Adequate Learning Environment Research Articles

How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability.

Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted for the overall sample and by grade (nGrade1&2 = 830; nGrade3&4 = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first-born children more accurately than last-born children. Higher-educated parents showed higher judgment accuracy.

Indicators of The Quality of The Didactic Process in Higher Education from The Student’s Perspective

Abstract Quality in education represents a predictor of education for sustainability development. This article aims to measure: (a) the level of satisfaction perceived by students regarding the development of the didactic communication process (OS1) (b) the assessment of the importance given by the student to the organizational and didactic practices necessary to increase the quality of university education (OS2). The research is quantitative, and its specific tools were designed considering the following variables: (a) dependent variables: satisfaction, and knowledge, and (b) independent variables: indicators of effective communication quality, teacher competencies, effective learning practices, quality of training, importance and performance in training professional and transversal skills, indicators of conflict of interest and ethical dilemmas. The data processing aimed at determining the average scores for each dimension investigated and their ranking was based on the values obtained for each provided subsample. The resulting values have an average score of 1.45 and 1.34, respectively, revealing a relatively small distance between those two dimensions. This leads us to appreciate that students know the role, place and importance of the learning environment in increasing academic performance. Providing support services for students is also perceived as important since the average score obtained is 1.23 - not far from the average of those related to the learning environment. Didactic communication contributes to the efficiency of the didactic process; it is appreciated that empathy, personal integrity and expressiveness are the attributes that any teacher must possess; compliance with the rules can be considered a pillar of academic quality and academic success. At the ranking level, those dimensions rank first in importance, followed by “learning autonomy” (second place), ensuring an adequate learning environment (third place) and providing support services for students (fourth place).

Gerakan literasi berbasis inklusi sosial di Taman Bacaan Masyarakat Sehati Kabupaten Bandung

The Sehati Community Reading Park (Taman Bacaan Masyarakat, TBM) in Bandung Regency is an initiative aimed at enhancing the reading interest of the community, especially in the Cimaung District of Bandung Regency. The literacy movement, organized by TBM Sehati, is designed for all ages, from children to adults. This research aims to understand the literacy movement at the Sehati TBM in Bandung Regency by analyzing the types of activities conducted and the benefits of the literacy movement. A qualitative approach through a case study research method was used in this study. The results indicate that the activities within the literacy movement at TBM Sehati are divided into two categories: routine and non-routine activities. Routine activities include reading and writing training, religious study groups, training for managers and volunteers, as well as drawing and painting workshops. Non-routine activities include baking training, waste management programs (fabric and cattle waste), and writing training (village journalism). The community literacy movement aims to improve the local economy, provide free access to knowledge, offer skills in arts and culture, and ensure an adequate learning environment. Volunteers gain knowledge, experience, a sense of joy, and gratitude. TBM managers also receive community support and trust, establish relationships and cooperation with various parties, benefit financially, and gain unexpected experiences and opportunities. The research concludes that the activities within the literacy movement at TBM Sehati have positively impacted the surrounding community, volunteers, and the TBM managers themselves.

Level of Satisfaction with the Learning Environment and Transition to Employment among Health Professions Graduates at a Ugandan Medical School

Background. To ensure training quality, medical training institutions must provide an adequate learning environment and prepare trainees for work but there is research paucity on the subject. We determined the level of satisfaction with the learning environment and transition to employment among graduates of a Ugandan medical school. Materials and Methods. We conducted an online cross‐sectional survey among graduates of Mbarara University of Science and Technology medical school in Uganda, graduating between 1995 and 2020 between March and November 2022. We used Likert scales to measure satisfaction with the learning environment and assessed relevance of the training in transition to the job market. Participants were reached by snowballing and data were analyzed using R‐Studio. Results. A total of 361 graduates responded to the survey. Majority were male (72%) and reported having formal employment (94%). Most (57.4%) of the graduates were satisfied with the quality of teaching at medical school. In contrast, fewer graduates (31.2%) were satisfied with the state of the infrastructure at the university and the opportunities available to influence medical school policy such as inclusion on key medical school governance committees. Majority (85%) utilized the knowledge and skills acquired at university in their current job and 75% were satisfied with their ability to perform well under pressure. However, only 37% and 25.4% reported that the medical school supported them in internship and employment search. Conclusion. Students were satisfied with the teaching quality at the university and their ability to perform well at their jobs. However, gaps exist in infrastructure and preparation for transition to jobs. Hence, a need to improve infrastructure.

How Interior Design Impacts Learning Performance for Children with Special Needs in Surabaya

According to Indonesia’s Central Statistics Agency (BPS), the number of children with special needs in 2017 reached 1.6 million, and among them, only 18% received inclusive education services. The Surabaya Government has issued a policy that every school has an inclusion class to accommodate children with special needs. Many factors determine the growth and development of children, such as formal and informal education. Therefore, equity in education for children is a crucial topic to study. Since all children should receive proper educational facilities to maximize their potential, interior design can be a solution to convey an adequate learning environment for children with special needs. Thus, this paper will survey children with special needs concerning school design planning using interactive and non-interactive qualitative data collection methods, including literature focusing on behavioral characteristics related to the environment, interviews, observation, and visits to some appropriate sites. The survey will be conducted with at least 40 respondents, including parents, teachers, and peers of the children. The goal of this study is to provide suggestions to schools around Surabaya on how to make their education more inclusive.

Construct Validity and Reliability of the Learning Motivation Questionnaire

This study aims to determine the construct validity and reliability of the learning motivation questionnaire. Data was collected and documented from 306 respondents and analyzed through confirmatory factor analysis (CFA) using the Lisrel 8.50 program. The results showed that motivation in learning was due to the following factors, namely interest, motivation, commitment, optimism, and an adequate learning environment. Furthermore, the instruments used were declared valid, reliable and also fulfilled the model requirements because they had a loading factor > 0.40, a t-value > 1.96 and a construct reliability coefficient of 0.902.

Disruptive Behaviors in Physical Education: A Matched Study of Social Skills and Sport Practice in a Region of Spain.

Disruptive behaviors in physical education cause conflicts among students and, consequently, an abnormal development of classes. Therefore, finding the variables that can solve them is an urgent aspect to achieve an adequate learning environment in the 21st century school. The aim of this study was to analyze what happens to disruptive behaviors in relation to systematic and regulated sports and social practice in a sample of Spanish primary school students. Five hundred and forty-eight schoolchildren (276 were girls (50.4%)) participated with a mean age of 10.98 (SD = 0.71). The results show a significant main effect in terms of social skills in relatedness (p < 0.001), irresponsibility (p < 0.001), failure to follow directions (p < 0.001), distracting or disturbing others (p < 0.001), and in poor self-management (p < 0.001) with higher scores in disruptive behaviors in students with lower social skills. Regarding sports practice, only a significant main effect was found in relatedness (p < 0.001) and in poor self-management (p < 0.001), with the highest scores the schoolchildren who do not practice sports. Schoolchildren with high social skills obtain lower scores in disruptive behaviors. Likewise, schoolchildren who play sports have lower scores in relatedness and poor self-management.

Retaining Information and Knowledge in Human Memory in Mishnahic and Talmudic Periods

The current study explores Mishnahic and Talmudic literature as its basis for a discussion of the meaning of memory, its significance, and ways of maintaining it among individuals. Until the redaction of the Mishna and revoking the religious prohibition against writing down oral traditions, knowledge relied mainly on human memory and it was preserved among select scholars or by elders with good memory. In Mishnahic and Talmudic periods the need to preserve the considerable information that had accumulated in the batei midrash increased, as did the concern that the Torah would be forgotten due to historical circumstances that had a destructive effect on the scholars in batei midrash. The response to these concerns required embracing and developing methods, practices, and food recipes to help increase memory and prevent or slow down memory loss. Among the methods for maintaining memory were: Frequent revision and reviewing of study material; choosing an adequate learning environment and atmosphere; remembering ideas by associative techniques (to colours, daily activities); use of mnemonics (acronyms, signs, associations, fingers and numbers), and eating food or smelling aromatic substances for improving memory.

Per costruire competenze orientative: ambienti di apprendimento e professionalità docente

This article is characterized by a vision of orientation as an educational strategic action, the founding structure of learning (see Mannese, 2020), in the theoretical framework of the life design paradigm (Savickas, Nota, Rossier, Dauwalder, Duarte, Guichard, Soresi, Van Esbroeck, & van Vianen, 2009), which emphasizes the constant evolution of the subject-person (Cambi, 2010) and his capacity for adaptation, narration and awareness, in relation to the construction of the Self. It focuses on the importance of self-regulation skills, in consideration of the purpose of activating reflective training processes, in the perspective of existential paths. It deals with the question of useful methodologies to promote self-assessment of the skills that are the basis of the ability to direct oneself in learning. Attention is focused on the possibilities of intervention related to didactics for guidance (La Marca, 2015), for the development of the predisposition towards a specific choice (Annacontini, 2017). In particular, it is highlighted how an effective teaching practice, in terms of skills acquisition, requires the construction of adequate learning environments, mediation schemes between the disciplines in- tended both as expert knowledge and as didactic knowledge, concerns the teaching professionalism in its different spheres of expression / action and the main ontological and methodological components of didactic science.

The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions

This work evaluates an educational proposal, based on the Flipped Classroom principles, implemented in online learning during the lockdown caused by Covid-19 pandemic. The proposal was implemented in a Portuguese secondary school class and combines asynchronous classes (ASC) with synchronous classes (SC). We collected data using quantitative and qualitative methods, to characterise the learning environment, and its influence on the students’ engagement. The integrated analysis of the data reveals that the proposal created an adequate learning environment, organised, and supported by a robust social presence of the teacher. The design of the ASC enhanced student-content interactions leading to high rates of commitment to the tasks, which ensured an efficient preparation of the ASC. The SC division into learning episodes allowed us to understand the influence of episode design on the interaction patterns developed. The dynamic and interactive approaches of SC allowed the development of subject contents initiated in ASC. Despite the design of some episodes it has allowed measurable improvements in the number of student-student interactions it has also conditioned the collaborative construction of knowledge based on research processes.

Подготовка юриста-международника к работе в межкультурном правовом пространстве: лингводидактический аспект

The article focuses on the problem of preparing the current generation of lawyers for efficient work in intercultural legal framework. Investigated is the potential of language pedagogy instruments in solving the urgent tasks of lawyers’ profession-related communication with their counterparts from other legal cultures as well as linguo-social environments. In that respect, determined is the new methodological basis of higher education — the language pedagogy principle of internationalization of non-linguists’ vocational training designed to consolidate the linguo-cognitive, communicative and major subjects perspectives of forming a professional on modern intercultural basis. The above constituents of international law and justice students’ professional development become the focus of language pedagogy design work; a new system of pedagogical priorities is determined, with adequate methods and learning environment conditions to achieve them.

Exploring teachers' motivation to teach: A multisite study on the associations with the work climate, students' motivation, and teaching approaches.

Using Self-determination Theory, the purpose was to determine whether work climate, students' motivation, and teachers' basic psychological needs could predict clinical teachers' autonomous and controlled motivation to teach and whether clinical teachers' motivations could predict student- and teacher-centered teaching approaches METHODS: A correlational cross-sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self-reported questionnaires measuring teachers' perceptions of the work climate, students' motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling. Alpha coefficients were acceptable (0.701-0.948). Correlation and structural equation modeling analyses showed that teachers' perceiving a work climate characterized by a supportive supervisor-teacher relationship and students' autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student-centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university. These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers' supervisors and how teachers perceive their students' motivation.

THE QUALITY STANDARD FOR MULTIMEDIA CONTENT IN E-EDUCATION ON THE EXAMPLE OF HIGHER EDUCATION IN BIH

Today, more than ever, it is necessary to standardize the electronic teaching content, to set quality standards and to separate quality from bad content. Higher education institutions must take an active role in the development and use of information technologies in teaching processes. The central research topic in this paper is the empirical research, where the collected primary quantitative data is stored in the corresponding database and further analyzed. This paper examines the effects and inductive character of the multimedia concept of electronic education in Bosnia and Herzegovina. The research was conducted on students of the higher years of studies at various higher education institutions in Bosnia and Herzegovina. The knowledge, experience and skills that students acquire are the most merits and relevant results of the e-learning implementation. In order to achieve good results, it is necessary to create an adequate online learning environment and, if possible, to personalize it. Unfortunately, the non-standardization of multimedia content and of the process of delivering electronic content reduces the effects of such teaching. This problem is expressed everywhere in the World, and so with us. Higher education institutions must accept and even design new e-learning models in order to meet the needs of users for this type of teaching and learning.The target population in this research were students of higher years of study at various higher education institutions in Bosnia and Herzegovina, where electronic education was represented. An additional requirement was that universities have implemented Distance Learning systems providing free and unrestricted access to the target population. The idea was that the students of the first year of graduate studies do not enter the research, as they hypothetically do not yet have established a critical opinion about the field of interest of this research, which would probably adversely affect the quality of the obtained results. The empirical research was conducted through a questionnaire (period: October 2016 - January 2017), where primary quantitative data were collected, compiled into an appropriate database and further analysed.

Meeting the Goals and Challenges of Adult EFL Learners

The paper addresses the goals and challenges of language instruction to adult learners over 30 in Armenia, with emphasis on oral speech. As the number of English learners among adults is growing, it is becoming urgent to study the peculiarities and specific learning needs of adults to organise an adequate teaching and learning environment.&#x0D; The components of spoken language and the idea of communicative competence are discussed, followed by a consideration of what teaching adults should take into account and how the teaching process can be organised. The target group in this study encompasses three categories of adult learners. One refers to people who take up English for better employment opportunities and/or to meet on-the-job requirements; the second category consists in employees seeking to expand their professional development activities; the last one is represented by an increasing number of emigrants.

Using Study Times for Identifying Types of Learners in a Distance Training for Trainee Teachers

One focus of distance learning research is to explore the extent that learner characteristics and skills determine learning outcomes and to elaborate predictive models of performance. Modern approaches can benefit from objective data, such as various time indices and frequencies of learner actions, provided by log systems catching online traces to identify learners that are in threat of performance loss. This approach might result in better online diagnostics and intervention methods when the mechanisms behind log data are known. Following this idea, the current study gained objective and subjective study time parameters and explored how study time is connected to learner characteristics and learning by using a script-based modularized distance-training course about media education. Data was collected from 379 trainee teachers. Given a calculated workload of 60-90 min per training module, students were clustered into two groups: learners having spent less than 25 min for at least one of their completed modules (n = 118; short study time group) and learners having spent more than 25 min for each completed module (n = 261; long study time group). The first goal was to investigate the extent that study time is relevant for learning process and success. Groups were compared in their ratings of content difficulty, difficulty of studying, invested effort, and experienced pressure while learning, and their test performance. Differences between groups were found in all variables. The long study time learners experienced less content difficulty, studying difficulty, and pressure while learning, but reported more effort and showed higher performance. The second goal was to explore the effect of learner characteristics on study time. Groups were compared in their domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and use of learning strategies. Long study time learners showed a higher level of motivation, competences in metacognitive learning strategies, and strategy use for arranging an adequate learning environment. These findings revealed that study time is indicative of problematic students that could be targets for interventions.

The Character of Biology Teaching Practices: Pedagogical Hiatuses and the Implications for Continued Professional Development

This study was conducted to characterise the Biology teaching practices in a teacher education institution so as to inform us the existing practices which could then be compared with the aspired practices, uncovering the pedagogical hiatuses. This study employed a form of implementation study using classroom observation. A total of three lessons drawn from a Biology course within the Bachelor of Education (Biology Major) by a lecturer in one Teacher Education Institution were observed over a one-semester period. A psychometrically-supported Observation Checklist comprising 50 items or indicators that spread across six principles was utilised in the observation whereby observers checked in terms of presence or absence of each indicator during the classroom observations. In terms of coverage of aspired teaching practices which met the quartile rule (i.e., practices which were observed more than one-fourth or 25% in the overall observations), the findings indicated that lecturers fully ensured constructive instructional alignment (100%), fostered intellectual excitement (66.7%), provided quality spaces, technology and resources (57.1%), nurtured good values, attitudes and behaviours (45.5%), nurtured a climate of inquiry and critical reflection (42.9%). Nevertheless, the characterised teaching practices indicated that the lecturer did not offer adequate diverse learning environment (20.0%). This study provides the characterisation of evidenced-based practices, uncovering the pedagogical hiatuses which could be subsequently addressed by various means such as the providence of continuous in-service courses. Empowering lecturers pedagogically will produce quality teachers which in turn, produce quality students.

Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning

Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.

Real Estate Entrepreneurial Training and Education in Tertiary Institution: An Antidote to Unemployment

Abstract Real estate entrepreneurship training and education in tertiary institutions can be a source of remedy to unemployment in Nigeria. World Bank (2019) reveals that Nigeria unemployment rate was 6.03 % in the year 2018 and the country ranked 83rd with high unemployment. The aim of the research is to examine the perception and responses of undergraduates of Estate Management and Valuation on entrepreneurship training and education for professional competence. The University of Uyo was studied and particularly Estate Management undergraduates during the academic years of 2014/2015–2018/2019. The method of the research was a descriptive study. Data were obtained from the mean scores of the class assessments (CAs) and the examination scores (ESs) administered to the students on selected courses related to entrepreneurial education. The students’ performance was used as an indicator for their willingness to adhere to entrepreneurial education in Real Estate Management and Valuation. The National Universities Commission grading scale was adopted (A = 70–100; B = 60–69; C = 50–59; D = 45–49; E = 40–44; F = 0–39). The finding shows that the score for all the courses was above 50 %. The entrepreneurial study was 62 %, which was “B” grade of National Universities Commission scale. The study, therefore, concludes that the students of estate management were willing to adhere to entrepreneurial training and education from their scores. The study recommends the provision of adequate learning environment, qualified teaching staff and provision of technical resources.

Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study

Schools in Norway often emphasize heterogeneous groups in education. The postulated negative effects of homogeneous ability groups on motivation and academic self-concept have long been debated. This study uses semi-structured interviews to investigate how a group of 11 accelerated and ability-grouped high-ability students (gifted) in math have experienced school. All students were interviewed individually. This study explores categories connected to the students’ motivation for the subject, challenges in school, peer and teacher relationships, and academic self-concept. The aim of the study is to investigate whether the school system is able to provide an adequate learning environment for high-ability students, both in ordinary class and in ability groups. The findings show that although some of the needs of high-ability students in Norway are being met, there is much work to be done before an optimal learning environment is established for these students. For example, students do not receive sufficient challenges in math. Furthermore, teachers in the early years of school lack sufficient mathematical knowledge to challenge and support mathematically gifted students, students’ motivation for the subject is lower than expected, and boys’ self-concept seems to be higher than that of girls.

Особливості застосування інтерактивних технологій навчання вищої математики в закладах вищої технічної освіти

The current state of mathematical preparation of students of engineering specialties can be characterized as not satisfying the basic level for successful mastery of special disciplines. In addition, the teaching of fundamental disciplines is carried out by outdated methods (75% of our anonymous teachers are reading their "own" courses academically). The question of finding ways to improve learning activities has been considered by many scholars at different times. Various methods were suggested: an increase in the amount of educational information; the introduction of specific psychological and didactic conditions of learning; use of educational technologies, etc. The study of modern concepts of training specialists led us to believe that creating an adequate learning environment that would provide the necessary conditions for the formation of cognitive-creative competence of future graduates of technical specialties in the process of higher mathematics education can be achieved through the use of: methods of predictive modeling of the professional activity of a future specialist; interdisciplinary connections and replenishment of the content of discipline with applied tasks in specialty; modular rating model of training; the newest person-oriented pedagogical technologies. Based on the identification of the requirements of the teachers of general technical and special disciplines for the knowledge of higher mathematics, we have developed a technology for forming the cognitive and creative competence of future specialists in technical specialties, which is to create an interactive, in combination with a traditional, learning environment, taking into account the individual achievements of students, implemented in the process of their training and future professional activities.