Creation Of Learning Environment Research Articles

Understanding engagement in intensive learning: From fuzzy chaotic indigestion to eupeptic clarity

This paper is framed by Nick Zepke’s, Vicki Trowler’s, and Paul Trowler’s concept of student engagement being “chaotic”, suffering from “indigestion” and “fuzziness”. This study was conducted at a UK higher education institution that recently moved to a “block and blend” delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and open-ended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and staff thought engagement in an intensive block and blend context entailed participation and active learning; a mindset that included enthusiasm, interest, focus, and enjoyment; timely completion of assessments; relationships with peers and tutors; doing more than required, such as completing extra readings; and accessing help and support. Participants also identified attendance as an indicator of student engagement and determined that the university has a responsibility to create learning environments to foster student engagement. Overall, the study findings point to elements of student engagement that may be designed into intensive block and blend learning environments. These approaches are also relevant to other similar intensive learning contexts.

GREEN EMOTIONAL CLASS AS A LEARNING ENVIRONMENT THAT SUPPORTS LEARNERS’ CREATIVITY

Creativity is involved whenever we try something new, so it is an inherent part of learning. Scholars and educators have acknowledged the importance of the learning environment, especially the creative learning environment, on student creativity. The green emotional class was designed to foster creativity while promoting positive emotions and nature awareness in a fun learning environment for young learners. The learning environment was assessed using observation and survey methods based on the physical environment, learning climate, and learners' engagement. Results showed that the teacher's cheerful disposition and guidance made learners comfortable expressing creativity and exploring nature. So, promoting green emotion in the classroom fosters a creative and fun learning environment.

GREEN EMOTIONAL CLASS AS A LEARNING ENVIRONMENT THAT SUPPORTS LEARNERS’ CREATIVITY

Creativity is involved whenever we try something new, so it is an inherent part of learning. Scholars and educators have acknowledged the importance of the learning environment, especially the creative learning environment, on student creativity. The green emotional class was designed to foster creativity while promoting positive emotions and nature awareness in a fun learning environment for young learners. The learning environment was assessed using observation and survey methods based on the physical environment, learning climate, and learners' engagement. Results showed that the teacher's cheerful disposition and guidance made learners comfortable expressing creativity and exploring nature. So, promoting green emotion in the classroom fosters a creative and fun learning environment.

Estrategias metodológicas en el módulo cultivos de ciclo corto y su influencia en el desarrollo de habilidades laborales en estudiantes agropecuarios

Short-cycle crops contribute to food security and sustainability. The research focuses on proposing didactic strategies for the short cycle crops module in order to train high school graduates who contribute to the economic and social development of the community. The methodology used was a field investigation, of a descriptive nature, and a mixed quali-quantitative approach with empirical methods and theoretical methods such as analytical -synthetic, historical-logical, deductive-inductive. The results reflect that the traditional teaching paradigm was used and the strategies proposed by the ministry were not applied. The students perceived the module as monotonous and boring, uninteresting and not at all transcendental, which is why problem-based learning strategies are proposed, based on research, gamification, Design and Visual Thinking, showing through a correlation matrix that the strategies create learning environments. dynamic learning that enhances collaboration, creativity and strengthens the professional skills of high school graduates to adapt to diverse and changing work situations in the agricultural sector.

A Balance Between Tradition and Innovation: A Review of Teaching Methodologies in Modern Sunday Schools

Religious education in modern Sunday schools faces challenges in achieving a balance between tradition and innovation in teaching methodology. This study aims to explore the significant differences between traditional and innovative approaches and their implications for children's faith growth. The method used is literature review to analyze relevant literature. The results point to the need to develop a balanced balance between these approaches to create inclusive and relevant learning environments for children. The implications of this research are the importance of developing an integrative learning model, using a case study approach and field research, and developing training programs for Sunday School teachers. With this implication in mind, this study makes a significant contribution to religious education practitioners, policy makers, and communities in creating learning environments that support children's faith growth holistically and sustainably.

Student-centered learning in the digital age: in-class adaptive instruction and best practices

<span lang="EN-US">Adaptive instruction is a promising solution to the limitations of traditional classroom instruction, which assumes that all students learn in the same way and at the same pace. Adaptive instruction tailors the learning experience to each student’s needs and abilities. Several adaptive instruction tools and platforms exist, including intelligent tutoring systems, learning management systems, mobile apps, AI chatbots, and adaptive machine-learning programs. The Adaptive Instruction of Student Control Theoretical Framework suggests that allowing students to control their use of learning resources leads to better learning outcomes. Implementing adaptive instruction in higher education can be difficult due to faculty buy-in, technical infrastructure, and student motivation. Effective instructional design is crucial for adaptive instruction to support student control and maximize benefits. Overall, instructors must pay attention to student motivation and work to create learning environments that foster motivation, autonomy, and engagement to implement adaptive instruction successfully.</span>

Teaching the mana model—a Māori framework for reconceptualising student success and thriving

This article explores how schools and educators can create learning environments that foster the innate mana of students. Mana is a concept that comes from a Māori worldview and refers to a person’s sense of authority, influence, self-efficacy, purpose, pride, and belonging. The mana model contends that student thinking, behaviour, and wellbeing are motivated by the desire to achieve a sense of mana. The mana model explains how student connectedness, belonging to place, cultural identity, academic efficacy, and willingness to develop diverse academic, cross-cultural, social, and psychological competences are crucial foundations for learning and should be central to learning environments, teaching pedagogy, and practice.

English Language Textbooks at Government Schools in Nepal: Possibility of Cultivation and Promotion Creative Language Learning

The study is based on the analysis of English language textbooks at Government schools in Nepal. It is based on perceptions of English teachers teaching at Government schools in Morang district. Textbooks are materials prepared by Curriculum Development Centre (CDC) with the involvement of educators or subject experts to facilitate teaching-learning activities for achieving the goals of the curriculum. English language is being practiced as a Foreign Language through textbooks at Government school in Nepal. Moreover, English language textbooks have played a dual role in the context of Nepal. On the one hand, English textbooks have been teaching as a subject to overcome the examination, on the other hand, they have been using to create a real or real-like environment providing an ample opportunity of cultivation and promotion language learning to the learners of English. Textbooks are teaching-learning materials available in both forms hard copy and soft copy. The content coverage of English language textbooks seems to be effective to create better opportunities and promote a creative learning environment in the present context of Nepal.

ESD 적용 경험에 따른 환경교육 강사들의 ESD 가치에 대한인식과 친환경 행동 및 PCK 차이 분석

Objectives This study analyzed whether environmental education instructors' perception of the value of ESD, their degree of practicing environment-friendly behavior, and their PCK for ESD were significantly different depending on their experience in applying ESD, and considered the implications. Methods For this purpose, the survey questions were constructed and a survey was conducted targeting environ-mental education instructors active in Seoul and Gyeonggi-do from September to November 2023. Accordingly, an independent samples t test was performed on the survey data of a total of 83 environmental education in-structors using the SPSS statistical program to analyze significant differences according to ESD application experience. Results First, environmental education instructors appeared to have a very positive perception of the value of ESD, and it was analyzed that there was no significant difference depending on ESD application experience.Second, en-vironmental education instructors with ESD application experience were found to have statistically significantly higher ESD class composition ability and ESD teaching strategy ability than environmental education instructors without ESD application experience, and ESD teaching and learning environment creation ability and instructor ability. It was analyzed that there was no significant difference in professional development efforts.Third, there was no significant difference in the degree of practicing eco-friendly behavior at an individual level according to the environmental education instructors' experience in applying ESD. However, the level of practice of environ-mentally friendly behavior at a collective level among environmental education instructors with ESD application experience was found to be statistically significantly higher than that of environmental education instructors with-out ESD application experience. Conclusions However, the PCK of environmental education instructors with experience applying ESD was found to be somewhat higher than the average level. Therefore, the implications were considered that there is a need to establish a continuous and systematic governance support system so that environmental education instructors can cultivate PCK for ESD and experience various ESD-related activities.

The Development of Creative Potential as a Condition for the Formation of the Competitiveness of the Future Specialist

Relevance. New requirements for the training of students in higher educational institutions are that acquiring only specialized professional knowledge is no longer sufficient for a future competitive specialist. It is necessary to develop such individual abilities that significantly reveal his individuality and creative potential.Goal of the work. To determine pedagogical conditions that contribute to the development of the creative potential of future specialists as a factor in the formation of their competitiveness.Objectives of the research: Based on the analysis of psychological and pedagogical literature, to find out the essence and content of the basic concepts of the study “personal competitiveness,” creative potential”; to justify the pedagogical conditions for the development of the creative potential of future specialists in the sociocultural space of higher education.Methodology. During the scientific search, the following research methods were used: systemic, analysis, synthesis, induction, deduction, generalization, comparison.Results. Based on the analysis of scientific sources, the concept of individual competitiveness is defined as a necessary set of professional and personal qualities that contribute to the possession of competitive advantages in current sociocultural conditions. The pedagogical conditions for the development of creative potential are determined as conditions for the formation of the competitiveness of a future specialist.Conclusions. Preparation for identifying and developing creative potential is possible provided that a creative learning environment is created that stimulates students' creative activity and students' motivation for creative activity.

Inclusive curriculum design: Meeting the diverse needs of students for social improvement

Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional methods, and assessment practices. By embracing diversity and equity as core values, inclusive curriculum design seeks to dismantle barriers to learning and promote equal opportunities for academic success. Central to inclusive curriculum design is the concept of universal design for learning (UDL), which emphasizes flexible instructional approaches that cater to individual differences. UDL encourages educators to provide multiple means of engagement, representation, and expression to support diverse learners effectively. Moreover, inclusive curriculum design promotes the incorporation of culturally responsive teaching practices that validate students' identities and experiences. By integrating diverse perspectives into the curriculum, educators can foster empathy, understanding, and respect among students, contributing to a more inclusive and harmonious society. Through the implementation of inclusive curriculum design, educational institutions can play a pivotal role in advancing social improvement by cultivating inclusive learning environments where every student feels valued, respected, and empowered to succeed. By embracing diversity and equity in curriculum design, educators can nurture the next generation of compassionate and socially conscious citizens who are equipped to contribute positively to a more inclusive and equitable society. Keywords: Education, Curriculum Design, Social Improvement, Diverse Needs, Students, Review.

Developing athletes into cooperative learners: the potential in viewing coaches as educators and coaching as teaching

ABSTRACT Talent development environments are usually group-based, meaning athletes comprise each other’s learning context. Consequently, athletes’ ability to learn with and from each other is essential. This implies that there is a key role for coaches to play in cultivating reciprocal, cooperative athletes and creating talent environments in which participants can ‘learn to learn’. The aim of this study was to create knowledge on day-to-day coaching conduct that supports the development of athletes’ reciprocal abilities. Observations of 75 h of football (soccer) lessons within the Swedish Football Association’s school sports programme – a cornerstone of the FA’s talent development system, located in upper secondary schools – were carried out over the course of three school semesters, and included in-depth interviews with the teacher-coaches. Data were analysed using the five key teaching pillars within a cooperative learning approach: positive interdependence, individual accountability, face-to-face interaction, interpersonal skills and group processing. Findings show how teacher-coaches engage in activities that focus on organization of lessons and structuring of group work to create situations where individuals are motivated to learn, but also motivated to support other group members’ learning. Thereby, teacher-coaches place more emphasis on positive interdependence, individual accountability, face-to-face interaction. In contrast, findings also show how teacher-coaches to a lesser extent perform coaching conduct associated with lesson content that has the potential to develop the skills and abilities required to participate in and benefit from group work – interpersonal skills, and group processing. This means that while teacher-coaches seem well-equipped to create learning environments that support reciprocal learning, they may benefit from challenging the role of the coach as an expert and tackle the preconceptions around cooperative behaviours that athletes bring from club football contexts. Taken together, these findings point to the need for a better understanding of overlapping learning sites within talent systems.

Digital learning: Differentiated teaching models using ICTS in Greek context – good practices: “I learn Europe through its cultural tradition: Traditional gastronomy products and traditional games Alanas"

It is supported by modern pedagogy for individuals with special needs to be included in regular classroom settings. A free public school is accessible to everyone. A nation's cultural traditions evolve and are largely preserved through intergenerational learning, or the transfer of information from one generation to the next. The use of new technologies in education can help achieve this goal by converting traditional instruction into differentiated instruction that adjusts to the unique needs, skills, interests, and experiences of each student. This creates learning environments where students can approach the material at their own pace and convenience. This project offers an example of customized instruction within a cultural heritage project.

Inclusive curriculum design: Meeting the diverse needs of students for social improvement

Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional methods, and assessment practices. By embracing diversity and equity as core values, inclusive curriculum design seeks to dismantle barriers to learning and promote equal opportunities for academic success. Central to inclusive curriculum design is the concept of universal design for learning (UDL), which emphasizes flexible instructional approaches that cater to individual differences. UDL encourages educators to provide multiple means of engagement, representation, and expression to support diverse learners effectively. Moreover, inclusive curriculum design promotes the incorporation of culturally responsive teaching practices that validate students' identities and experiences. By integrating diverse perspectives into the curriculum, educators can foster empathy, understanding, and respect among students, contributing to a more inclusive and harmonious society. Through the implementation of inclusive curriculum design, educational institutions can play a pivotal role in advancing social improvement by cultivating inclusive learning environments where every student feels valued, respected, and empowered to succeed. By embracing diversity and equity in curriculum design, educators can nurture the next generation of compassionate and socially conscious citizens who are equipped to contribute positively to a more inclusive and equitable society.

Interdisciplinary Perspectives on Education and Society: Bridging Theory and Practice

This paper delves into the crucial nexus between education and sociology, underscoring the imperative need for embedding sociological insights within educational methodologies to foster more equitable and effective learning outcomes. Through an exhaustive analysis, it showcases the profound influence of societal dynamics on the fabric of education, emphasizing how factors such as social context, social capital, and the overarching framework of education as a social system play pivotal roles in shaping educational equity and the quality of learning experiences. By meticulously examining these dimensions, the paper unravels the intricate interplay between the societal constructs and educational processes, highlighting the consequential impact of external social factors on the internal mechanisms of educational institutions. Further, it proposes actionable strategies for the harmonious integration of educational and sociological perspectives, focusing on innovative curriculum development, pedagogical strategies aimed at inclusivity, and the far-reaching implications of these practices on educational policy. By advocating for a systemic infusion of sociological principles into the educational discourse, the paper suggests comprehensive teacher training programs designed to equip educators with the necessary tools to understand and leverage the socio-cultural backgrounds of their students. Such initiatives, it argues, are essential for creating learning environments that not only acknowledge but celebrate diversity, thereby paving the way for a more inclusive and socially just educational landscape. Through its exploration and recommendations, the paper makes a compelling case for the transformation of educational practices by integrating sociological insights, thereby enhancing the efficacy and equity of learning experiences across diverse societal settings.

Engaging With Race and Racism Through the Sensory: Four Pedagogical Instigations

Teaching and learning effectively, inclusively, and critically about the power and politics of race and difference remains a protracted yet important struggle. Race is an emotionally laden and provocative issue facing many societies, and the concomitant privilege and ideology that upholds it are oftentimes surpassed through processes and mechanisms of “invisibling.” In this article, I add to the plethora of debates and discussions concerning race as an organizing principle by showing how through the sensory, seemingly one of the most mundane, banal, and quotidian aspects of social life, can be a potent epistemological tool with which to teach how “race” can be reconstructed, negotiated, and maneuvered by social actors in the context of multicultural Singapore. Social formations of “race” undergo new ways of categorization, perpetuation, and judgment with the sensory as an emotive medium of recognition and placement. I foreground some of the pedagogical strategies I have employed that draw on emotions and the senses to instigate meaningful and critical class discussions, and the variegated classroom responses to the teaching of race and multiculturalism in everyday life. More specifically, I show how students as well as their respondents deploy emotions and the sensory in practices of inclusion and exclusion upon racial selves and others. A more creative and inclusive classroom and learning environment is therefore imperative to stimulate discussion, particularly alternative, critical, and meaningful ways of thinking about race. This, I contend, will necessitate a reflexive reconfiguration and maneuvering of power dynamics within the classroom setting, and our experience in teaching undergraduate students through particular kinds of strategies I have used during discussion groups have reaped interesting outcomes, both on the parts of the instructor as a reflexive participant and the students in the classroom.

Auditory Learner

Auditory Learner

Distributed liderazgo: the making of spaces and leadership structures for a multilingual school ecology

ABSTRACT This qualitative study conducted at a Midwestern U.S. elementary school with a ‘strand’ bilingual programme examines the ways that administrators, teachers, and parents create learning environments for emergent bilinguals (EBs) that promote a positive view of bilingualism. To frame the study, the author used distributed leadership to emphasise the multiple stakeholders and levels on which leadership is exercised. Liderazgo is used to emphasise the collective mission behind these leadership practices to create wider multilingual school ecology. Critically applying these perspectives to the data, the author developed the notion of ‘distributed liderazgo’ to identify actions taken and needed to contribute to the school's multilingual ecology. Promising instances include a shared mission focused on EBs, teacher collaboration reinforced by shared planning and opportunities for students to interact outside their programmes, and parent-led meetings. Additional steps could be taken to further the visibility of parent leadership and opportunities to support more languages at the school. The notion of distributed liderazgo is useful for practitioners and researchers to consider how leadership practices can contribute to a school's assets-based orientation to bilingualism. Work like this is important to contest monolingual orientations and deficit discourses about EBs that persist in otherwise English-dominant classrooms and schools.

Implementing Flipped Classroom in the Digital Learning Environment

Implementing Flipped Classroom in the Digital Learning Environment

Using Personalized Monopoly Board Games to Improve Students' Comprehension in Forming Comparatives and Superlatives

From a writing test done in the previous academic year, it was identified that students generally showed lack of understanding on the comparatives and superlatives form of adjectives. Students often mixed up and put them in wrong contexts. From the teacher’s reflection, it was found out that a more creative and active learning environment is needed to enhance the learning of comparatives and superlatives. Thus, the lesson was then improvised with the use of board games to promote active learning. This quasi experimental study was conducted to examine the effect of board games in forming the comparatives and superlatives. About 80 participants from SMP Bruder Pontianak were involved in this study. Finding showed positive result in the student’s achievement: 75% of the respondents in treatment group obtained better score compared to their pre-test results. Students also showed good responses toward its implementation. In conclusion, teaching comparatives and superlatives is effective to improve student’s understanding.Keywords: Monopoly board game, comparatives and superlatives, adjectives