution to children's wayfinding in school environments

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Helvacıoǧlu, Elif; Olguntürk, Nilgün

2011-03-01

The purpose of this study was to explore the contribution of colour to children's wayfinding ability in school environments and to examine the differences between colours in terms of their remembrance and usability in route learning process. The experiment was conducted with three different sample groups for each of three experiment sets differentiated by their colour arrangement. The participants totalled 100 primary school children aged seven and eight years old. The study was conducted in four phases. In the first phase, the participants were tested for familiarity with the experiment site and also for colour vision deficiencies by using Ishihara's tests for colour-blindness. In the second phase, they were escorted on the experiment route by the tester one by one, from one starting point to one end point and were asked to lead the tester to the end point by the same route. In the third phase, they were asked to describe verbally the route. In the final phase, they were asked to remember the specific colours at their correct locations. It was found that colour has a significant effect on children's wayfinding performances in school environments. However, there were no differences between different colours in terms of their remembrances in route finding tasks. In addition, the correct identifications of specific colours and landmarks were dependent on their specific locations. Contrary to the literature, gender differences were not found to be significant in the accuracy of route learning performances.

Perceptions of sexual harassment in Swedish high schools: experiences and school-environment problems.

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Witkowska, Eva; Menckel, Ewa

2005-02-01

Sexual harassment in schools is recognized as a public-health problem detrimental to girls' psychosomatic health. This study examines the magnitude of sexual harassment and types of behaviours related to sexual harassment that female students are exposed to in a school environment, and their perceptions of them as problems in school. A random sample of 540 female high school students, from all over Sweden, responded to an anonymous self-report mail questionnaire consisting of items related to personal experiences of different behaviours related to sexual harassment during the previous school year. Sexual harassment was identified by 49% of the female students as a problem present in their schools. The most common types were verbal behaviours, such as: sexualized conversations, attractiveness rating, demeaning comments about gender, name-calling, and sexual personal comments. The most common non-verbal displays were: sexualized contact seeking and sexual looks. Behaviours in the sexual assault and teacher-to-student categories were less prevalent. In all four categories, the respondents who reported exposure to a particular behaviour were significantly more likely to identify that behaviour as a problem in their school. However, many non-exposed respondents also perceived such behaviours as problems in their school. Female high-school students in Sweden are exposed to a variety of inappropriate and/or unacceptable behaviours of a sexual nature, or based on sex, that may infringe their right to a supportive, respectful and safe learning environment or their dignity. Greater efforts are needed to analyse and prevent sexual harassment in schools.

Organizational Learning in Schools under Sanction

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Kara S. Finnigan

2012-01-01

Full Text Available The focus on “school turnaround” has become central to policy and practice in the United States as a result of school accountability, yet little remains known about school improvement under sanction. This study uses theories of organizational learning to understand the processes through which educators search for and adopt reform strategies, as well as the extent to which these schools’ organizational culture and climate are conducive to this type of learning. Our mixed methods study involves document analysis, intensive case studies, and a survey of teachers in schools under sanction in a large urban school district in the USA. We found limited evidence of organizational learning, and instead evidence suggested superficial use of restructuring planning, rare diagnoses of root causes of low performance, and limited engagement in learning processes of school staff. In addition, schools relied on exploitation resulting in the recycling of previous practices. In part, the limited organizational learning in evidence was the result of structures and climates within these low-performing schools that inhibited a more learning-oriented approach to reform. Our study has implications for school improvement under accountability policies as it uncovers important challenges that limit organizational learning and, as a result, school improvement under sanction.

LEARN-TEACH: a pilot to boost Ocean Literacy in High Schools

Science.gov (United States)

Grigorov, Ivo; Payne, Diana; Vogt, Bynna; Knappe, Charlotte; Riedel, Werner

2017-04-01

Raising the Ocean Literacy of all levels of society is now a policy priority for the European Commission. The long-term objective is better appreciation of the socio-economic benefits and ecosystem services that the marine environment provides, and encourage better stewardship of the seas. One long-term, and potentially self-sustainable, concept is to put sufficient mutual incentives in place so that researchers, teachers and students in high-schools science and mathematics classes accessorize school curricula with the latest marine research results and knowledge. Summary of preliminary teachers consultations at Copenhagen International School suggest that teachers are prepared and willing to include recent marine research, research data and knowledge in high school science classes and carry over the research data to mathematics/statistics classes and exercises. However the active participation of researchers is sought to provide guidance and translation of latest research findings, and point to real data sources. LEARN-TEACH Pilot`s main objective is to test a long-term scalable and locally applicable solution for engaging young people in marine environment issues and challenges. LEARN-TEACH sustainability of concept relies on mutual training and clear mutual incentives. For the teachers, it allows an opportunity to understand and inject recent research in the school curriculum in order to "increase the level of knowledge among the population of the marine environment". For the researchers, LEARN-TEACH is tailored as a tool for outreach and dissmination, as well as exposing young marine researchers to the challenges of translating and communicating research to non-academic audiences, and potentially an alternative career. The presentation will demonstrate how LEARN-TEACH can be embedded in every research grant in any EU region, and how it can add a competitive edge at research grant proposal evaluation. The content is based on the "Blue Schools" initiative of

Effects of Learning Style and Training Method on Computer Attitude and Performance in World Wide Web Page Design Training.

Science.gov (United States)

Chou, Huey-Wen; Wang, Yu-Fang

1999-01-01

Compares the effects of two training methods on computer attitude and performance in a World Wide Web page design program in a field experiment with high school students in Taiwan. Discusses individual differences, Kolb's Experiential Learning Theory and Learning Style Inventory, Computer Attitude Scale, and results of statistical analyses.…

ASSOCIATION BETWEEN AFFECTS AND REPRESENTATIONS INVOLVED IN THE SCHOOL LEARNING ENVIRONMENT

OpenAIRE

Andreia Osti; Ana Paula Porto Noronha

2017-01-01

This study assumes that the affective dimensions involves the process of planning and developing pedagogical practices and are an important factor in determining the nature of relations between the students and the various objects of knowledge. In this sense, the study aimed to analyze how students represent the affective aspects of both the teaching and learning process and what are their perceptions of the learning environment. The participants were 120 students of the 5th year of elementar...

Integrating Video-Capture Virtual Reality Technology into a Physically Interactive Learning Environment for English Learning

Science.gov (United States)

Yang, Jie Chi; Chen, Chih Hung; Jeng, Ming Chang

2010-01-01

The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to…

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...

Teaching Chemistry in a Social Learning Environment: Facing Drivers and Barriers

OpenAIRE

Castro, Cornelia; Andrade, Antonio

2012-01-01

The Portuguese Technological Plan for Education (TPE) was established to modernize schools and to consolidate the role of Information and Communication Technologies (ICT) in order to promote the academic success of students and allow schools to be transformed into technological enhanced environments through a significant learning and knowledge building in a participatory, collaborative and sharing logic. With this work we aimed to establish dynamical interactions students-content-teacher i...

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.

English Cooperative Learning Mode in a Rural Junior High School in China

Science.gov (United States)

Zhang, Haiyan; Peng, Wen; Sun, Liuhua

2017-01-01

Cooperative learning is one of the most recognized and fruitful research areas in modern education practice. It has been widely used in many countries as an effective teaching strategy to improve class efficiency and students' comprehensive language ability since the 1990's. This paper takes JA Junior High School, a rural junior high school in…

Distance Learning and the Future of Kamehameha Schools Bishop Estate.

Science.gov (United States)

Meyer, Henry E.

1995-01-01

This article details some of the ways that the Kamehameha Schools Bishop Estate (Hawaii) is dealing with the challenge of education in the computer age, including distance learning, Internet linkups, the Hawaii Educational Wide Area Network, and campus closed-circuit and cable television. (SM)

Microcomputers in Schools as a Teaching and Learning Aid.

Science.gov (United States)

Trotman-Dickenson, D. I.

1986-01-01

Presents the findings of a survey of comprehensive and independent schools' use of microcomputers as teaching and learning aids in economics. Results suggest that use is wide spread but not intensive. Teachers allocate few hours to computer programs per year, have difficulty finding suitable software, and fail to encourage use by girls. (JDH)

Nursing students' perceptions of hospital learning environments--an Australian perspective.

Science.gov (United States)

Chan, Dominic S

2004-01-01

Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students' clinical learning outcomes, there is a need to examine the clinical learning environment. The purpose of this study was to assess pre-registration nursing students' perceptions of hospital learning environments during clinical field placement. Quantitative and qualitative methodology was used. One hundred and eight students provided quantitative data through completion of the survey instrument, the Clinical Learning Environment Inventory (Actual and Preferred forms). Each form is a 5-point Likert-type questionnaire, made up of 35 items consisted of 5 scales with 7 items per scale. Qualitative data, obtained through semi-structured interview of 21 students from the same cohort, were used to explain and support the quantitative findings. There were significant differences between students' actual and preferred perceptions of the clinical learning environments. Generally students preferred a more positive and favourable clinical environment than they perceived as being actually present. Since participants consisted of nursing students from just one university nursing school in South Australia, the findings may not be representative of all nursing students in general with respect to their clinical placement. However, the value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.

Turkish students' perceptions of their biology learning environments: the effects of gender and grade level

NARCIS (Netherlands)

Telli, S.; Brok, den P.J.; Tekkaya, C.; Cakiroglu, J.

2009-01-01

This study investigates the effects of gender and grade level on Turkish secondary school students’ perceptions of their biology learning environment. A total of 1474 high school students completed the What is Happening in This Classroom (WIHIC) questionnaire. The WIHIC maps several important

Women of Color School Leaders: Leadership Schools Should Not Ignore

Science.gov (United States)

Haar, Jean M.; Robicheau, Jerry W.

2009-01-01

School districts are faced with challenges resulting from the changing demographics of the student population. Consequently, school districts are creating positive, multicultural learning environments. School districts intent on establishing multicultural learning environments should consider the contributions people of color, specifically women…

Motivation in foreign language learning: a look at type of school environment as a contextual variable

Directory of Open Access Journals (Sweden)

Pavičić Takać Višnja

2014-12-01

Full Text Available Impelled by the observation that motivation might be one of the most important factors within the affective domain influencing foreign language learning (FLL, the field of second language acquisition (SLA has seen an intense worldwide interest in empirical research in motivational issues. The studies have been rooted in different theories and methodologies, (most notably those advanced by Gardner and Dörnyei and their respective associates that have given precedence to a number of variables assumed to play an important role in understanding the phenomenon of FLL motivation. The present study is set between the macroperspective of the social-psychological period–by giving a general view of second language motivation–and the situation-specific period–by taking into consideration the immediate learning context. It focuses on exploring the nature of FLL motivation in Croatia at secondary education level where FLL is part of core curriculum. In particular, it explores the role of one specific contextual variable that has been largely ignored in SLA motivational research, i.e. type of school environment, and its interaction with gender and success in FLL.

Analysis of Students' After-School Mobile-Assisted Artifact Creation Processes in a Seamless Language Learning Environment

Science.gov (United States)

Wong, Lung-Hsiang

2013-01-01

As part of a learner's learning ecology, the informal, out-of-school settings offer virtually boundless opportunities to advance one's learning. This paper reports on "Move, Idioms!", a design for Mobile-Assisted Language Learning experience that accentuates learners' habit of mind and skills in making meaning with their daily…

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...

Science curiosity in learning environments: developing an attitudinal scale for research in schools, homes, museums, and the community

Science.gov (United States)

Weible, Jennifer L.; Toomey Zimmerman, Heather

2016-05-01

Although curiosity is considered an integral aspect of science learning, researchers have debated how to define, measure, and support its development in individuals. Prior measures of curiosity include questionnaire type scales (primarily for adults) and behavioral measures. To address the need to measure scientific curiosity, the Science Curiosity in Learning Environments (SCILE) scale was created and validated as a 12-item scale to measure scientific curiosity in youth. The scale was developed through (a) adapting the language of the Curiosity and Exploration Inventory-II [Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43(6), 987-998] for youth and (b) crafting new items based on scientific practices drawn from U.S. science standards documents. We administered a preliminary set of 30 items to 663 youth ages 8-18 in the U.S.A. Exploratory and confirmatory factor analysis resulted in a three-factor model: stretching, embracing, and science practices. The findings indicate that the SCILE scale is a valid measure of youth's scientific curiosity for boys and girls as well as elementary, middle school, and high school learners.

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 ...

Prioritizing the School Environment in School Violence Prevention Efforts

Science.gov (United States)

Johnson, Sarah Lindstrom; Burke, Jessica G.; Gielen, Andrea C.

2011-01-01

Background: Numerous studies have demonstrated an association between characteristics of the school environment and the likelihood of school violence. However, little is known about the relative importance of various characteristics of the school environment or their differential impact on multiple violence outcomes. Methods: Primarily…

Predicting the Attitudes and Self-Esteem of the Grade 9th Lower Secondary School Students towards Mathematics from Their Perceptions of the Classroom Learning Environment

Science.gov (United States)

Tran, Van Dat

2012-01-01

This study reports the validity of the hypothesis that students' perceptions of the learning environment of mathematics classroom may predict their attitudes and self-esteem towards mathematics. It examines data from 487 grade 9th students from 14 mathematics classes in 7 Vietnamese lower secondary schools to identify how students' perceptions of…

Adjusted Framework of M-Learning in Blended Learning System for Mathematics Study Field of Junior High School Level VII

Science.gov (United States)

Sugiyanta, Lipur; Sukardjo, Moch.

2018-04-01

The 2013 curriculum requires teachers to be more productive, creative, and innovative in encouraging students to be more independent by strengthening attitudes, skills and knowledge. Teachers are given the options to create lesson plan according to the environment and conditions of their students. At the junior level, Core Competence (KI) and Basic Competence (KD) have been completely designed. In addition, there had already guidebooks, both for teacher manuals (Master’s Books) and for learners (Student Books). The lesson plan and guidebooks which already exist are intended only for learning in the classroom/in-school. Many alternative classrooms and alternatives learning models opened up using educational technology. The advance of educational technology opened opportunity for combination of class interaction using mobile learning applications. Mobile learning has rapidly evolved in education for the last ten years and many initiatives have been conducted worldwide. However, few of these efforts have produced any lasting outcomes. It is evident that mobile education applications are complex and hence, will not become sustainable. Long-term sustainability remains a risk. Long-term sustainability usually was resulted from continuous adaptation to changing conditions [4]. Frameworks are therefore required to avoid sustainability pitfalls. The implementation should start from simple environment then gradually become complex through adaptation steps. Therefore, our paper developed the framework of mobile learning (m-learning) adaptation for grade 7th (junior high school). The environment setup was blended mobile learning (not full mobile learning) and emphasize on Algebra. The research is done by R&D method (research and development). Results of the framework includes requirements and adaptation steps. The adjusted m-learning framework is designed to be a guidance for teachers to adopt m-learning to support blended learning environments. During mock-up prototype, the

Re/assembling "Innovative" Learning Environments: Affective Practice and Its Politics

Science.gov (United States)

Mulcahy, Dianne; Morrison, Carol

2017-01-01

In this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to…

Inquiry learning for gender equity using History of Science in Life and Earth Sciences’ learning environments

OpenAIRE

C. Sousa

2016-01-01

[EN] The main objective of the present work is the selection and integration of objectives and methods of education for gender equity within the Life and Earth Sciences’ learning environments in the current portuguese frameworks of middle and high school. My proposal combines inquiry learning-teaching methods with the aim of promoting gender equity, mainly focusing in relevant 20th century women-scientists with a huge contribute to the History of Science.The hands-on and minds-on activities p...

School Libraries and Student Learning: A Guide for School Leaders

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Morris, Rebecca J.

2015-01-01

Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…

Development of Learning to Learn Skills in Primary School

Science.gov (United States)

Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko

2015-01-01

In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end…

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses.

Science.gov (United States)

Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

2015-03-31

The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.

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…

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.

Academic Performance of Native and Immigrant Students: a Study Focused on the Perception of Family Support and Control, School Satisfaction and Learning Environment

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Miguel A. Santos

2016-10-01

Full Text Available The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average; in addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction and learning environment which distinguish between native and immigrant students with high and low academic performance; the second objective is to check, by comparing the native and immigrant students with high and low performance and separating the two levels, to find out which of the selected variables clearly differentiate the two groups. To this end, a sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin, who were enrolled in the 5th and 6th year of Primary Education (aged 10-11 years and in the 1st and 2nd year of Secondary Education (aged 12-13 years. The origin and the fact of being a retained student or not were estimated as independent variables, whereas their responses to the variables of perceived family support and control (paternal and maternal separately, their school satisfaction and assessment of the learning environment were taken into account as dependent variables. Considering that the reliability of the scales used is adequate, along with the optimal factorization in a series of coherent constructs, it was revealed that the main differences consisted of individual dimensions (perception of family support and control and, to a lesser extent, of dimensions related to the context (assessment of the school and learning environments. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance.

Learn to Lead: Mapping Workplace Learning of School Leaders

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Hulsbos, Frank Arnoud; Evers, Arnoud Theodoor; Kessels, Joseph Willem Marie

2016-01-01

In recent years policy makers' interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders' incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities…

The New Learning Ecology of One-to-One Computing Environments: Preparing Teachers for Shifting Dynamics and Relationships

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Spires, Hiller A.; Oliver, Kevin; Corn, Jenifer

2012-01-01

Despite growing research and evaluation results on one-to-one computing environments, how these environments affect learning in schools remains underexamined. The purpose of this article is twofold: (a) to use a theoretical lens, namely a new learning ecology, to frame the dynamic changes as well as challenges that are introduced by a one-to-one…

BALL (Blogs Assisted Language Learning: Are Malaysian Secondary School Students Prepared to Use Blogs in ESL Learning?

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Zurainee Ariffin

2014-10-01

Full Text Available This study aimed to find out second language learners' perceptions on the use of blogs in their learning process. Participants were 20 secondary school students from a suburban school in Kelantan, Malaysia. The students read articles, discussed in their respective groups and posted their comments in their group blogs in two kinds of learning environment; being supervised face-to-face and virtually.  A survey and also oral interview were administered to elicit participants' perceptions on the use of blogs. The results showed that although the incorporation of blogs in ESL learning were perceived positively among the learners, teachers need to be aware of several factors affect the effectiveness of using this technology in their teaching such as students’ gender, personality and learning preferences.  This paper also provides some pedagogical implications in the use of blogs for ESL learning.

Medical laboratory science and nursing students' perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM).

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Barcelo, Jonathan M

2016-01-01

This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains 'perception of learning' and 'perception of teaching.' Male medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning' among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning.' Nursing students identified 7 problem areas, most of which were related to their instructors. Medical laboratory science and nursing students viewed their academic learning environment as 'more positive than negative.' However, the relationship of the nursing instructors to their students needs improvement.

Improving self-regulated learning junior high school students through computer-based learning

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Nurjanah; Dahlan, J. A.

2018-05-01

This study is back grounded by the importance of self-regulated learning as an affective aspect that determines the success of students in learning mathematics. The purpose of this research is to see how the improvement of junior high school students' self-regulated learning through computer based learning is reviewed in whole and school level. This research used a quasi-experimental research method. This is because individual sample subjects are not randomly selected. The research design used is Pretest-and-Posttest Control Group Design. Subjects in this study were students of grade VIII junior high school in Bandung taken from high school (A) and middle school (B). The results of this study showed that the increase of the students' self-regulated learning who obtain learning with computer-based learning is higher than students who obtain conventional learning. School-level factors have a significant effect on increasing of the students' self-regulated learning.

Creativity in Technology Education Facilitated through Virtual Reality Learning Environments: A Case Study

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Thorsteinsson, Gisli; Page, Tom

2007-01-01

Innovation Education (IE) is a new subject area in Icelandic schools. The aim of the subject is to train students to identify the needs and problems in their environment and to develop solutions: a process of ideation. This activity has been classroom based but now a Virtual Reality Learning Environment technology (VRLE) has been designed to…

Analysis of Virtual Learning Environments from a Comprehensive Semiotic Perspective

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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.

Examining Barriers to Sustained Implementation of School-Wide Prevention Practices

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Turri, Mary G.; Mercer, Sterett H.; McIntosh, Kent; Nese, Rhonda N. T.; Strickland-Cohen, M. Kathleen; Hoselton, Robert

2016-01-01

The purpose of this study was to determine if an experimental 5-item measure of barriers to implementing and sustaining school-wide prevention practices, the "Assessment of Barriers to Implementation and Sustainability in Schools" (ABISS), would relate to objective measures of school-wide positive behavioral interventions and supports…

Tracking Student Mistreatment Data to Improve the Emergency Medicine Clerkship Learning Environment

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Joseph B. House

2017-12-01

Full Text Available Introduction Medical student mistreatment is a prevalent and significant challenge for medical schools across the country, associated with negative emotional and professional consequences for students. The Association of American Medical Colleges and Liaison Committee on Medical Education have increasingly emphasized the issue of mistreatment in recent years, and medical schools are tasked with creating a positive learning climate. Methods The authors describe the efforts of an emergency department (ED to improve its clerkship learning environment, using a multifaceted approach for collecting mistreatment data and relaying them to educators and clerkship leadership. Data are gathered through end-of-rotation evaluations, teaching evaluations, and an online reporting system available to medical students. Mistreatment data are then relayed to the ED during semi-annual meetings between clerkship leadership and medical school assistant deans, and through annual mistreatment reports provided to department chairs. Results Over a two-year period, students submitted a total of 56 narrative comments related to mistreatment or unprofessional behavior during their emergency medicine (EM clerkship. Of these comments, 12 were submitted in 2015–16 and 44 were submitted in 2016–17. The most frequently observed themes were students feeling ignored or marginalized by faculty (14 comments; students being prevented from speaking or working with patients and/or attending faculty (11 comments; and students being treated in an unprofessional manner by staff (other than faculty, 8 comments. Conclusion This article details an ED’s efforts to improve its EM clerkship learning environment by tracking mistreatment data and intentionally communicating the results to educators and clerkship leadership. Continued mistreatment data collection and faculty development will be necessary for these efforts to have a measurable effect on the learning environment.

Whole School Improvement and Restructuring as Prevention and Promotion: Lessons from STEP and the Project on High Performance Learning Communities.

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Felner, Robert D.; Favazza, Antoinette; Shim, Minsuk; Brand, Stephen; Gu, Kenneth; Noonan, Nancy

2001-01-01

Describes the School Transitional Environment Project and its successor, the Project on High Performance Learning Communities, that have contributed to building a model for school improvement called the High Performance Learning Communities. The model seeks to build the principles of prevention into whole school change. Presents findings from…

A humanistic environment for dental schools: what are dental students experiencing?

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Quick, Karin K

2014-12-01

A Commission on Dental Accreditation (CODA) standard now requires that dental schools commit to establishing a "humanistic culture and learning environment" for all members of the academic environment. The aim of this study was to identify students' perceptions of factors that affect the dental school environment and to test differences in their experiences in terms of gender and year. This picture of the existing environment was meant to serve as a first step toward creating and supporting a more humanistic academic environment. A mixed-methods approach was used for data collection during the 2009-10 and 2010-11 academic years at one U.S. dental school. Four focus groups were first conducted to explore challenges and conflicts faced by students during their dental education. A written survey informed by the focus group results was then used to obtain quantitative data. The survey response rate was 47 percent (N=188). Faculty inconsistency, cheating, and belittlement/disrespect were experienced by many of the responding dental students during their education, similar to what has been documented in medicine. These students also reported experiencing both constructive communication (90 percent) and destructive communication (up to 32 percent). The female students reported more gender discrimination and sexual harassment than their male peers, and the clinical students reported more experience with belittlement and destructive communication than the preclinical students. The results suggest that greater effort should be directed toward creating a more humanistic environment in dental schools. Based on the issues identified, steps academic institutions can take to improve these environments and student skills are outlined.

Perception of and satisfaction with the clinical learning environment among nursing students.

Science.gov (United States)

D'Souza, Melba Sheila; Karkada, Subrahmanya Nairy; Parahoo, Kader; Venkatesaperumal, Ramesh

2015-06-01

Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. A cross-sectional descriptive design was used. A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R(2)=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

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Eucebious Lekalakala-Mokgele

2015-03-01

Full Text Available Background: The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students’ responses to learning. Equally, the environment can enhance learning if experienced positively. Objectives: This study described pupil enrolled nurses’ experiences of facilitative and obstructive factors in military and public health clinical learning settings. Method: Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Results: Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Conclusion: Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students’ learning. Policies need to be developed for supporting students in the clinical learning

E-learning and school development

DEFF Research Database (Denmark)

Skov Hansen, Line; Sunnevåg, Anne-Karin; Kostøl, Anne

2011-01-01

for Knowledge-Based Educational Practice (CVIPP), Denmark have designed projects for developing competences and training based on “blended learning” concepts. The didactic designs, in all three projects, are based on problem-oriented e-learning modules that are approached in teams. Through learning in teams......, competences are developed together with colleagues. Through e-learning training and development of competences can take place at each school, within the limits and resources available at the school by using e-learning. E-learning can therefore contribute to improved flexibility in human resource development...

Affordances of students' using the World Wide Web as a publishing medium in project-based learning environments

Science.gov (United States)

Bos, Nathan Daniel

This dissertation investigates the emerging affordance of the World Wide Web as a place for high school students to become authors and publishers of information. Two empirical studies lay groundwork for student publishing by examining learning issues related to audience adaptation in writing, motivation and engagement with hypermedia, design, problem-solving, and critical evaluation. Two models of student publishing on the World Wide Web were investigated over the course of two 11spth grade project-based science curriculums. In the first curricular model, students worked in pairs to design informative hypermedia projects about infectious diseases that were published on the Web. Four case studies were written, drawing on both product- and process-related data sources. Four theoretically important findings are illustrated through these cases: (1) multimedia, especially graphics, seemed to catalyze some students' design processes by affecting the sequence of their design process and by providing a connection between the science content and their personal interest areas, (2) hypermedia design can demand high levels of analysis and synthesis of science content, (3) students can learn to think about science content representation through engagement with challenging design tasks, and (4) students' consideration of an outside audience can be facilitated by teacher-given design principles. The second Web-publishing model examines how students critically evaluate scientific resources on the Web, and how students can contribute to the Web's organization and usability by publishing critical reviews. Students critically evaluated Web resources using a four-part scheme: summarization of content, content, evaluation of credibility, evaluation of organizational structure, and evaluation of appearance. Content analyses comparing students' reviews and reviewed Web documents showed that students were proficient at summarizing content of Web documents, identifying their publishing

Socialization and School Environment in an Inclusive Learning Community in the Province of Talca , Chile

OpenAIRE

Marí­a Teresa Muñoz Quezada; Boris Andrés Lucero Mondaca; Claudia Alejandra Cornejo Araya; Pablo Andrés Muñoz Molina; Nelson Eduardo Araya Saravia

2014-01-01

Currently there is concern for promoting healthy and inclusive coexistence in schools. The aim of this research was to assess the perception of socialization and school environment in an inclusive school in the Province of Talca, Chile. We conducted a cross-sectional case study in a sample of 180 students, 193 parents and 21 teachers. A questionnaire evaluating school life was applied to students, parents and teachers and another assessing the school's social climate and bullying was applied ...

Rich Language Learning Environment and Young Learners’ Literacy Skills in English

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Luh Putu Artini

2017-05-01

Full Text Available This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. The data were collected through questionnaires, observation, interview, English literacy tests, and students’ literacy journals. Research finds that young learners should have the opportunity to learn by doing without too much intervention so that anatural process of learning could occur. The product comprises multiple literacy experiences in the form of five different texts. The findings revealed that the readability of the material was in the category of high. The systematic exposures of these materials to beginner learners of English have been proven to have the significant impact on their literacy skills. Thehighest improvement is found in word level (87,1%, followed by sentence level (56,2%, and discourse level (46,8%. The improvements are all confirmed at the significance level of 0,05. The research also finds that RLLE has the positive impact on the development of self-directed learning skills.

Influence of spatial environment on maze learning in an African mole-rat

CSIR Research Space (South Africa)

Du Toit, L

2012-05-01

Full Text Available -1 Anim Cogn DOI 10.1007/s10071-012-0503-0 Influence of spatial environment on maze learning in an African mole-rat Lydia du Toit ? Nigel C. Bennett ? Alecia Nickless ? Martin J. Whiting L. du Toit , A. Nickless , M. J. Whiting (email) School...

Using concept mapping to measure changes in interdisciplinary learning during high school

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Priit Reiska

2018-03-01

Full Text Available How, when and what kind of learning takes place are key questions in all educational environments. School graduates are expected to have reached a development level whereby they have, among many fundamental skills, the ability to think critically, to plan their studies and their future, and to integrate knowledge across disciplines. However, it is challenging to develop these skills in schools. Following existing curricula, disciplines are often taught separately and by different teachers, making it difficult for students to connect knowledge studied and learned from one discipline to that of another discipline. The Next Generation Science Standards on teaching and learning natural science in the United States point out important crosscutting concepts in science education (NGSS, 2013. In Estonia, similar trends are leading to an emphasis on the need to further develop scientific literacy skills and interdisciplinary learning in students. The changing environment around us must be reflected in changes in our school system. In this paper, we report on research that intends to answer the questions: (a “How much do Estonian students develop an interdisciplinary understanding of science throughout their high school education?”, and (b “Is their thinking more interdisciplinary after two years of studies in an Estonian high school?” Additionally, we analyzed the results based on the type of school the students attended, and we examined the use concept mapping to assess interdisciplinary learning. This research is part of an overall study that involved students from 44 Estonian high schools taking a science test similar to the three-dimensional Programme for International Student Assessment (PISA test (hereafter called PISA-like multidimensional test as well as constructing concept maps, while in 10th and 12th grade. In this paper, we report on the analysis of the results for 182 of the students, concentrating on the analysis of the concept maps

Perceptions of dental students towards learning environment in an Indian scenario

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Leena Jain

2010-01-01

Full Text Available Background: Dental students constitute a stakeholder group that is able to provide unique information concerning the effectiveness of the dental curriculum. The purpose of this study was to determine students′ perceptions of the learning environment, intellectual climate and teacher student relationships in dental school. Methods : This study was conducted among 341 dental students of two dental college of Udaipur, Rajasthan, India. Response rate was 85%. In this study, the dental version of Medical Student Learning Environment Survey has been used. The questionnaires were divided in to 7 subscales like flexibility, student to student interaction, emotional climate, meaningful experience, organization, supportiveness, and breadth of interest. The students were divided in to two groups of preclinical and clinical for the purpose of comparison. The data were analyzed using ANOVA and t-test. Results: The results were statistically analyzed and differentiated in to preclinical and clinical phases. The preclinical and clinical students rated the student to student interaction as the most favorable whereas the lowest score was given to flexibility by both preclinical and clinical students. Preclinical students rated emotional climate as the lowest after flexibility whereas clinical students rated breadth of interest and meaningful experience as the lowest score after flexibility. Conclusion: This study emphasized the areas of improvement in dental school learning environment based on students′ perspective by making these required and much needed changes in the curriculum. Students′ satisfaction with their dental education can be increased.

The Learning Environment Associated with Information Technology Education in Taiwan: Combining Psychosocial and Physical Aspects

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Liu, Chia-Ju; Zandvliet, David B.; Hou, I.-Ling

2012-01-01

This study investigated perceptions of senior high school students towards the Taiwanese information technology (IT) classroom with the What Is Happening in this Class? (WIHIC) survey and explored the physical learning environment of the IT classroom using the Computerised Classroom Environment Inventory (CCEI). The participants included 2,869…

Catalyst Schools' Implementation of the Learning School Approach. Catalyst Schools Research Study Report

Science.gov (United States)

Hammer, Patricia Cahape

2016-01-01

"Catalyst schools" were 28 elementary and secondary schools selected to participate in a pilot project begun in July 2014, which explored how best to support teacher professional learning through decentralization of decision making and implementation of the Learning School approach. The pilot project was the first phase in a statewide…

Architecture Students' Perceptions of Their Learning Environment and Their Academic Performance

Science.gov (United States)

Oluwatayo, Adedapo Adewunmi; Aderonmu, Peter A.; Aduwo, Egidario B.

2015-01-01

Scholars have agreed that the way in which students perceive their learning environments influences their academic performance. Empirical studies that focus on architecture students, however, have been very scarce. This is the gap that an attempt is filled in this study. A questionnaire survey of 273 students in a school of architecture in Nigeria…

School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance.

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Horner, Robert H; Sugai, George

2015-05-01

School-wide Positive Behavioral Interventions and Supports (PBIS) is an example of applied behavior analysis implemented at a scale of social importance. In this paper, PBIS is defined and the contributions of behavior analysis in shaping both the content and implementation of PBIS are reviewed. Specific lessons learned from implementation of PBIS over the past 20 years are summarized.

Wireless Wide Area Networks for School Districts.

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Nair, Prakash

This paper considers a basic question that many schools districts face in attempting to develop affordable, expandable district-wide computer networks that are resistant to obsolescence: Should these wide area networks (WANs) employ wireless technology, stick to venerable hard-wired solutions, or combine both. This publication explores the…

Designing Creative Learning Environments

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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.

A Framework for Building an Interactive Satellite TV Based M-Learning Environment

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Ghassan Issa

2010-07-01

Full Text Available This paper presents a description of an interactive satellite TV based mobile learning (STV-ML framework, in which a satellite TV station is used as an integral part of a comprehensive interactive mobile learning (M-Learning environment. The proposed framework assists in building a reliable, efficient, and cost-effective environment to meet the growing demands of M-Learning all over the world, especially in developing countries. It utilizes recent advances in satellite reception, broadcasting technologies, and interactive TV to facilitate the delivery of gigantic learning materials. This paper also proposed a simple and flexible three-phase implementation methodology which includes construction of earth station, expansion of broadcasting channels, and developing true user interactivity. The proposed framework and implementation methodology ensure the construction of a true, reliable, and cost effective M-Learning system that can be used efficiently and effectively by a wide range of users and educational institutions to deliver ubiquitous learning.

PREFERENCES ON INTERNET BASED LEARNING ENVIRONMENTS IN STUDENT-CENTERED EDUCATION

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Zuhal CUBUKCU

2008-10-01

Full Text Available Nowadays, educational systems are being questionned to find effective solutions to problems that are being encountered, and discussions are centered around the ways of restructuring systems so as to overcome difficulties. As the consequences of the traditional teaching approach, we can indicate that the taught material is not long-lasting but easily forgotten, that students do not sufficiently acquire the knowledge and skills that are aimed at developing, and that students lack transferring their knowledge to real life. In our current situation, individuals prefer to use educational resources where and when they want, based on their individual skills and abilities. Throughout the world, because the internet infrastructure has developed quite rapidly, it has been offered as an alternative way for a rich learning and teaching environment. This study aims at determining teacher candidates’ preferences regarding internet-based learning environments in student-centered education by involving the teacher candidates enrolled at Osmangazi University, Faculty of Education, Primary School Teaching, Mathematics Teaching and Computer and Educational Technologies Education programmes. This study is a descriptive study. The data collection scale consists of the “Constructivist Internet-based Education of Science Scale (CILES-S”. The sample group of teacher candidates in the study showed differences with respect to their preferences regarding internet-based learning in student-centered education. The candidates scored higher in the internet-based learning environments of Cognitive Development and Critical Judgement. The lowest average scores of the sample group were observed in the internet-based learning environment of Episthemologic awareness.

Unsecure School Environment and School Phobic Behavior

Science.gov (United States)

Tukur, Abubakar Hamman; Muhammad, Khadijatu

2017-01-01

This study determines the level of student's school phobic behavior as a result of insecurity of school environment. The study was guided by one research question and one null hypothesis. The population of the study was all the secondary schools in Maiduguri, Borno state numbering about the same of the study was senior secondary students in…

Edmodo social learning network for elementary school mathematics learning

Science.gov (United States)

Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

2017-12-01

A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

Science.gov (United States)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these

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 ...

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.

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

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…

Let's start learning radiation. Supplementary material on radiation for secondary school students

International Nuclear Information System (INIS)

Watanabe, Yoko; Yamashita, Kiyonobu; Shimada, Mayuka

2015-01-01

The Japan Atomic Energy Agency has been organizing training programs for engineers in Asian countries introducing nuclear technology. In 2012, we launched a course ‘Basic Radiation Knowledge for School Education’ as we thought disseminating accurate knowledge on radiation to school students and public would also be important in those countries after Fukushima-Daiichi nuclear power station accident. Ministry of Education, Culture, Sports, Science and Technology - Japan published supplemental learning material on radiation for secondary school students and teachers in Japanese in October 2011. Since the learning material is designed to give a clear explanation of radiation and covers various topics, we thought it would also be beneficial for young students in the world if a learning material in English was available. Therefore, we made a new learning material in English using the topics covered in supplemental learning material on radiation in Japanese as a reference. This learning material has been favourably evaluated by the International Atomic Energy Agency (IAEA) and will be widely used as a practical educational tool in many countries around the world through the IAEA. (author)

Elementary school children's science learning from school field trips

Science.gov (United States)

Glick, Marilyn Petty

This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

A Development of Game-Based Learning Environment to Activate Interaction among Learners

Science.gov (United States)

Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

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.

Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies

Directory of Open Access Journals (Sweden)

Terry K. Smith

2014-03-01

Full Text Available This mixed methods study examined the effectiveness of a virtual world curriculum for teaching elementary students complex science concepts and skills. Data were collected using pre- and post-content tests and a student survey of engaged learning, An additional survey collected teacher observations of 21st century competencies conducive to learning. The study involved a five-day intervention of fifteen 4th grade students in a small Midwestern school using a virtual science computer game from Arizona State University. Thirty elementary teachers from Australia, England, and the United States were surveyed on classroom observations of their elementary students working in the virtual world environment. Research questions guiding the virtual learning study were: (1 do pre- and post-content tests show significant learning in the virtual environment; (2 are students academically engaged during the learning process; and (3 are students actively demonstrating relevant 21st century competencies. The study supports prior research in game-based learning showing measureable learning results, highly engaged, motivated students, and observations of student behaviors conducive to learning science in school, namely collaboration, problem solving, critical thinking/inquiry, global awareness, and technology use.

School Food Environment of Charter Schools in St. Louis

Science.gov (United States)

Linsenmeyer, Whitney; Kelly, Patrick; Jenkins, Steve; Mattfeldt-Berman, Mildred

2013-01-01

Purpose/Objectives: The purpose of this study was to explore the school food environment of charter schools in Saint Louis, Missouri. The objectives were to: (1) describe the participation of charter schools in the National School Lunch Program and (2) describe the prevalence of competitive foods in charter schools. Methods: School administrators…

Enhancing the strategic management of practice learning through the introduction of the role of Learning Environment Manager.

Science.gov (United States)

Congdon, Graham; Baker, Tracey; Cheesman, Amanda

2013-03-01

This paper describes a process evaluation project designed to enhance the strategic management of practice learning within a large Hospital in the North of England. The aim of the project was to introduce the role of the Learning Environment Manager with dedicated responsibility for practice learning of undergraduate student nurses within the Hospital's 49 practice-settings. Whilst aspects of this role were already evident in several of these settings, the project sought to locate and standardise responsibilities related to the organisation and management of learning and teaching in practice explicitly within the existing staffing structure of each practice-setting. Focus group interviews were used to explore significant aspects of the project with key stakeholder groups comprising Learning Environment Managers, the Hospital Clinical Educator, Hospital Department Managers, Ward Managers, Mentors, University Link Lecturers and undergraduate Student Nurses. Interview data were analysed using thematic content analysis. The findings of the project suggest that the Learning Environment Manager role affords providers of practice learning with a robust approach to establish organisation-wide benchmarks that standardise the strategic management of practice learning in collaboration with partner Universities. The role incorporated many operational activities previously undertaken by the Hospital Clinical Educator, thus enabling the Hospital Clinical Educator to make a more strategic contribution to the on-going quality monitoring and enhancement of practice learning across the Hospital. The Learning Environment Manager role was found to provide mentors with high levels of support which in turn helped to promote consistent, positive and holistic practice learning experiences for undergraduate student nurses across the Hospital. Importantly, the role offers a potent catalyst for nurses in practice to regain responsibility for practice learning and re-establish the value of

Principals' Perceptions of Instructional Leadership for Middle School Students of Color with Specific Learning Disabilities

Science.gov (United States)

Shannon-Luster, Beverly

2013-01-01

Instructional leadership is the most important responsibility for principals and the most vulnerable students in need of productive instructional leadership are students of color with specific learning disabilities. Instructional leaders are challenged with creating supportive learning environments and school cultures that promotes the education…

Providing a Platform for Parents? Exploring the Nature of Parental Engagement with School Learning Platforms

Science.gov (United States)

Selwyn, N.; Banaji, S.; Hadjithoma-Garstka, C.; Clark, W.

2011-01-01

This paper investigates how schools are supporting parents' involvement with their children's education through the use of "Learning Platform" technologies--i.e. the integrated use of virtual learning environments, management information systems, communications, and other information and resource-sharing technologies. Based on in-depth…

Supporting School Leaders in Blended Learning with Blended Learning

Science.gov (United States)

Acree, Lauren; Gibson, Theresa; Mangum, Nancy; Wolf, Mary Ann; Kellogg, Shaun; Branon, Suzanne

2017-01-01

This study provides a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning initiatives in their schools. This evaluation found that the program designers effectively…

Freedom Schools Then and Now: A Transformative Approach to Learning

Science.gov (United States)

Watson, Marcia

2014-01-01

The purpose of this paper is to provide a historical and conceptual link between Ella Baker's Freedom School model and Paulo Freire's demand for critical education and emancipatory learning. Ella Baker, situated in the daunting environment of the Civil Rights Movement, saw education as a tool for social mobility for Mississippi residents in 1964.…

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...

Differences between secondary schools : A study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and types of schools

NARCIS (Netherlands)

Opdenakker, MC; Van Damme, J

The results indicate that in Flanders secondary schools of different denomination and of different school type (based on their curriculum offerings) differ with respect to several characteristics. With respect to the educational framework, learning environment and learning climate differences

Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ("Traditional") and Graduate-Entry ("Nontraditional") Medical Students.

Science.gov (United States)

Feeley, Anne-Marie; Biggerstaff, Deborah L

2015-01-01

PHENOMENON: The literature on learning styles over many years has been replete with debate and disagreement. Researchers have yet to elucidate exactly which underlying constructs are measured by the many learning styles questionnaires available. Some academics question whether learning styles exist at all. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the United Kingdom have changed in recent years, so past studies may not be applicable to students today. We wanted to answer a very simple, practical question: what can the literature on learning styles tell us that we can use to help today's medical students succeed academically at medical school? We conducted a literature review to synthesise the available evidence on how two different aspects of learning-the way in which students like to receive information in a learning environment (termed learning "styles") and the motivations that drive their learning (termed learning "approaches")-can impact on medical students' academic achievement. Our review confirms that although learning "styles" do not correlate with exam performance, learning "approaches" do: those with "strategic" and "deep" approaches to learning (i.e., motivated to do well and motivated to learn deeply respectively) perform consistently better in medical school examinations. Changes in medical school entrant demographics in the past decade have not altered these correlations. Optimistically, our review reveals that students' learning approaches can change and more adaptive approaches may be learned. Insights: For educators wishing to help medical students succeed academically, current evidence demonstrates that helping students develop their own positive learning approach using "growth mind-set" is a more effective (and more feasible) than attempting to alter students' learning styles. This conclusion holds true for both "traditional" and graduate

Transforming Science Teaching Environment for the 21st Century Primary School Pupils

Science.gov (United States)

Sheikh Abdullah, Siti Hendon

2016-01-01

The transformation of technology in the 21st century has produced children who are technology savvy and exposed to the internet and social networking at a very young age. These children are already in our school system. Thus teachers too need to use technology and transform the learning environment to meet the requirements of these children. This…

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.

The Public Schools as a Work Environment

Science.gov (United States)

McIntire, Walter G.; Drummond, Robert J.

1975-01-01

Examines the perceptions of elementary and secondary school teachers, and school board members, of the school as a work environment. The Work Environment Preferences Scale, an instrument based on Weber's components of bureaucratic organizations, was administered to all the teachers and board members of a small Maine school district. (Author)

Influence of Mothers' Parenting Styles on Self-Regulated Academic Learning among Saudi Primary School Students

Science.gov (United States)

Alnafea, Tahany; Curtis, David D.

2017-01-01

Much of the research on self-regulation has investigated the influence of school settings. However, fewer studies have concentrated on the home environment and its influence on student's academic behaviour in school. The present research investigates the influence of mothers' parenting styles on students' self-regulated learning behaviours in…

Teaching Design in Adolescent Environments: Twinning Secondary and Tertiary Learning Experiences

Directory of Open Access Journals (Sweden)

David Jones

2004-06-01

Full Text Available Increasingly our landscape architecture teaching and educational pedagogies are facing an internationalisation in approach and expectation. We are positioned within a tertiary learning layer in a tripartite educational system for which each layer assumes certain expectations and outcomes. But their vertical linkages are unclear, and we incorrectly assume continuity of knowledge and skill learning strategies. It is a horizontally stratified teaching setting that we have to work within and while we can think of internationalisation as occurring within our level we need to appreciate that internationalisation is also occurring at the secondary level. This paper discusses the educational environment within which globalisation is occurring, and reviews a project model that builds bridges vertically between secondary and tertiary learning environments. The project displays possibilities in both secondary and tertiary educational sectors, but especially in enhancing and improving the design fluency of our annual incoming cohorts who often possess a naive understanding of built environmental design. Commencing in 1998 as an experimental project, it has been recognised at the South Australian state level as a forward-thinking initiative that has radically transformed secondary school Design teacher's perspectives as to educational possibilities, and substantially matured attitudes to landscape design by both suites of participants. As a consequence, it is an educational project that has experienced requests from numerous secondary schools around the State to participate.

School food environments associated with adiposity in Canadian children.

Science.gov (United States)

Fitzpatrick, C; Datta, G D; Henderson, M; Gray-Donald, K; Kestens, Y; Barnett, T A

2017-07-01

Targeting obesogenic features of children's environment that are amenable to change represents a promising strategy for health promotion. The school food environment, defined as the services and policies regarding nutrition and the availability of food in the school and surrounding neighborhood, is particularly important given that students travel through the school neighborhood almost daily and that they consume a substantial proportion of their calories at school. As part of the Quebec Adipose and Lifestyle Investigation in Youth (QUALITY) cohort study, we assessed features of school indoor dietary environment and the surrounding school neighborhoods, when children were aged 8-10 years (2005-2008). School principals reported on food practices and policies within the schools. The density of convenience stores and fast-food outlets surrounding the school was computed using a Geographical Information System. Indicators of school neighborhood deprivation were derived from census data. Adiposity outcomes were measured in a clinical setting 2 years later, when participants were aged 10-12 years (2008-2011). We conducted cluster analyses to identify school food environment types. Associations between school types and adiposity were estimated in linear regression models. Cluster analysis identified three school types with distinct food environments. Schools were characterized as: overall healthful (45%); a healthful food environment in the surrounding neighborhood, but an unhealthful indoor food environment (22%); or overall unhealthful (33%). Less healthful schools were located in more deprived neighborhoods and were associated with greater child adiposity. Despite regulatory efforts to improve school food environments, there is substantial inequity in dietary environments across schools. Ensuring healthful indoor and outdoor food environments across schools should be included in comprehensive efforts to reduce obesity-related health disparities.

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.

Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment

Science.gov (United States)

Martin, Taylor; Berland, Matthew; Benton, Tom; Smith, Carmen Petrick

2013-01-01

In this paper, we present two studies examining how high school students learn to program in a mobile, social programming environment that we have developed and deployed ("IPRO"). IPRO is delivered, with an associated curriculum, as an iPod Touch app and is freely and publicly available. We find that the affordances of mobility and…

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…

The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School

Science.gov (United States)

Karal, Hasan

2015-01-01

The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a…

Implementation E-Learning among Jordanian School's Management

Science.gov (United States)

Hamadin, Khaled

2017-01-01

This study is designed to determine the level of E-learning Implementation in Jordan schools management. The study also investigated the Implementation of secondary School management towards the use of e-learning. A survey research design was used. A questionnaire was adopted and sent to secondary School management (N = 250) in Jordan schools in…

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...

THE VIRTUAL LEARNING ENVIRONMENTS IN VOCATIONAL EDUCATION: A REPORT OF BLENDED LEARNING EXPERIENCES

Directory of Open Access Journals (Sweden)

Paulo Roberto Prado Constantino

2013-07-01

Full Text Available This paper presents an experiment in uses of virtual learning environments (VLE in the vocational education, evaluated by the Educational Supervision of Vocational and Secondary Schools of Paula Souza Center. The experience occurred in Etec "Jacinto Ferreira de Sá", São Paulo, Brazil, between 2009 and 2011, where the reported activities were organized and developed in the degree of Music, with students of different ages. Using specifics instruments to qualitative research for data collection were selected class record books, the reports to the virtual environment, the records of the participants' personal reflections, interviews and examination of the minutes of class councils involved. The experience has served as a basis for replication in other contexts and vocational courses presented by the institution.

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…

E-Learning and Role of World Wide Web in E-Learning

OpenAIRE

Jahankhani, Hossein

2012-01-01

This paper reviews some of the aspects of the E-learning through the World Wide Web. E-revolution as new phenomenon influenced the society by its means and strategies. E-learning is one of the sub-products of E-revolution, towards making more convenient and effective learning. In time Internet become a source of information, people start to learn through the Internet instead of books. It gives the flexibility to remote access at any time. The working people and the students are inspired by th...

EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial.

Science.gov (United States)

Westrupp, Elizabeth M; Bennett, Clair; Cullinane, Meabh; Hackworth, Naomi J; Berthelsen, Donna; Reilly, Sheena; Mensah, Fiona K; Gold, Lisa; Bennetts, Shannon K; Levickis, Penny; Nicholson, Jan M

2018-05-02

Targeted interventions during early childhood can assist families in providing strong foundations that promote children's health and wellbeing across the life course. There is growing recognition that longer follow-up times are necessary to assess intervention outcomes, as effects may change as children develop. The Early Home Learning Study, or 'EHLS', comprised two cluster randomized controlled superiority trials of a brief parenting intervention, smalltalk, aimed at supporting parents to strengthen the early childhood home learning environment of infants (6-12 months) or toddlers (12-36 months). Results showed sustained improvements in parent-child interactions and the home environment at the 32 week follow-up for the toddler but not the infant trial. The current study will therefore follow up the EHLS toddler cohort to primary school age, with the aim of addressing a gap in literature concerning long-term effects of early childhood interventions focused on improving school readiness and later developmental outcomes. 'EHLS at School' is a school-aged follow-up study of the toddler cluster randomized controlled trial (n = 1226). Data will be collected by parent-, child- and teacher-report questionnaires, recorded observations of parent-child interactions, and direct child assessment when children are aged 7.5 years old. Data linkage will provide additional data on child health and academic functioning at ages 5, 8 and 10 years. Child outcomes will be compared for families allocated to standard/usual care (control) versus those allocated to the smalltalk program (group program only or group program with additional home coaching). Findings from The Early Home Learning Study provided evidence of the benefits of the smalltalk intervention delivered via facilitated playgroups for parents of toddlers. The EHLS at School Study aims to examine the long-term outcomes of this initiative to determine whether improvements in the quality of the parent

Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools.

Science.gov (United States)

Back, David Alexander; Behringer, Florian; Harms, Tina; Plener, Joachim; Sostmann, Kai; Peters, Harm

2015-09-03

The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools. A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey®. Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means. The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties. While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning

Effect of Cognitive Style on Learning and Retrieval of Navigational Environments

Directory of Open Access Journals (Sweden)

Maddalena Boccia

2017-07-01

Full Text Available Field independence (FI has been found to correlate with a wide range of cognitive processes requiring cognitive restructuring. Cognitive restructuring, that is going beyond the information given by the setting, is pivotal in creating stable mental representations of the environment, the so-called “cognitive maps,” and it affects visuo-spatial abilities underpinning environmental navigation. Here we evaluated whether FI, by fostering cognitive restructuring of environmental cues on the basis of an internal frame of reference, affects the learning and retrieval of a novel environment. Fifty-four participants were submitted to the Embedded Figure Test (EFT for assessing their Cognitive Style (CS and to the Perspective Taking/Spatial Orientation Test (PTSOT and the Santa Barbara Sense of Direction Scale (SBSOD for assessing their spatial perspective taking and orientation skills. They were also required to learn a path in a novel, real environment (route learning, RL, to recognize landmarks of this path among distracters (landmark recognition, LR, to order them (landmark ordering, LO and to draw the learned path on a map (map drawing, MD. Retrieval tasks were performed both immediately after learning (immediate-retrieval and the day after (24 h-retrieval. Performances on EFT significantly correlated with the time needed to learn the path, with MD (both in the immediate- and in the 24 h- retrievals, results on LR (in 24-retrieval and performances on PTSOT. Interestingly, we found that gender interacted with CS on RL (time of learning and MD. Females performed significantly worse than males only if they were classified as FD, but did not differ from males if they were classified as FI. These results suggest that CS affects learning and retrieval of navigational environment, especially when a map-like representation is required. We propose that CS may be pivotal in forming the cognitive map of the environment, likely due to the higher ability of FI

Exploring the Effectiveness of Engagement in a Broad Range of Disciplinary Practices on Learning of Turkish High-School Chemistry Students

Science.gov (United States)

Seda Cetin, Pinar; Eymur, Guluzar; Southerland, Sherry A.; Walker, Joi; Whittington, Kirby

2018-01-01

This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of…

Practical Considerations in Creating School-Wide Positive Behavior Support in Public Schools

Science.gov (United States)

Handler, Marcie W.; Rey, Jannette; Connell, James; Thier, Kimberly; Feinberg, Adam; Putnam, Robert

2007-01-01

School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic…

A success model and implementation on examining teacher’s attitude in using frog virtual learning environment

Directory of Open Access Journals (Sweden)

Wan Rozaini Sheik Osman

2017-12-01

Full Text Available The Frog Virtual Learning Environment (Frog VLE together with school administrators, teachers, students and parents has formed the concept of a virtual community within the school environment. The research uses a qualitative approach that involves interviewing four selected teachers in a primary school located in the district of Baling/ Sik, Kedah. The study employs a structured questionnaire as an interview protocol instrument. The questionnaires were also distributed to sixteen other teachers to compare the responses. The findings showed that teachers were using Frog VLE application and it helps in teaching and learning. Frog VLE also motivates teachers to teach better. However, not all teachers are comfortable using it because there are many obstacles and constraints that teachers face when applying them. The analysis of result from the teacher’s attitude indicated that there was an important relationship between the teacher’s basic knowledge of ICT and the skills in accessing the Frog VLE.

Affinity Spaces: How Young People Live and Learn on Line and out of School

Science.gov (United States)

Gee, James Paul

2018-01-01

In the digital age, young people's most powerful learning opportunities often occur online, in experiences and environments created by people working outside of the K-12 school system. In a sense, the internet has given new life to an older, less formal approach to education, in which individuals seek out and learn from others who share their…

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.

Brain-wide maps of Fos expression during fear learning and recall.

Science.gov (United States)

Cho, Jin-Hyung; Rendall, Sam D; Gray, Jesse M

2017-04-01

Fos induction during learning labels neuronal ensembles in the hippocampus that encode a specific physical environment, revealing a memory trace. In the cortex and other regions, the extent to which Fos induction during learning reveals specific sensory representations is unknown. Here we generate high-quality brain-wide maps of Fos mRNA expression during auditory fear conditioning and recall in the setting of the home cage. These maps reveal a brain-wide pattern of Fos induction that is remarkably similar among fear conditioning, shock-only, tone-only, and fear recall conditions, casting doubt on the idea that Fos reveals auditory-specific sensory representations. Indeed, novel auditory tones lead to as much gene induction in visual as in auditory cortex, while familiar (nonconditioned) tones do not appreciably induce Fos anywhere in the brain. Fos expression levels do not correlate with physical activity, suggesting that they are not determined by behavioral activity-driven alterations in sensory experience. In the thalamus, Fos is induced more prominently in limbic than in sensory relay nuclei, suggesting that Fos may be most sensitive to emotional state. Thus, our data suggest that Fos expression during simple associative learning labels ensembles activated generally by arousal rather than specifically by a particular sensory cue. © 2017 Cho et al.; Published by Cold Spring Harbor Laboratory Press.

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…

A Platform of Constructivist Learning in Practice: Computer Literacy Integrated into Elementary School

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Ivan Garcia

2010-06-01

Full Text Available In Mexico, the conventional teaching approach, when applied specifically to elementary school, seems to fall short of attaining the overall quality objective. The main consequence of this problem is when teachers are not sure that their students really understand the dynamic nature of concepts and mechanism since an early age, particularly in elementary school. This paper presents a pedagogical/technological platform, based on constructivism ideas, as a means of making the learning process in elementary school more efficient and interesting. The constructivist platform presented here uses graphical simulators developed for Web 2.0 as a support tool, creating a teaching and learning environment in which practical experiments can be undertaken as each topic is introduced and explained.

The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

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Tas, Yasemin

2016-01-01

This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…

Cooperative Learning in Elementary Schools

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Slavin, Robert E.

2015-01-01

Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Although cooperative learning methods are used for different age groups, they are particularly popular in elementary (primary) schools. This article discusses methods and theoretical perspectives on cooperative learning for the…

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...

Teacher Practice and Pedagogical Competence Building in a Digitally Permeated Learning Environment

DEFF Research Database (Denmark)

Levinsen, Karin Tweddell

2017-01-01

Teachers in Danish primary schools face new professional challenges because digital learning environments are changing the professional practices regarding pedagogy, classroom management and the agency, roles and relationships between students and teachers. This paper presents the results from...... a qualitative research and development study conducted as an action research-based case study. The study aimed to explore the impact on teachers’ practice in a digitally permeated learning environment and to identify areas for their competence building. The research questions were as follows: 1) What options...... research, the researcher and the teachers collaboratively discussed the emerging challenges regarding the students' ability to take on responsibility and agence, and explored new practices and methods. The anthropological data collection methods included observation and thick description, informal...

COMPUTER ALGEBRA, VIRTUAL LEARNING ENVIRONMENT AND MEANINGFUL LEARNING: IS IT POSSIBLE?

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Celina A. A. P. Abar

2011-03-01

Full Text Available A major challenge faced by teachers nowadays relates to the usage of proper educational technology to achieve a true and meaningful learning experience involving time for reflection. Teachers constantly seek new ways to improve instruction, but in virtual learning environments they often find themselves in a new role, interacting in a dynamic system with students and simultaneously acquiring new skills related to the tools in use. In this paper we address this question by conducting an online course aimed at primary and secondary school mathematics teachers, designed to investigate the effective use of GeoGebra and Moodle. The tools selected for the course are free and easy to use, an important factor for the new technology to be incorporated into teaching practice. The course results show that a well-constructed proposal is able to meet the expectations of teachers. Furthermore, the usage of new technologies involves, beyond technical issues, changes in the behavior and in the relationships between the actors involved.

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...

The Battle River Project: school division implementation of the health-promoting schools approach: assessment for learning: using student health and school capacity measures to inform action and direct policy in a local school district.

Science.gov (United States)

Gleddie, Douglas L; Hobin, Erin P

2011-03-01

The Battle River Project (BRP) is a school division-level intervention in rural Alberta, Canada, built upon the health-promoting schools approach to health promotion. Using self-reported school and student-level data from administrators and students, the central aim of the BRP is to examine: 'How can the school environment and health behaviours (healthy eating, physical activity and mental wellness) of children and youth be improved when a health-promoting schools model, the Ever Active Schools program, is implemented with school division support?' Evidence used to inform school level changes included students' demographic, behavioral, and psychosocial variables linked to school environment data, comprised of school demographics and administrator-assessed quality of policies, facilities, and programs related to physical activity. Each participating school and the division were provided with a tailored report of their schools' results to reflect, plan and implement for positive health behavior change. The main lesson learned was that sharing school-specific evidence can operate as a catalyst for embedding health promoting policy and practices within the school and division culture.

Technology-Based Participatory Learning for Indigenous Children in Chiapas Schools, Mexico

Science.gov (United States)

Heredia, Yolanda; Icaza, Jose I.

2012-01-01

This research created a technology-based learning environment at two schools belonging to the National Council of Educational Development (CONAFE) for indigenous children in the state of Chiapas, Mexico. The purpose of the study was to describe the educational impact of using the Classmate PC netbooks and the Sugar Educational Platform in the…

School environment and school type as correlates of secondary ...

African Journals Online (AJOL)

Indiscipline among secondary school students has been the topic of most intellectual debates worldwide because it's adverse effects on educational achievement and performance. This research therefore examines the influence of school types and school environment (facilities) on students' disciplinary behavior in some ...

The dynamics of student learning within a high school virtual reality design class

Science.gov (United States)

Morales, Teresa M.

This mixed method study investigated knowledge and skill development of high school students in a project-based VR design class, in which 3-D projects were developed within a student-centered, student-directed environment. This investigation focused on student content learning, and problem solving. Additionally the social dynamics of the class and the role of peer mentoring were examined to determine how these factors influenced student behavior and learning. Finally, parent and teachers perceptions of the influence of the class were examined. The participants included freshmen through senior students, parents, teachers and the high school principal. Student interviews and classroom observations were used to collect data from students, while teachers and parents completed surveys. The results of this study suggested that this application of virtual reality (VR) learning environment promoted the development of; meaningful cognitive experiences, creativity, leadership, global socialization, problem solving and a deeper understanding of academic content. Further theoretical implications for 3-D virtual reality technology are exceedingly promising, and warrant additional research and development as an instructional tool for practical use.

Impact of Maine's statewide nutrition policy on high school food environments.

Science.gov (United States)

Whatley Blum, Janet E; Beaudoin, Christina M; O'Brien, Liam M; Polacsek, Michele; Harris, David E; O'Rourke, Karen A

2011-01-01

We assessed the effect on the food environments of public high schools of Maine's statewide nutrition policy (Chapter 51), which banned "foods of minimal nutritional value" (FMNV) in public high schools that participated in federally funded meal programs. We documented allowable exceptions to the policy and describe the school food environments. We mailed surveys to 89 high school food-service directors to assess availability pre-Chapter 51 and post-Chapter 51 of soda, other sugar-sweetened beverages, and junk food. Frequency data were tabulated pre-Chapter 51 and post-Chapter 51, and Fisher exact test was used to assess significance in changes. We conducted food and beverage inventories at 11 high schools. The survey return rate was 61% (N = 54). Availability of soda in student vending significantly decreased pre-Chapter 51 versus post-Chapter 51 (P = .04). No significant changes were found for other sugar-sweetened beverages and junk food. Exceptions to Chapter 51 were permitted to staff (67%), to the public (86%), and in career and technical education programs (31%). Inventories in a subset of schools found no availability of soda for students, whereas other sugar-sweetened beverages and junk food were widely available in à la carte, vending machines, and school stores. Candy, considered a FMNV, was freely available. Soda advertisement on school grounds was common. Student vending choices improved after the implementation of Chapter 51; however, use of FMNV as the policy standard may be limiting, as availability of other sugar-sweetened beverages and junk food was pervasive. School environments were not necessarily supportive of the policy, as advertisement of soda was common and some FMNV were available. Furthermore, local exceptions to Chapter 51 likely reduced the overall effect of the policy.

The Role of Virtual Learning Environment in Improving Information and Communication Technology Adoption in Teaching Exploring How Virtual Learning Environments Improve University Teacher's Attitudes about the Use of Information and Communication Technology

Science.gov (United States)

Ageel, Mohammed

2012-01-01

The adoption of ICT-enabled teaching in contemporary schools has largely lagged behind despite its obvious and many benefits, mainly because teachers still hold ignorant, misinformed and highly negative attitudes towards ICT-enabled teaching. This article aimed at investigating the effect of Virtual Learning Environments (VLE) on university…

TEACHER’S PROFESSIONAL COMPETENCE IN E-LEARNING ENVIRONMENT: CONTENT AND SPHERES OF APPLICATION

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Irene Stetsenko

2015-09-01

Full Text Available The article lays bare the notion “e-learning”. It presents and reasons the advantages of using e-learning tools and technologies. It shows the contents of teachers’ professional competence in the field of information and communication technologies. The problems and ways to compile and update the skills required to work effectively in e-learning environment in the context of continuous pedagogical educational system (pedagogical high school student-teacher-teacher educational organization are discussed in the article as well.

Interactive learning environments in augmented reality technology

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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.

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

A Coterminous Collaborative Learning Model: Interconnectivity of Leadership and Learning

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Ilana Margolin

2012-05-01

Full Text Available This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.

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

School Autonomy, Leadership and Learning: A Reconceptualisation

Science.gov (United States)

Cheng, Yin Cheong; Ko, James; Lee, Theodore Tai Hoi

2016-01-01

Purpose: The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning.…

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.

Yoga as a School-Wide Positive Behavior Support

Science.gov (United States)

Accardo, Amy L.

2017-01-01

A yoga-based school-wide positive behavior support (SWPBS) may provide a foundation for teaching mindfulness and self-regulation in K-12 schools. Here, the use of yoga as a SWPBS was examined through a review of existing literature and interviews of yoga program facilitators. Yoga was reported to be effective as a pedagogical approach, and found…

LEARNING ENVIRONMENT, SELF-EFFICACY, AND ATTITUDE IMPACT VOCATIONAL STUDENTS’ ENTREPRENEURIAL INTENTION?

OpenAIRE

Saptono, Ari; Purwana E.S., Dedi

2016-01-01

This research aims to examine the impact of learning environment, self-efficacy, and an entrepreneurial attitude towards entrepreneurial intention of Vocational High School students in DKI Jakarta. This study applied survey method with causal approach. Sampling techniques is random cluster sampling stages whose result in sample of 310 respondents. Research data was collected by questionnaires and then analyzed with path analysis. Research results empirically show that: a) Students entrepreneu...

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…

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 ...

Learned Helplessness and Learning Goals: Role played in School Refusal. A Study on Italian Students.

Directory of Open Access Journals (Sweden)

Luana Sorrenti

2016-08-01

Full Text Available Literature on school refusal has shown a link between school refusal and poor school performance. However, there has been little investigation into the individual underlying factors, and specifically factors directly related to the learning process, such as the learning goals of students and their expectations of success and/or failure. The main purpose of the present study is to investigate the influence of Learned Helplessness (LH and learning goals on school refusal. We hypothesized that LH and learning goals exert a unique role in predicting school refusal above and beyond the roles of academic achievement, age, and gender. The sample consisted of 201 Italian students with an average age of 11.93, with both low (57.2 % of students and high (42.8 % academic achievement. School refusal, LH, and learning goals were measured by means of questionnaires. The results confirm the hypothesis of this study; in fact, we found that learning goals and, above all, LH play a more predictive role of school refusal than academic achievement. These results extend previous studies on school refusal and, for the first time, they provide additional knowledge about this problem, analyzing the relationship between school refusal, learning goals, and LH, still neglected in the literature. Implications on the psychological well-being of students are discussed.

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

Too Scared to Learn? The Academic Consequences of Feeling Unsafe at School. Working Paper #02-13

Science.gov (United States)

Lacoe, Johanna

2013-01-01

A safe environment is a prerequisite for productive learning. This paper represents the first large-scale analysis of how feelings of safety at school affect educational outcomes. Using a unique longitudinal dataset of survey responses from New York City middle school students, the paper provides insight into the causal relationship between…

A Model of Successful Adaptation to Online Learning for College-Bound Native American High School Students

Science.gov (United States)

Kaler, Collier Butler

2012-01-01

Purpose: The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment. Design/methodology/approach: In total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed.…

Effects of Game-Based Learning in an Opensim-Supported Virtual Environment on Mathematical Performance

Science.gov (United States)

Kim, Heesung; Ke, Fengfeng

2017-01-01

This experimental study was intended to examine whether the integration of game characteristics in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement for elementary school students. In this pre- and posttest experimental comparison study, data were collected from 132 fourth graders through an…

Architecture of Schools: The New Learning Environments.

Science.gov (United States)

Dudek, Mark

This guide focuses on the architecture of the primary and pre-school sector in the United Kingdom and broadly considers the subtle spatial and psychological requirements of growing children up to, and beyond, the age of sixteen. Chapter 1 examines the history, origins, and significant historical developments of school architecture, along with an…

Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways