Framework For Learning Environments Research Articles

Creating a Framework for Virtual Reality Learning Environment (VRLE) for Studio-Based Learning

Higher education academics are lacking the knowledge on how to implement Design Thinking (DT) for transdisciplinary design studies that would produce Fourth Industrial Revolution Workforce Skills (4IRSkills), due to the sparsity in literature and implementation guidelines. This article discusses on the creation process of a Teaching and Learning Framework (TLF) for transdisciplinary design studies with a desktop-based Virtual Reality Learning Environment (VRLE) simulation of studio-based learning. The framework was created using a Selander’s Learning Design Sequence (LDS) with DT approach. The LDS helped the researcher to understand the processes of teaching and learning, especially on the affordances of various modes. The DT approach was used to facilitate the process of solving problems through the practice of empathy, reframing, prototyping, experimentation, testing, and redesign. A sequential explanatory mixed method was used, and the data were analyzed through inferential statistical analysis, thematic analysis and convergent coding matrix triangulation protocol. The findings indicated that the TLF with VRLE showed a positive and significant relationship with students' achievement of 4IRSkills. The TLF Design Process and Collaborative Design variables were positively correlated with students' 4IRSkills, while there was no correlation for the VRLE Representational Fidelity and Learner Interaction variables. In conclusion, the TLF with VRLE proves to be an effective and suitable method for guiding the implementation of pedagogies that teaches 4IRSkills at the tertiary level in fully online learning environments.

An Update Summary on the Learning Sciences Within an Ophthalmic Context.

Clinical reasoning, specifically diagnostic decision-making, has been a subject of fragmented literature since the 1970s, marked by diverse theories and conflicting perspectives. This article reviews the latest evidence in medical education, drawing from scientific literature, to offer ophthalmologists insights into optimal strategies for personal learning and the education of others. It explores the historical development of clinical reasoning theories, emphasising the challenges in understanding how doctors formulate diagnoses. The importance of clinical reasoning is underscored by its role in making accurate diagnoses and preventing diagnostic errors. The article delves into the dual process theory, distinguishing between type 1 and type 2 thinking and their implications for clinical decision-making. Cognitive load theory is introduced as a crucial aspect, highlighting the limited capacity of working memory and its impact on the diagnostic process. The zone of proximal development (ZPD) is explored as a framework for optimal learning environments, emphasising the importance of scaffolding and deliberate practice in skill development. The article discusses semantic competence, mental representation, and the interplay of different memory stores-semantic, episodic, and procedural-in enhancing diagnostic proficiency. Self-regulated learning (SRL) is introduced as a student-centric approach, emphasising goal setting, metacognition, and continuous improvement. Practical advice is provided for minimising cognitive errors in clinical reasoning, applying dual process theory, and considering cognitive load theory in teaching. The relevance of deliberate practice in ophthalmology, especially in a rapidly evolving field, is emphasised for continuous learning and staying updated with advancements. The article concludes by highlighting the importance of clinical supervisors in recognising and supporting trainees' self-regulated learning and understanding the principles of various teaching and learning theories. Ultimately, a profound comprehension of the science behind clinical reasoning is deemed fundamental for ophthalmologists to deliver high-quality, evidence-based care and foster critical thinking skills in the dynamic landscape of ophthalmology.

Fostering public health ethics awareness among medical students through interactive web-based values exchange learning: A cross-sectional study.

Medical ethics have traditionally encountered resistance in medical education, with doubts regarding their necessity during preclinical years. Concerns include the practical application of theoretical ethics and favoring the learning of ethics through observation and imitation. Furthermore, ethics courses often focus on codes and regulations and neglect the promotion of moral reasoning and decision-making skills. Therefore, enhancing ethical researcher-training modules is essential for advancing instructional methods and promoting a unified and interactive learning atmosphere. A 3-week course was conducted using the values exchange (VX) online platform to assess the effectiveness of the VX system in involving students and its impact on their perceptions of the importance of research ethics. Accordingly, a blended course was provided as an optional course to the students, and a qualitative course evaluation survey was administered at the end of the course. Sixty-one medical students participated in a pilot-blended research ethics program and the majority (93%) reported a positive learning experience. The course was preferred over traditional classroom-based courses by 80% of the respondents, with 77% reporting increased interest and motivation to study Research Ethics. Over half of the students (57%) reported that the course stimulated their thinking and changed their perspectives on handling medical research issues. Some students (20%) reported improvements in their social and information technology skills. The VX platform was able to meet the expectations of both faculty and students, and fulfilled all dimensions of the Health Professions Learning Environment Conceptual Framework. The VX platform provides an interactive and effective simulated learning environment that promotes ethical research aligned with the Health Professions Learning Environment Framework and fosters core competencies, such as ethical reasoning, decision-making, and cultural respect. Medical schools are encouraged to implement VX to enhance the teaching of research ethics.

The impact of community of inquiry and self-efficacy on student attitudes in sustained remote health professions learning environments

BackgroundSustained remote learning environments, like those experienced in late 2020 due to the COVID-19 pandemic, share characteristics with online courses but were not intentionally designed to delivered virtually. The purpose of this study was to investigate the impact of Community of Inquiry, a widely used online learning environment framework, and self-efficacy on perceived student attitudes within sustained remote learning environments.MethodsAn interinstitutional team of health professions education researchers collected survey data from 205 students representing a wide range of health professions in five U.S. institutions. Latent mediation models under structural equation modeling framework were used to examine whether student self-efficacy mediates the relationship between Community of Inquiry presence and student’s favorability of sustained remote learning delivered in the prolonged stages of the COVID-19 pandemic.ResultsHigher levels of teaching presence and social presence in the remote learning environment were associated with higher levels of remote learning self-efficacy which, in turn, predicts variance in positive attitudes toward remote learning. When mediated by self-efficacy, significant variance in student’s favorability of sustained remote learning was explained by teaching presence (61%), social presence (64%), and cognitive presence (88%) and self-efficacy. Significant direct and indirect effects for teaching and social presence, and only direct effects for cognitive presence were observed.ConclusionsThis study establishes the Community of Inquiry and its three presence types as a relevant and stable framework for investigating sustained remote health professions teaching and learning environments, not only carefully designed online learning environments. Faculty may focus course design strategies which enhance presence and increase student self-efficacy for the sustained remote learning environment.

HIIT PE: A Theme-Based Framework for Multiple Learning Environments

This article describes learning activities of the HIIT PE addressing SHAPE America National Physical Education Standard #3, how student interest is obtained, and the variety of learning environments in which they can be implemented. The article also offers examples of learning activities, cognitive assessments, and a scope and sequence for teaching HIIT PE. These examples can easily be adapted for implementation across the K-12 levels.

A multi process value-based reinforcement learning environment framework for adaptive traffic signal control

Realising adaptive traffic signal control (ATSC) through reinforcement learning (RL) is an important means to easetraffic congestion. This paper finds the computing power of the central processing unit (CPU) cannot fully usedwhen Simulation of Urban MObility (SUMO) is used as an environment simulator for RL. We propose a multi-process framework under value-basedRL. First, we propose a shared memory mechanism to improve exploration efficiency. Second, we use the weight sharing mechanism to solve the problem of asynchronous multi-process agents. We also explained the reason shared memory in ATSC does not lead to early local optima of the agent. We have verified in experiments the sampling efficiency of the 10-process method is 8.259 times that of the single process. The sampling efficiency of the 20-process method is 13.409 times that of the single process. Moreover, the agent can also converge to the optimal solution.

KEY ASPECTS OF ASSESSMENT WITHIN AN INTEGRATED LESSON

The article deals with the assessment of school subjects in the framework of a multilingual learning environment. The authors analyze the features of assessing student performance in the context of subject-language integrated lessons, depending on their type. The importance of determining the purpose for which the assessment is carried out, as well as criteria for learning outcomes, communication skills is noted. Summative and formative types of assessment for integrated lessons are described, when the subject is assessed in a foreign language, samples of criteria are presented using the statements “can do”. The importance of feedback, building a dialogue with students about their successes and achievements, the need to teach students self-assessment is noted.

A proposed learning environment framework for virtual care.

The way in which health care is delivered has rapidly changed since the onset of the COVID-19 pandemic, with a rapid increase in virtual delivery of clinical care. As a result, the learning environment (LE) in health professions education, which has traditionally been situated in the bricks-and-mortar clinical context, now also requires attention to the virtual space. As a frequently examined topic in the health professions literature, the LE is a critical component in the development and training of future healthcare professionals. Based on a published conceptual framework for the LE from Gruppen et al. in 2019, a conceptual framework for how the LE can manifest through virtual care space is presented here. The four components of personal, social, organizational, physical/virtual spaces are explored, with a discussion of how they can be integrated into virtual care. The authors provide suggestions that health professions educators can consider when adapting their LE to the virtual environment and highlight aspects of its integration that require further research and investigation.

The I’m Learning! intervention methodology for quality learning environments in developing country contexts

Within the context of the global learning crisis and calls to focus on the quality of education, one international organisation took a systematic and holistic approach to improve learning, wellbeing, and development in schools. Known as the Quality Learning Environment (QLE) Framework, it conceptualised the quality of the learning environment in schools with four guiding principles: emotional and psychological protection of learners, physical wellbeing of children, active learning processes, and close collaboration between school and parents/community. From 2013 – 2017, the framework was piloted in three countries of Cambodia, Uganda, and Zimbabwe to improve learning environments and outcomes while documenting the process, methods, and results of the QLE pilot in their country. The interventions in the three countries were closely tracked by a longitudinal research study. This paper explores the ambition of global and national research firms to carry out rigorous cross-country research alongside contextualized and evolving school interventions.

Effectiveness of I’m Learning for achieving quality learning environments

From 2013 to 2017, Save the Children Norway tested the hypothesis that a global framework could be used to empower locally driven solutions within the education sector. It did so by galvanizing support and aligning stakeholders to common goals articulated through the Quality Learning Environment Framework but allowing each community context to determine its own path for achieving those goals. This article explores the effectiveness and impact of these projects across the three pilot countries of Cambodia, Uganda, and Zimbabwe as defined by the original project goals, outcomes, and objectives. Reflecting on both qualitative and quantitative data gathered throughout the life of the project, the article speaks to project impact and achievements as well as operational findings including commonalities and differences between the three pilot projects and keys to success. It outlines lessons learned across the programming sites and in doing so it explores the role of a large International Non-Governmental Organization as a catalyst for change. Finally, it discusses the rigorous research and reporting framework driven by funders and development agencies, the rigidity of which struggled to capture the emergent nature of locally driven solutions.

Development of an Integrated Complex of Knowledge Base and Tools of Expert Systems for Assessing Knowledge of Students in Mathematics within the Framework of a Hybrid Intelligent Learning Environment

The paper is devoted to the development of instrumental and methodological support for the assessment of students' knowledge in mathematics in the framework of a hybrid intellectual learning environment. According to the structural scheme of the model of intellectual assessment of knowledge and creative potential of students in mathematics, the structure of the corresponding knowledge base is formalized. Knowledge base within the framework of data mining methods to create a module for monitoring and evaluating knowledge in mathematics has been developed. To model the educational process the authors propose methods for solving clustering, dimensionality reduction, and classification problems based on machine learning and artificial neural networks. The basics for the development of integrated knowledge base complexes and artificial intelligence tools for the educational process are presented. The obtained results are aimed at creating methods which ensure the processes of operational training, control and evaluation of knowledge.

Modeling Knowledge Assessment Systems within a Hybrid Intelligent Learning Environment

An approach to the intellectual assessment of students' knowledge within the framework of a hybrid intelligent learning environment (HILE) based on the construction and training of neural networks is considered. Structural schemes of the system for assessing knowledge in mathematics for schoolchildren of various grades are developed. The models of the pedagogical process teacher – HILE module – student, teacher – student, as well as a neural network agent model of the learning process are considered. The choice of types of neural networks and types of machine learning is substantiated, taking into account goal-setting. Neural network algorithms and training criteria for neural networks are characterized. The results obtained are aimed at creating methods that provide the processes of operational learning, control and assessment of knowledge, competencies and procedures, the level of formation of subject and professional competencies of students in the information and educational intellectual environment.

A Kenyan Village As An Innovative Learning Environment.

Cultural sensitivity and improved communication and assessment skills for undergraduate nursing students are the primary aims of a medical mission experience based on an innovative learning environment in a rural African village. Nursing faculty implement components of Irby's Conceptual Framework for Learning Environments to facilitate students' integration and understanding of didactic information and the holistic practice of nursing while decreasing students' dependence on technology.

A Framework to Guide the Implementation of Best Practice Clinical Learning Environments in Community General Practice: Australia.

Clinical education/training is increasingly being expanded to community general practice settings (primary care clinics led by doctors). This plays an important role in developing a skilled “primary-care ready” workforce. However, there is limited information to guide the implementation of high-quality learning environments suitable for the range of general practices and clinical learners they oversee. We aimed to develop a consensus-based framework to address this. A co-design participatory action research method involved working with stakeholders to agree a project plan, collect and interpret data and endorse a final framework. As a starting point, an initial draft framework was adapted from an existing framework, the Best Practice Clinical Learning Environment (BPCLE) Framework. We gathered feedback about this from a national GP Supervisor Liaison Officer Network (SLON) (experienced GP clinical supervisors) during a 90-minute face-to-face focus group. They rated their agreement with the relevance of objectives and elements, advising on clear terminology and rationale for including/excluding various components. The resulting framework was refined and re-tested with the SLON and wider GP educational stakeholders until a final graphically designed version was endorsed. The resulting “GP Clinical Learning Environment” (GPCLE) Framework is applicable for planning and benchmarking best practice learning environments in general practice.

Discovering reflected cross-site scripting vulnerabilities using a multiobjective reinforcement learning environment

Tools that automate testing of web applications for Cross-Site Scripting (XSS) vulnerabilities perform well when they have a strong knowledge base. Though, they heavily rely on brute force, which is not always an effective choice. On the other hand, expert penetration testers adopt exploit methods that are more accurate, but often not structured. We propose to solve the above mentioned problems, by designing and implementing an intelligent agent, called Suggester, that recommends actions to penetration testers. First, a black-box testing methodology inspired by a penetration tester’s behavior, is developed. Such methodology consists of sending a sequence of strings to a web application and observing the responses. Then, an agent is trained to produce attack strings using the framework of a Multiobjective Reinforcement Learning environment (MORL), with a parameterized action space. Each complete attack string is identified as a separate objective to reach. Q-Learning is used to train the agent upon separate, unrelated objectives. Then, the learned actions are suggested to a human-in-the-loop, who performs the actions and collects observations. This allows to orchestrate the agent into pursuing the right objective and selecting the next best action to recommend. The final evaluation proves the scalability of the proposed solution, as well as show an increase in accuracy when compared to other automated scanners.

Use of Personal Learning Environments in English Learning: An Example of Anadolu University Open Education Faculty

İnternet, eğitim alanında giderek önem kazanan eğitim teknolojilerinin önünü açarak, öğrenme sorumluluğunu öğrenciye bırakmıştır. Bu sürecin devamında, Kişisel Öğrenme Ortamları, öğrencilerin çevrimiçi platformlarda kendi öğrenmelerini organize etmelerinde aktif rollerini desteklemek adına önem kazanmıştır. Kişisel Öğrenme Ortamları, öğrenmenin kişisel boyutta yapılandırıldığı, planlandığı, paylaşıldığı ve yaşam boyu arşivlendiği platformlardır. Web 2.0 araçlarıyla oluşturulan bu ortamlar bireyselleştirilmiş izlencelerin tasarımına izin veren ve çevrimiçi katılımlı, bireysel ve grup etkinliklerini teşvik eden yapısıyla Açık ve Uzaktan Öğrenmeyi desteklemektedir. Bu çalışmada, kampüs dışında eğitim gören uzaktan öğrenenlerin yabancı dil olarak İngilizce öğrenmelerine yönelik oluşturdukları Kişisel Öğrenme Ortamları incelenmiştir. Bu bağlamda, bu çalışmanın temel amacı açık ve uzaktan öğrenme çerçevesinde Kişisel Öğrenme Ortamlarının İngilizce öğrenmede nasıl etkili, verimli ve çekici şekilde geliştirilebileceğine yönelik alan uzmanlarının ve uzaktan öğrenenlerin görüşlerini almaktır. Çalışma, tasarım tabanlı araştırmanın geliştirme döngüleri çerçevesinde yapılandırılmıştır. 2016-2017 Güz Döneminde (Mart-Eylül 2017) gerçekleştirilmiş olan araştırmanın katılımcılarını uzaktan öğrenenler ve alan uzmanları oluşturmaktadır. Tasarım tabanlı araştırma sürecinde nitel veriler toplanmış ve analiz edilmiştir. Araştırma sonunda, Kişisel Öğrenme Ortamlarına ilişkin bir tasarım çerçevesi önerisinde bulunulmuştur. Araştırma sorularına bağlı olarak ulaşılan verilere göre, Kişisel Öğrenme Ortamı, açık ve uzaktan öğrenme bağlamında kişisel öğrenme deneyimini destekleyen, tasarlanan ortamın benimsenmesini sağlayan ve İngilizce öğrenmeye yönelik genel beklentiyi karşılayan bir ortamdır. Ancak, öğrenmedeki bireysel farklılıklar nedeniyle her bir Kişisel Öğrenme Ortamı bireysel öğrenme gereksinime yönelik olarak oluşturulduğundan kişiye özgü olarak değerlendirilmelidir.

РАЗРАБОТКА ИНСТРУМЕНТАЛЬНО-МЕТОДИЧЕСКОГО ОБЕСПЕЧЕНИЯ ДЛЯ ОЦЕНИВАНИЯ ЗНАНИЙ УЧАЩИХСЯ ПО МАТЕМАТИКЕ В РАМКАХ ГИБРИДНОЙ ИНТЕЛЛЕКТУАЛЬНОЙ ОБУЧАЮЩЕЙ СРЕДЫ

The article is devoted to the development of an integrated complex of knowledge base and artifi-cial intelligence tools for assessing students' knowledge in mathematics within the framework of a hybrid intellectual learning environment. In accordance with the structural diagrams of mod-els of intellectual assessment of knowledge and creative potential of schoolchildren in mathe-matics, the structure of the corresponding knowledge base is formalized. The knowledge base is developed within the framework of data mining methods to create a module for monitoring and assessing knowledge in mathematics. As a methodological basis for the development of a knowledge base, the idea of V.P. Bespalko about the representation of the possible structure of human activity in the form of suc-cessive levels of assimilation, reflecting the development of the student's experience in a given subject in the learning process. The levels of assimilation (student, typical, heuristic, research) are determined through the ability to solve problems of the corresponding type. A formalized in-dicator of a student's achievement of a particular level of assimilation of educational material (level of training) is the coefficient of assimilation; assessment of the assimilation of material on a specific topic or section is provided for both at each of the above levels, and in general. The examples of the formation of a knowledge base for assessing the skills and abilities of schoolchildren in algebra are considered. To model the educational process, we propose methods for solving clustering, dimen-sionality reduction and classification problems based on machine learning and artificial neural networks. The foundations for the development of integrated complexes of knowledge bases and artificial intelligence tools to ensure the educational process are presented. The results obtained are aimed at creating methods that provide the processes of operational learning, control and assessment of knowledge, competencies and procedures, the level of formation of subject and professional competencies of students in the information and educational intellectual environment.

Train for the Game: What Is the Learning Environment of Deployed Navy Emergency Medicine Physicians?

Medicine is a practice characterized by ongoing learning, and unique qualities of the operational learning environment (LE) may affect learner needs. When physicians move between differing practice environments learners may encounter situations for which they are unprepared. Using a conceptual framework specific to the LE, we therefore asked the following research question: what is the difference in LE for Navy emergency medicine (EM) physicians who practice in U.S. hospitals but serve an operational environment, and how do these differences shape their learning needs? We interviewed Navy EM physicians who recently deployed to explore their perceptions of the deployed LE, how it differed from the LE they practice in stateside, and the perceived effect this difference had on their learning needs. We used the constant comparative method to gather and analyze data until thematic saturation was achieved. We interviewed 12 physicians and identified six interconnected themes consistent with the LE framework in the literature: 1) patient care is central to the learning experience; 2) professional isolation versus connectedness; 3) a sense of meaningful practice engages the learner in the LE; 4) physicians as educators shape the LE; 5) team trust impacts the LE; and 6) the larger military organization impacts the LE. Our themes span the conceptual framework put forth by previous work and did not find themes outside this framework. These interconnected themes describe the difference in LE between the stateside and deployed setting and impact the learning needs of Navy EM physicians. These results inform strategies to position the deployed medical unit for success.

Design and evaluation of an adaptive framework for virtual learning environments

Design and evaluation of an adaptive framework for virtual learning environments

Research on the Design and Construction of University Informationized Learning Environment under the TPACK Framework

The rapid development of information technology has broken the traditional teaching methods and learning environment, and the traditional teaching environment is difficult to meet the needs of information-based teaching. Therefore, based on the TPACK theory, this paper integrates the teaching method, information technology and subject content, and uses cloud computing technology to design the information-based learning environment model and framework in line with the teaching characteristics of colleges and universities. finally, from the theoretical and technical aspects, a learning environment based on cloud computing technology has been established, which provides support and guarantee for the reform of basic information teaching in colleges and universities.