Development Of Learning Environments Research Articles

Teachers and Participatory Action Research for Developing Learning Environments

This research aims to develop learning environments through Participatory Action Research (PAR) methodology in a specific context of the Department of Electronics, Nong Han Industrial and Community Education College. Three development outcomes are expected: (1) changes in expected and non-expected outcomes of action; (2) action-based learning in the researchers, research participants and the institute and (3) knowledge from the grounded theory. The results are as the followings: 1) there are positive changes in both expected and unanticipated outcomes consisting of the implementation of the co-designated development approaches and the nature of the expected learning environments, 2) the researchers, research participants, and the institute learn about the efficiency of working together, which makes everyone realize how inefficient working alone was in the past, and 3) a body of knowledge gained from practice describes the relationship between the expected changes, and the driving force and resistances to change as well as ways to overcome the resistances.

Virtual Reality Training Using Nintendo Wii Games for Patients With Stroke: Randomized Controlled Trial

BackgroundStroke is a leading cause of disability. It is difficult to devise an optimal rehabilitation plan once stroke survivors are back home. Conventional rehabilitative therapies are extensively used in patients with stroke to recover motor functioning and disability, but these are arduous and expensive. Virtual reality (VR) video games inspire patients to get involved in their therapeutic exercise routine in a fun way. VR in the form of games provides a fruitful, secure, and challenging learning environment for motor control and neural plasticity development in rehabilitation. The effects of upper limb sensorimotor functioning and balance are the main focus of this trial.ObjectiveThe aim of this study is to compare the effects of VR training and routine physical therapy on balance and upper extremity sensorimotor function in patients with stroke.MethodsIt was a single assessor-blinded randomized clinical trial. A total of 74 participants with their first chronic stroke were included and rehabilitated in a clinical setting. The lottery method was used to randomly assign patients to either the VR group (n=37) or the routine physical therapy group (n=37). The VR group received a 1-hour session of VR training for 3 weekdays over 6 weeks, and the routine physical therapy group received different stretching and strengthening exercises. The outcome measuring tools were the Berg Balance Scale for balance and the Fugl-Meyer Assessment (upper extremity) scale for sensorimotor, joint pain, and range assessment. The assessment was done at the start of treatment and after the 6 weeks of intervention. Data analysis was done using SPSS 22.ResultsThe trial was completed by 68 patients. A significant difference between the two groups was found in the Berg Balance Scale score (P<.001), Fugl-Meyer Assessment for motor function (P=.03), and Fugl-Meyer Assessment for joint pain and joint range (P<.001); however, no significant difference (P=.19) in the Fugl-Meyer Assessment for upper extremity sensation was noted.ConclusionsVR training is helpful for improving balance and function of the upper extremities in the routine life of patients with stroke; although, it was not found to be better than conventional training in improving upper limb sensation. VR training can be a better option in a rehabilitation plan designed to increase functional capability.Trial RegistrationIranian Registry of Clinical Trials RCT20190715044216N1; https://www.irct.ir/user/trial/40898/view

Preparing Pre-Service Physics Teachers to Diagnose Students’ Conceptions Not Covered by Physics Education Textbooks

To date, there is a lack of research on learning environments for pre-service physics teachers that allow them to learn and practise diagnosing students’ conceptions that are (currently) not covered in physics education textbooks (e.g. students’ conceptions about viscosity). In this study, we developed and piloted such a learning environment, which was implemented and piloted twice in a seminar for pre-service physics teachers. As coping with a diagnostic process is particularly demanding for pre-service physics teachers, our accompanying research aims to identify learning barriers within our developed learning environment. The results indicate that the participants experience the learning environment with varying degrees of difficulty. One main difficulty for pre-service physics teachers seems to be in interconnecting their content knowledge with their pedagogical content knowledge in the diagnostic process.

A Challenge-Based Learning Intensive Course for Competency Development in Undergraduate Engineering Students: Case Study on UAVs

Accelerated advances in science and technology drive the need for professionals with flexible problem-solving abilities towards a collaborative working environment. The advances pose a challenge to educational institutions about how to develop learning environments that contribute to meeting the aforementioned necessity. Additionally, the fast pace of technology and innovative knowledge are encouraging universities to employ challenge-based-learning (CBL) approaches in engineering education supported by modern technology such as unmanned aerial vehicles (UAVs) and other advanced electronic devices. Within the framework of competency-based education (CBE) and CBL are the design, implementation, and evaluation of an intensive 40 h elective course which includes a 5-day challenge to promote the development of disciplinary and transversal competencies in undergraduate engineering students whilst relying on UAVs as the medium where the teaching–learning process takes place. Within this credit course, a case study was carried out considering the framework of an exploratory mixed-methods educational research approach that sought a broad understanding of the studied phenomena using various data collection instruments with quantitative and qualitative characteristics. An innovative academic tool was introduced, namely a thematic UAV platform that systematically exposed students to the principles underlying robotic systems and the scientific method, thereby stimulating their intellectual curiosity as a trigger to solve the posed challenge. Moreover, students came up with innovative teamwork-based solutions to a designed challenge while having an enjoyable and motivating time flying drones on an indoor obstacle course arranged by themselves. The preliminary findings may contribute to the design of other CBL experiences, supported by technology applied for educational purposes, which could promote the development of more disciplinary and transversal competencies in future engineers.

Management of Teachers’ Soft Skills Development and Flexible Learning Environment as a Correlate of Teachers’ Effectiveness in Unity Schools in South-Eastern States, Nigeria

This study investigated the management of teachers’ soft skills development and flexible learning environment as a correlate of teachers’ effectiveness in Unity schools in South-Eastern states of Nigeria. The correlational research design was adopted for the study. Two research questions were answered while two hypotheses were tested. The population of the study comprised all the 901 teachers of the 14 Unity schools in the 5 South-Eastern states of Nigeria. Stratified and disproportionate sampling techniques were used to select 399 sample size that was determined from the population using Taro Yamane Formula. Two sets of instruments titled; “Management of Seamless Technology Integration Questionnaire” and “Teachers’ Effectiveness Questionnaire” were used for data collection. Face and content validity was ensured by five experts including the researcher’s supervisors. The reliability coefficients of the two instruments were calculated to be 0.79 and 0.81 using Cronbach Alpha method. Multiple and simple regressions were used to answer the research questions. Analysis of variance associated with multiple regression and t-test associated with simple regression were used to test the null hypotheses at 0.05 alpha level. It was found that management of: teachers’ soft skills development and flexible learning environment positively correlate (0.92 and 0.86 respectively) to teachers’ effectiveness in Unity schools in South-Eastern states of Nigeria. Based on the findings, it was concluded that management of seamless technology integration is positively and highly significant to teachers’ effectiveness in Unity schools in South-Eastern states of Nigeria. It was therefore recommended among others that school administrators in the 14 Unity schools in the South-Eastern states should immediately embark on self-development in the management of seamless technology integration.

Stimulating boundary crossing learning in a multi-stakeholder learning environment for sustainable development

Purpose Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder projects. Design/methodology/approach This quasi-experimental intervention study (N = 122) investigates the effect of a series of supporting workshops on students’ boundary crossing learning in multi-stakeholder projects. The workshops allowed students to adopt four learning mechanisms (identification, coordination, reflection and transformation) theorised to stimulate learning across boundaries between practices. Students followed zero, one, or two workshops. By analysing the student learning reports, the study examines the effect of the workshop intervention on students’ self-efficacy for stakeholder collaboration, the number of reported student-stakeholder collaborative activities and the reported boundary crossing learning mechanisms. Findings The results show that a series of two workshops increase the number of reported collaborative activities and activates the students’ boundary crossing learning in terms of reflection and transformation. Research limitations/implications These findings support the evidence-based design of multi-stakeholder learning environments for sustainable development and contribute to the body of knowledge regarding learning across practices. Originality/value Boundary crossing competence receives increasing attention as an asset for sustainable development. The added value of this study lies in its confirmation that the boundary crossing theory can be translated into directed educational support that can stimulate students’ boundary crossing learning.

A simple model of smart learning environment

ABSTRACT In this article, smart learning environment (SLE) is defined as a hybrid learning system that provides learners and other stakeholders with a joyful learning process while achieving learning outcomes as a result of the employed intelligent tools and techniques. From literature study, existing SLE models and frameworks are difficult to understand and to use as guidance, both for implementation and maturity measurement. This research proposes a simple model of SLE as a guideline that is easy to understand and to be used for developing learning environments that support effective, efficient, and engaging learning processes. The proposed model adopted the intelligent tutoring system architecture as a foundation. The components of the model were generated by mapping of 12 existing SLE models, frameworks, and best practices. Model formation and validation followed the system dynamics (SD) modeling process. In addition, indirect model validation process was also performed by interviewing educational technology practitioners and experts, based on assessment results of two newly developed SLE instances. For measuring maturity of existing SLE instances, this research also derived SLE maturity model. It is concluded that the simple model is usable for easy understanding, for establishing new SLE instances, and also for assessing the maturity level of existing SLE instances.

Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

This study examined and evaluated how culturally responsive teaching in technology-supported learning environments for preservice teachers was practiced and modeled using experiential learning theory as a guiding framework. Results from qualitative analysis of observational data and outputs of 19 preservice teachers showed that the latter were able to include cultural values and harness technology in their teaching. It was also found that cultural scaffolding enhanced by technology is the most practiced culturally responsive teaching construct during teaching demonstrations. However, technology was used as teachers’ instructional tools—in the form of visual aids that illustrate abstract multicultural concepts—instead of students’ learning tools. Our findings could be used to develop a K-12 curriculum progression that provides a culturally responsive and contextualized teaching and learning environment for sustainable development.

Competencias digitales y alfabetización mediática para una educación abierta y en línea

We live in a society where physical and virtual reality are increasingly intertwined. The boundaries between the body and the imaginary gain new contours and definitions, affecting important and essential aspects, such as the power of participation and emancipation of the individual in the society in which he/she is inserted. The rapid pace of the technological and digital society makes it essential that both teachers and students know how to use different digital resources to create and develop learning environments that lead not only to the acquisition of knowledge, but also to scenarios that promote the development of different learning skills. Recently, the emphasis given to the relevance of digital competence has resulted in the development of various initiatives in Europe aimed at promoting digital and media competence. In addition, evaluating media in a critical and conscious way, developing the skills necessary to participate in an active and informed way in society, is considered today a fundamental competence for an increasingly mediated society and also for an education that increasingly moves in a fluid way between formal and non-formal spaces. To this end, it is necessary to rethink the objectives and methodologies of education, based on a concept of literacy that is continuously evolving, related to the skills needed to read, understand and communicate.

Student-led rehabilitation groups and clinics in entry-level health education: a scoping review.

The purpose of this review was to identify, map, and describe the characteristics of student-led physical rehabilitation groups and clinics in entry-level health education. Student-led groups and clinics for physical rehabilitation are an emergent phenomenon in entry-level health professional education. Data gathered in this scoping review aimed to provide an understanding of the range and scope of student-led groups and clinics within a physical rehabilitation context, and establish the evaluation undertaken to date from a student, service user, and stakeholder perspective. It also aimed to identify other important factors in the design, execution, and feasibility of the concept. Finally, it aimed to identify gaps in the literature that can be addressed by further research. This scoping review considered studies and sources that identify student-led methods for carrying out physical rehabilitation for service users in either an exercise group or clinic environment. Students and groups/clinics on entry-level qualifying courses were considered. The review considered primary and secondary research in any paradigm as well as text and opinion articles. The JBI methodology for conducting scoping reviews was employed. The following databases were searched: MEDLINE, CINAHL, AMED, ERIC, Scopus, and SPORTDiscus. Searches were limited from January 1, 1998, to the date of the search (November 1, 2019). Non-English articles were excluded. To supplement the review, searches for gray literature were also undertaken. Data extraction was performed by two reviewers using a pre-determined data extraction form developed by the authors. The results of the review are presented in narrative form and supported by tables and figures. This review identified 523 sources of information of which 111 were screened at full-text stage and 48 sources were eligible to be included in the final scoping review. A wide range of student-led groups and clinics that provide physical rehabilitation exist globally. Drivers for the clinics and groups vary; key aims included providing a learning environment for student skill development, serving as clinical placements, and providing a social enterprise. Evaluations focused on student experience, service user experience, and cost-benefit analyses. Student-led groups and clinics are at different stages of development and use within entry-level curricula. The objectives and drivers for groups and clinics vary worldwide; therefore, the evolution of groups and clinics has driven a wide range and number of models globally.

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Learning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support

AbstractMigration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes’ (1958) concept of ‘dirty work’ and Abbott’s theory of profession (1988).

Particulate matter(s!) – Evaluation of a learning environment regarding scientific investigations by data exploration

How students plan and conduct experimental inquiry has been a major focus in science education research. However, experimental inquiry is not representative for all scientific investigations. So, a focus on experimental inquiry can cause the impression that there is a “single scientific method”. We are currently developing learning environments that focus on another type of inquiry using environmental data from an online data repository. We call this scientific investigation by data exploration. Due to the increased variability in environmental data, ideas of inferential statistics are of extreme importance because causal relationships cannot be directly derived. Hence, the focus of our learning environment is to support students’ skills which are relevant for performing scientific investigations by data exploration. The main goal during the intervention for the students is to identify factors influencing the particulate matter concentration in an Austrian city. In this article, we report the evaluation of our intervention with a cohort of 27 secondary school students. The evaluation shows that students regard particulate matter as a highly interesting. Furthermore, students self-report a high intrinsic motivation during the intervention and feel more informed about the environmental issue of particulate matter after the intervention. However, a few starting points for further improvement of the learning environment were identified and are discussed in this article.

Pedagogical Innovations in Elementary Mathematics Instructions: Future Learning and Research Directions

Literature reviews about pedagogical innovations are of importance to determine further interventions for learning refinement and future research directions. The present study describes existing pedagogical innovations, identifies learning problems underlie the innovations, and outlines development models used for developing elementary mathematics educational innovations in Indonesia. A systematic literature review was administered to review scholarly articles published between 2014 and 2019. This time frame was drawn in relation to a new curriculum called Kurikulum 2013 introduced in early 2014. The results of this study reveal that the majority of pedagogical innovations focus on developing learning materials and techniques while fewer innovations develop learning environments. Problems underlie existing innovations mainly due to the elementary students who reluctant to learn mathematics, the less competent teachers, and the old-fashioned learning resources. Research and development in elementary mathematics were commonly conducted using Borg Gall, ADDIE, and 4D models. The evidence from this study suggests that forthcoming mathematics teaching and learning process should be conducted in more enjoyable manners such as practicing microgame-based learning in either physical or digital learning spaces. One of the most sensible research agendas is to develop joyful learning environments to address the interrelated complex problems among students, teachers, and learning resources in elementary mathematics learning in Indonesia.

Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses

This article reports on a study that investigated user acceptance of a high-immersion virtual reality learning environment to learn English paragraph writing structure. 134 undergraduate university students participated in the study by using a high-immersion virtual reality system combined with an in-house developed virtual reality learning environment program for the purpose of learning paragraph structure. A post-session questionnaire was used to collect data. A partial least squares structural equation modelling (PLS-SEM) analysis was then conducted to test an extended technology acceptance model conceptualized from a priori theoretical deduction and previous empirical findings. The extended model featured the constructs of Imagination, Immersion, and Interaction as exogenous variables with Perceived Ease of Use and Perceived Usefulness in mediating roles leading to the endogenous construct of Behavioral Intention to Use. Results of the confirmatory PLS-SEM analysis revealed inherent problems with the model's application to the high-immersion virtual reality system and program used. Considering these findings, a PLS-SEM exploratory model optimization analysis was conducted which saw the variable of Immersion best relocated to be a predicator for both the Interaction and Imagination constructs. This exploratory model showed superior predictive relevance and improved significance of the relevant construct paths. Based on these results, this paper provides new theoretical reasoning that is in line with these statistical findings, namely that the construct of Immersion is best positioned as a singular external exogenous variable impacting Interaction and Imagination for the high-immersion virtual reality technology acceptance model used in this study.

Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching

Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.

Towards a contemporary player learning in development framework for sports practitioners

As it is appreciated that learning is a non-linear process – implying that coaching methodologies in sport should be accommodative – it is reasonable to suggest that player development pathways should also account for this non-linearity. A constraints-led approach (CLA), predicated on the theory of ecological dynamics, has been suggested as a viable framework for capturing the non-linearity of learning, development and performance in sport. The CLA articulates how skills emerge through the interaction of different constraints (task-environment-performer). However, despite its well-established theoretical roots, there are challenges to implementing it in practice. Accordingly, to help practitioners navigate such challenges, this paper proposes a user-friendly framework that demonstrates the benefits of a CLA. Specifically, to conceptualize the non-linear and individualized nature of learning, and how it can inform player development, we apply Adolph’s notion of learning IN development to explain the fundamental ideas of a CLA. We then exemplify a learning IN development framework, based on a CLA, brought to life in a high-level youth football organization. We contend that this framework can provide a novel approach for presenting the key ideas of a CLA and its powerful pedagogic concepts to practitioners at all levels, informing coach education programs, player development frameworks and learning environment designs in sport.

Topologies of desire: Fantasies and their symptoms in educational policy futures

This article studies topological reflexivity in educational policy discourse, when policy is considered in terms of eradicating the distances involved and increasing mobility and commensurability. Topological reflexivity is critically evaluated from a Lacanian point of view as a form of political fantasy which structures reality within the coordinates of desire. The article also unpacks two prominent symptoms of fantasy – dislocation and paradoxical elements – that subvert the functioning of these very same fantasies. First, while heralding imminent fulfilment and the promise of pleasure in new learning environments, these discourses are also obliged to keep the object of desire at a certain distance. Second, while educational policy discourse is founded on subjective autonomy and a freedom to develop learning environments, it implicitly requires teachers and schools to implement new learning environments and to take pleasure in doing so. Attempts to grapple with these symptoms of fantasy take the form of denying not only the repetition inherent in such discourses, but also the othering of teachers who express resistance to such changes.

Effects of Teacher Professional Development and Science Classroom Learning Environment on Students’ Science Achievement

Science classroom learning environment (CLE) and science teacher professional development (PD) are two important factors in students’ science learning. However, the nature of the science CLE and school-level PD that promotes students’ science achievement remains unclear. Using the Program for International Student Assessment (PISA) 2015 data, this study aims to explore the multi-level relationships between student-reported CLE, school-level teacher PD, and the possible interaction effects between the two on students’ science achievement. Since sample students were nested within schools, two-level hierarchical linear models (HLM) were used to analyze the data. Results indicated that science CLE factors, including direct instruction, adaption of instruction, and disciplinary climate, had significantly positive relationships with students’ science achievement, while inquiry-based science teaching and learning practices and perceived feedback had significantly negative relationships with students’ science achievement. Moreover, these relationships varied significantly between schools. For school-level PD factors, the proportion of PD in school science and proportion of teachers attending PD within 12 months had significantly positive relationships with students’ average science achievement between schools. More importantly, a significant cross-level interaction effect was found between PD requirements and disciplinary climate. Implications for creating science CLEs to promote students’ science learning, including implementing science teacher PD through a school-level approach and modifying PD based on CLE contextual factors, are also provided.

Learning environments preferred by university students: a shift toward informal and flexible learning environments

Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical approaches, the use of information and communications technology (ICT), the diversification of student populations, and new expectations related to working life. This study focused on university students’ perceptions of preferred learning environments and their thoughts about the best learning environments for the higher-education level. The main data consisted of answers to open questions from 230 students. Additionally, a questionnaire was used to gain an overall picture of students’ experiences in the current learning environment. Five main themes emerged: characteristics of the campus; available resources; flexibility of learning opportunities; pedagogy; and implementation of ICT in education. Further, two larger perspectives were highlighted. One was the need for informal learning environments (where students can study alone or with peers or just hang out). The second perspective pertains to the flexibility of learning, demonstrating the need for learning environments that allow participation without the need to come to the campus for face-to-face meetings. The need for resources (particularly ICT and the support and availability of teaching personnel) was also highlighted. The study provides important perspectives for developing appropriate learning environments for higher education.