LEARNING ENVIRONMENTS RESEARCH最新文献_第6页

Tracing teachers' perceptions of entanglement of digitally-mediated educational activities and learning environments: a practice-oriented method. 追踪教师对数字媒介教育活动和学习环境纠缠的感知：一种面向实践的方法。

IF 2.7

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2023-01-01 Epub Date: 2022-11-24 DOI: 10.1007/s10984-022-09442-w

Katri Sarkio, Tiina Korhonen, Kai Hakkarainen

{"title":"Tracing teachers' perceptions of entanglement of digitally-mediated educational activities and learning environments: a practice-oriented method.","authors":"Katri Sarkio, Tiina Korhonen, Kai Hakkarainen","doi":"10.1007/s10984-022-09442-w","DOIUrl":"10.1007/s10984-022-09442-w","url":null,"abstract":"School spaces, technologies, and educational activities shape each other reciprocally. This mixed-methods study (i) developed a methodological framework for tracing the interdependence between school spaces, digital instruments, and teachers' practices in their use, and (ii) created practice-based knowledge about the relations of teachers' perceptions of educational activities to school spaces in order to acknowledge architects and educational practitioners in designing learning environments that support educational renewal. We participated in the construction process of a new general upper-secondary school building in Finland, taking into consideration the school's operating culture and teachers' pedagogic needs (social aspects), as well as the mediation of school spaces by digitalization and national curriculum reformation (material aspects). The data were collected through a teacher survey (n = 31), teacher interviews (n = 10), and the analysis of group notes that teachers (n = 39) generated in a participatory workshop. The results revealed that teachers consider it critical in the design of new learning environments to foster a collaborative and multidisciplinary school culture that emphasizes learners' wellbeing and inclusion, as well as utilizing readily-available digital instruments with basic-level functionality. The developed methodological framework appeared suitable for visualizing (with radar charts) the sociomaterial interdependence of school spaces, digital instruments, and teachers' personal and collective pedagogical activities. We argue that teachers' perceptions of school spaces, digital instruments, and pedagogic practices entanglement consolidates learning environments design from an educational point of view and should be taken into consideration when constructing new school buildings.","PeriodicalId":39853,"journal":{"name":"LEARNING ENVIRONMENTS RESEARCH","volume":"26 2","pages":"469-489"},"PeriodicalIF":2.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9702849/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9565634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

New actors and new learning spaces for new times: a framework for schooling that extends beyond the school. 新时代的新行动者和新学习空间：超越学校的学校教育框架。

IF 2.7

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2023-01-01 Epub Date: 2022-10-11 DOI: 10.1007/s10984-022-09432-y

Cornelia Connolly, Cliona Murray, Bernadine Brady, Gerry Mac Ruairc, Pat Dolan

引用次数: 0

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic. 混合灵活(HyFlex)教学和学习:在大流行期间攀登同步在线和面对面研讨会的实施挑战之山。

IF 2.9

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2023-01-01 DOI: 10.1007/s10984-022-09408-y

Michael Detyna, Rodrigo Sanchez-Pizani, Vincent Giampietro, Eleanor J Dommett, Kyle Dyer

{"title":"Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic.","authors":"Michael Detyna, Rodrigo Sanchez-Pizani, Vincent Giampietro, Eleanor J Dommett, Kyle Dyer","doi":"10.1007/s10984-022-09408-y","DOIUrl":"https://doi.org/10.1007/s10984-022-09408-y","url":null,"abstract":"In 2020, King's College London introduced HyFlex teaching as a means to supplement online and face-to-face teaching and to respond to Covid-19 restrictions. This enabled teaching to a mixed cohort of students (both online and on campus). This article provides an outline of how such an approach was conceptualized and implemented in a higher-education institution during an intense three-month period over that summer and prior to the limited re-opening of the university campus. This was a new approach that offers a number of pointers for reflection and provides key insights in on this novel learning environment and the physical and pedagogical contexts in which learning can occur. Technical implementation factors are detailed, along with both reflections on challenges and solutions. Pedagogical issues such as cognitive load, social presence, and resolving the issues of a cohort spread across two locations are discussed. While we should be mindful of the limitations of this relatively-specific research, and shouldn't therefore over-extrapolate our findings, one key finding is that delivering Hyflex is associated with a higher cognitive load. Further, the audio quality of our implementation enhanced the feeling of presence in the learning environment. We recommend providing appropriate technical and pedagogical training, as well as audio-visual and digital education support.","PeriodicalId":39853,"journal":{"name":"LEARNING ENVIRONMENTS RESEARCH","volume":"26 1","pages":"145-159"},"PeriodicalIF":2.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8982310/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10829243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 21

Perspective of educational environment on students' perception of teaching and learning. 教育环境对学生教学感知的影响。

IF 2.9

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2023-01-01 Epub Date: 2022-11-02 DOI: 10.1007/s10984-022-09428-8

Falguni Singh, Monika Saini, Ashish Kumar, Seeram Ramakrishna, Mousumi Debnath

{"title":"Perspective of educational environment on students' perception of teaching and learning.","authors":"Falguni Singh, Monika Saini, Ashish Kumar, Seeram Ramakrishna, Mousumi Debnath","doi":"10.1007/s10984-022-09428-8","DOIUrl":"10.1007/s10984-022-09428-8","url":null,"abstract":"Cross-sectional research was designed using the Dundee Ready Education Environment Measure (DREEM) to examine the impact of the educational environment on students' perceptions of learning and teaching in a university offering higher education. Using a Likert scale, 300 participants from various streams were assessed. There were no disparities in the students' judgments in the five DREEM categories of discipline, accommodation, gender, level of study, and disciplines. In general, students judged that the student-teaching environment was satisfactory. To investigate the validity of the DREEM, we conducted Cronbach alpha analysis and exploratory factor analysis (EFA) employing principal component analysis with varimax rotation. Only 44 of the 50 factors were deemed to be significant, with a cumulative explained variance of 46.539%. The total construct dependability of the EFA nine-factor solutions was 0.954. Finally, only five acceptable factors explained 46.539% variance using the criteria of eigenvalue > 1 and Cronbach's alpha > 0.6. Factor analysis was appropriate as evidenced by the Kaiser-Meyer-Olkin Measure of Sampling Adequacy of 0.942. With a Cronbach alpha of 0.955, the revised first domain of \"student perception of learning\" was the most trustworthy DREEM item, accounting for 20.19% of the variance. The highest factor loading was for the item \"Teaching helps me become a more active learner\". A redesigned DREEM might be valuable for assessing the educational environment at institutions providing higher education.","PeriodicalId":39853,"journal":{"name":"LEARNING ENVIRONMENTS RESEARCH","volume":"26 2","pages":"337-359"},"PeriodicalIF":2.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9629770/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9516880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Physical learning environments' supportiveness to innovative pedagogies: students' and teachers' experiences. 物理学习环境对创新教学法的支持：学生和教师的经验。

IF 2.9

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2023-01-01 Epub Date: 2022-11-08 DOI: 10.1007/s10984-022-09433-x

S Baars, G L M Schellings, J P Joore, P J V van Wesemael

{"title":"Physical learning environments' supportiveness to innovative pedagogies: students' and teachers' experiences.","authors":"S Baars, G L M Schellings, J P Joore, P J V van Wesemael","doi":"10.1007/s10984-022-09433-x","DOIUrl":"10.1007/s10984-022-09433-x","url":null,"abstract":"Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers' and students' experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework. This framework, which brings together the multitude of PLE and PSLE aspects, was used to map and analyse teachers' and students' experiences that were gathered in focus group interviews. The PPR framework proved useful in analysing the results and comparing them with previous research. Previously-identified relationships were confirmed, clarified, and nuanced. The results underline the importance of the attunement of system aspects to pedagogical and spatial changes, and of a psychosocial-physical relational approach in designing and implementing new learning environments, including the involvement of actors in the discourse within and between the different system levels. Interventions can be less invasive, resistance to processes could be reduced, and innovative PLEs could be used more effectively.","PeriodicalId":39853,"journal":{"name":"LEARNING ENVIRONMENTS RESEARCH","volume":"26 2","pages":"617-659"},"PeriodicalIF":2.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9643926/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9517357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Stable and unstable associations between learning environment factors and study approaches: two consecutive cross-sectional analyses of Norwegian occupational therapy students. 学习环境因素和学习方法之间的稳定和不稳定关联：对挪威职业治疗学生的连续两次横断面分析。

IF 2.9

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2023-01-01 Epub Date: 2022-12-24 DOI: 10.1007/s10984-022-09445-7

Gry Mørk, Linda Stigen, Astrid Gramstad, Trine A Magne, Tove Carstensen, Tore Bonsaksen

{"title":"Stable and unstable associations between learning environment factors and study approaches: two consecutive cross-sectional analyses of Norwegian occupational therapy students.","authors":"Gry Mørk, Linda Stigen, Astrid Gramstad, Trine A Magne, Tove Carstensen, Tore Bonsaksen","doi":"10.1007/s10984-022-09445-7","DOIUrl":"10.1007/s10984-022-09445-7","url":null,"abstract":"Relationships between learning environment variables and students' approaches to studying have been investigated from many points of view over the last decades. However, few studies have explored whether such relationships are stable over time. In the two consecutive cross-sectional analyses performed in this study, Norwegian occupational therapy students' perceptions of their learning environment and their approaches to studying were assessed in the second (162 students) and third (193 students) year of their study program. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students, with the aim of exploring whether associations between learning environment variables and study approaches were stable across time. The data were analyzed with hierarchical linear regression analyses. Relatively stable associations with students' study approaches were found for the learning environment variables of 'generic skills' and 'appropriate workload'. The learning environment variables of 'clear goals and standards' and 'student autonomy' were directly associated with study approaches in both study years, but the nature of the associations shifted during the study period. Thus, knowledge of stability and change in these relationships could assist faculty in promoting a well-functioning learning environment throughout the study program.","PeriodicalId":39853,"journal":{"name":"LEARNING ENVIRONMENTS RESEARCH","volume":"26 2","pages":"539-554"},"PeriodicalIF":2.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9789368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9512152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How to teach critical thinking: an experimental study with three different approaches. 如何教授批判性思维:三种不同方法的实验研究。

IF 2.9

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2023-01-01 DOI: 10.1007/s10984-022-09413-1

Ali Orhan, Şule Çeviker Ay

引用次数: 5

The lived experiences of health science graduate students with anxiety and depression. 患有焦虑症和抑郁症的健康科学研究生的生活经历。

IF 2.9

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2022-12-30 DOI: 10.1007/s10984-022-09448-4

Melissa M Sweetman, Neha Tripathi, Katherine Danella, Sara Hupp, McKenzie Muse, Taylor Rothrock, Ashton Williams

{"title":"The lived experiences of health science graduate students with anxiety and depression.","authors":"Melissa M Sweetman, Neha Tripathi, Katherine Danella, Sara Hupp, McKenzie Muse, Taylor Rothrock, Ashton Williams","doi":"10.1007/s10984-022-09448-4","DOIUrl":"10.1007/s10984-022-09448-4","url":null,"abstract":"Health science graduate programs are intensive experiences in students' lives which can contribute to perceived symptoms of anxiety and/or depression. The consequent impact of these symptoms can have an overall effect on the graduate students' ability to participate in their daily lives, along with their program of study. The purpose of this study was to understand the lived experiences of health science graduate students who experience perceived signs and symptoms of anxiety and/or depression. An open-ended, qualitative phenomenological survey was used to understand the experiences of 56 Doctor of Occupational Therapy, Doctor of Physical Therapy, and Doctor of Pharmacy students at a university in the southeastern United States. Three themes were identified from the data: the cyclic effect of symptoms and triggers; the importance of support systems; and the benefit of coping skill utilization. Future research is needed to understand the effects of preventive and rehabilitative measures to address health science graduate students' mental health.","PeriodicalId":39853,"journal":{"name":"LEARNING ENVIRONMENTS RESEARCH","volume":" ","pages":"1-18"},"PeriodicalIF":2.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9800231/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10489515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Program quality, control, value, and emotions in summer STEM programs: an examination of control-value theory in an informal learning context 夏季STEM项目中的项目质量、控制、价值和情绪:非正式学习环境中控制价值理论的检验

IF 2.9

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2022-12-30 DOI: 10.1007/s10984-022-09439-5

Patrick N. Beymer, Kristy A. Robinson, Neil Naftzger, Jennifer A. Schmidt

引用次数: 0

Examining the general structure of learning environments designed in education: bibliometric analysis between 1970 and 2022 考察教育中设计的学习环境的一般结构:1970年至2022年间的文献计量学分析

IF 2.9

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2022-12-30 DOI: 10.1007/s10984-022-09452-8

Meltem Koçak, Y. Soylu

引用次数: 3