Innovative Learning Environments Research Articles

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

AbstractIn recent decades, the number of international students in China has significantly increased. This swift growth of international students has raised concerns about the capacity of Chinese universities to meet international students' academic expectations. Since the quality of higher education is frequently measured by student learning experiences, this article explores the experiences of international students in China. It examines the relationship among diversity experiences, innovative learning environments and personal development, specifically focusing on the mediating role of cultural adoption among international students. The data collected from 304 international students from various countries studying in Shaanxi, China, through an adapted survey and structural equation modelling (SEM) were applied for analyses. This study highlights the importance of cultural adoption in the context of international education and its influence on personal development. It establishes a strong relationship among diversity experiences, innovative learning environments, cultural adoption and personal development of students. The study findings provide valuable understanding for individuals and organizations in higher education on effectively promoting cultural acceptance and enriching the development of global students.

Konsep Arsitektur Organik pada Perancangan Politeknik Pertanian dengan Pendekatan Piramida Efektivitas Belajar

This architectural design explores the application of the millennial concept in organic architecture at the Indramayu Agricultural Polytechnic with a learning effectiveness pyramid approach. Focusing on millennial values ​​such as collaboration, sustainability, and technology integration, the learning space design is designed to maximize learning effectiveness. By integrating natural beauty, sustainability and technology, this research aims to create an innovative and sustainable learning environment at the Indramayu Agricultural Polytechnic, encouraging student interaction and critical thinking according to the pyramid concept of learning effectiveness.

Exploring the Success of Implementing Project-Based Learning Model in Accounting Learning Material

This study aims to explore the success of implementing the Project Based Learning (PjBL) model in the elements of Service, Trade, and Manufacturing Company Accounting. The approach used in this research was qualitative with a case study method. This research selected one vocational school with high integrity, namely SMKN 1 Banyudono, with several informants consisting of students in Financial and Institutional Accounting classes, Accounting Teachers, and the School Principal. Data collection methods included interviews, observations, and documentation studies, with data validity tested through technique triangulation and source triangulation. The collected data was analyzed through three activities: data reduction, data presentation, and drawing conclusions or verification. The results showed that PjBL had a positive impact on students' learning outcomes, the quality of learning, and learning motivation. However, its weakness laid in requiring longer project implementation time and preparation. Nevertheless, PjBL can create an innovative learning environment, make graduates more prepared for the industrial world, and have a positive impact on students' learning outcomes and the quality of learning.

Specifics of innovative educational environment and its influence on the development of future teachers’ innovative competence

The relevance of the study is determined by the change in views on the process of developing innovative competence of future teachers and the need to improve the innovative educational environment. Accordingly, the purpose of the study was to reveal the specific features and properties of the innovative educational environment and its impact on the process of developing innovative competence in future teachers. To implement the goal, a set of general scientific methods was used: theoretical methods – system analysis, synthesis, generalisation, and comparison; empirical methods – observational (direct and indirect observation, methods of expert assessment and self-assessment); ranking, which helped to find out the specifics of the innovative educational environment in the process of developing innovative competence of future teachers. The content of the concepts “innovation environment”, “innovation space”, “development of innovative competence”, “innovative educational environment” was analysed. It was emphasised that through participation in the work of project groups, educators and future teachers gain valuable experience in innovative and creative collective activities and have the opportunity to develop leadership qualities and innovative competence. It was established that the innovative educational environment in the context of professional training of future teachers functions as a system that creates conditions for personal development as an innovator, promotes the disclosure of creative abilities, and the improvement of innovative and professional skills, emphasising the unity and interaction of its elements. The results of the study also indicate that the professional development of future teachers is significantly influenced by the innovative learning environment, which is simultaneously developed due to the innovation activity of students. The practical significance of this study is that the results obtained can be used in future studies on the impact of information and communication technologies on the subject-subject interaction between participants in the educational process

Teaching mathematics in innovative learning environments—The entangled tensions between the learning environment and pedagogy

AbstractNew school buildings are often designed for flexible innovative learning environments (ILEs) to support learning future skills better than before. However, little is known about the relationship between environment and pedagogy. This article examines the relationship between the environment and pedagogy from the perspective of primary school teachers in the context of teaching mathematics. We interviewed 26 teachers from 10 Finnish ILEs and did a thematic analysis. The relationship between the environment and pedagogy forms a complex network of entangled tensions between teacher's inner space, community's social space and physical space. When the tensions between these spaces were resolved in a positive way, ILEs enabled pedagogy that diversified mathematics education, improved student cohesion and teachers' well‐being at work. However, the ILEs' transformation process often appears to be left unfinished, leading to unsuccessful resolution of tensions. Further, our findings highlight the importance of four‐dimensional environmental competence in exploiting the affordances enabled by ILE.

Innovative learning environments: a learning experience with in-service teachers

ABSTRACT The challenges of modern society have led educators to reconceptualize formal learning spaces, into flexible spaces, imbued with technologies and active methodologies. To achieve this goal, a course was developed in an in-service teacher education Master program to support teachers in developing learning scenarios for innovative learning environments (ILEs). The aims of the current study are to understand the impact of this course on teachers’ preparation to create learning scenarios appropriate for ILEs, and on teachers’ perspectives about the potential benefits and challenges of ILEs. Twelve in-service teachers enrolled in the Master program participated in the study. Data collection included teachers’ assignments, learning scenarios and a survey. Results showed that developing learning scenarios had a positive influence on teachers’ perspectives toward ILEs. Specifically, the participants revealed that they had developed skills to elaborate, implement and assess learning scenarios in ILE; and to reflect on the contribution of ILEs to teaching innovation, to curricular management and to teachers’ practices. Moreover, the course improved their awareness about the importance of interdisciplinarity and teacher collaboration. These findings suggest that the skills developed by the teachers during the course could be mobilized for their practice due to their willingness to innovate in their schools.

Places of Learning: A Discussion of Radcliffe’s Framework for Learning Spaces in Light of Merleau-Ponty’s Phenomenology

This paper presents a discussion of Radcliffe’s pedagogy-space-technology (PST) framework for the development, implementation, and evaluation of learning spaces in light of Merleau-Ponty’s Phenomenology of Perception. The following research questions have guided the theoretical discussion: In which ways can Merleau-Ponty’s body-subject phenomenology enlighten Radcliffe’s framework? How can Merleau-Ponty’s body-subject paradigm be integrated into the development and implementation of hybrid learning environments? The reference to an exploratory case study within the frame of a larger research project will support the theoretical argumentation. In the study, the genesis of an innovative learning environment linked to a cross-institution master’s program located at two Norwegian universities will serve as an example.

Women Leadership Performance in Learning Management at Private Madrasah Ibtidaiyah during the Covid-19 Pandemic in South Kalimantan

This study aims to explore the role of female madrasah principals in education management, especially in the Ibtidaiyah madrasah environment. Qualitative research methods were conducted through observation, interviews, and documentation analysis in 13 districts of South Kalimantan province. The research focused on women's leadership roles in leveraging resources, building collaboration with the community, planning the curriculum, and utilizing technology in learning management. The results show that female madrasah principals play a key role in leveraging madrasah resources, building collaboration with the community, planning a responsive curriculum, and utilizing technology to improve learning. They are also active in developing an inclusive work culture, implementing effective supervision strategies, and creating open communication and active engagement within the madrasah environment. The findings provide an overview of the importance of women's leadership roles in managing education, confirming their contribution to creating an inclusive, innovative, and sustainable learning environment.

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

The most recent UN publication on Sustainable Development Goals (SDGs), which covers issues related to socioeconomic, environmental, and technological development on a global scale towards 2030, has expanded its focus to include tertiary education and the role of Universities in contributing to societal development. SDG 4, particularly, calls for equal access to tertiary education from a lifelong perspective, and consequentially an increasing need for flexible education. It has therefore become pivotal for Higher Education Institutions to promote the implementation of both flexible study programs and related innovative learning environments to sustain learners’ lifelong education and the development of critical skills in an increasingly digitalized world. Innovation, however, has a cost. In Higher Education, innovation must necessarily reconcile academic advantages with economic conveniences. In this paper, we look in retrospect and share our experiences from a major research project linked to creating and implementing an innovative hybrid learning space within the frame of a cross-campus and cross-institution master’s degree based at two Norwegian universities. In the evaluation phase of the project, tension became apparent between the underlying pedagogical visions that sparked the enthusiasm for the project and the challenging reality of having to create, organize, and manage a complex cross-campus and cross-institution study program and build the learning space related to it. It seems that traditional university structures as a closed ecosystem made it difficult to anchor the development of the program in/within/between the organizations. The administration did not seem equipped to manage the uncertainty such an innovative project presented in the form of many new unforeseen, challenging, and unpredictable variables. In two related publications we have specifically discussed the results from the project by focusing on the experiences educators and students collectively reported about working and studying in the ad hoc learning environment developed for the master’s program. We wish now to look back and explore the topic from an organizational perspective where the administration of the cross-campus and cross-institution project acts as a filter between the educators’ pedagogical vision and the students’ experiences. In this exploratory case study, we have opted for a phenomenological investigation and a qualitative approach to research design that is informed by constructivist grounded theory methods. We went back to the educators’ and students’ feedback and tried to understand not just what worked and what did not, but why. What contributed the most to the increasing tension between the initial pedagogical vision of the educators and the practical development of the project in reality? We believe that sharing the experiences harvested from our project along the road can be of help to other researchers and stakeholders in confronting and finding solutions to the challenges that complex innovative projects might constitute for higher education institutions.

EFEKTIFITAS PENGGUNAAN MEDIA PUZZLE MATEMATIKA MATERI BILANGAN PECAHAN TERHADAP KEMANDIRIAN BELAJAR SISWA KELAS 2 SD

Mathematics plays a crucial role in the development of science, especially in the context of basic education. One of the important materials in mathematics is the number of fractions, which is often considered difficult by students. This research aims to find out the effectiveness of using mathematical puzzle media on fragmented number material in improving the learning independence of students of 2nd grade at the State Elementary School of Ngabeyan 01. The research method used is quantitative research with pre-experimental design. Data is collected through pretest and posttest tests as well as nontes in the form of interviews, observations, and documentation. Data analysis using the wilcoxom signed rank test, SPSS 25. The results of the study showed a significant improvement in students' learning independence after being treated using a mathematical puzzle medium. The average pretest score was 34, while the average posttest score increased to 92.67. The wilcoxom signed rank test produced a significance value of 0.001, showing a significant difference between pretest and posttest. Based on these findings, it can be concluded that the use of mathematical puzzle media is effective in improving the autonomy of students' learning on fragment number material in the second grade of State Elementary School Ngabeyan 01. Therefore, the results of this research are expected to be one of the benchmarks in learning to create an innovative and enjoyable learning environment, especially in overcoming the difficulty of students in understanding the concept of fractional numbers.

Linguodacological Dimensions of Innovative Learning Environments

Linguodacological Dimensions of Innovative Learning Environments

Students’ cross-sectioning in the math-art studio

This study presents a case study on students’ cross-sectioning in an informal and innovative learning environment designed based on Studio Thinking and Artful Thinking Frameworks. Participants were four seventh-grade students. Students’ documents and video recordings were analysed at different structures of the studio (analysing works of art, creating artwork, and critiquing) and the approach to data analysis was interpretive microanalysis. The findings of the study indicated that the studio work designed in the current study made students’ cross-sectioning visible through diverse tasks, requiring an understanding of the relation between 2D and 3D (identification of the slices of 3D geometric figures and construction of 3D figures from the 2D slices) at different structures of the studio. This study suggests new avenues for the design of tasks on cross-sectioning for middle school students and the design of learning environments by presenting detailed information about what is going on in these environments.

Shifting power relations in innovative learning environments: implications for initial teacher education and practicum

ABSTRACT Internationally, a dearth of literature exists on how preservice teachers (PSTs) should be prepared to engage in Innovative Learning Environments (ILE) while on practicum. These environments progress open physical designs, and particular pedagogies and discourses favouring student agency and teacher collaboration. Differing conceptions of power coalesce in these new designs. This case study research in Aotearoa|New Zealand illustrates a set of power dynamics produced in ILE practicum and the pedagogical practices PSTs deploy to respond. Our findings suggest that, despite progressive ideals, student agency, a key pedagogical commitment of ILE, remains mired in zero-sum notions of power, and visions of autonomous teachers linger in collaborative teaching arrangements, setting up considerable tension within practicum. We examine power relations in our case study through Foucault’s mechanisms of power. This framework lets us see how practicum requirements, images of the student/teacher relationship and changes in views of teaching are associated with ILE but are responded to in both contradictory and productive ways by PSTs. Our findings will be of interest to teacher educators and to teachers who supervise PSTs in practicum contexts to maximise the potential of ILE for learning and teaching.

(Non-)Conceptualisations of teaching and learning in innovative learning environments – a meta-narrative review

A current trend in educational research on innovative learning environments is to focus on student-centred learning, rather than a teacher-focused classroom. This turn to learning environments comes with theoretical and conceptual challenges concerning the dynamics of the classroom context and the interactions that take place within it. The aim of this review is to map the conceptions of teaching and learning in studies focusing on innovative learning environments and how they are applied in relation to the collected data. The review shows that several studies do not relate their empirical data to theoretical concepts in a systematic way. It is also suggested that the complexity of a learning environment requires an operationalised, conceptual comprehension in order to gain a full understanding of its conditions for teaching and learning.

Los Entornos Innovadores de Aprendizaje como respuesta a los retos educativos del siglo XXI

This article reflects on the opportunity presented by Innovative Learning Environments (ILEs) in addressing the challenges of the 21st century. To achieve this, it outlines the characteristics of these learning contexts based on various international and national studies and initiatives, correlating them with the challenges identified in different institutional documents. Innovative Learning Environments represent an educational context designed for pedagogical innovation. While there is no universal definition, they are highlighted as spaces that combine innovative design with student-centered educational practices. Emphasis is placed on flexibility as a key attribute that allows spaces to be adapted for both individual and collective learning, fostering interactivity and creativity. Digital technology, present in these environments, takes on a discrete yet essential role as a resource to support learning. The relationship between Innovative Learning Environments and the educational challenges of the 21st century is highlighted, primarily identifying five of these challenges: global citizenship education, promoting inclusion, developing student-centered educational programs, utilizing multidisciplinary collaborative practices, and fostering well-being in educational environments. In conclusion, Innovative Learning Environments represent an innovative pedagogical approach that incorporates flexibility, discreet technology, and student-centered practices to address current educational challenges, promoting personalized, competency-based, inclusive, and collaborative learning, all within the framework of well-being.

Secondary Teachers’ Working Experiences in Innovative Learning Environments: Enablers and Influences

Secondary Teachers’ Working Experiences in Innovative Learning Environments: Enablers and Influences

DEVELOPMENT OF TPACK FOR ELEMENTARY SCHOOL TEACHERS IN USING CANVA APPLICATION

The purpose of this study was to determine the development of TPACK competencies in elementary school teachers in using Canva application. To achieve this goal, this study used a library research method by studying and analyzing various scientific articles, especially those related to TPACK competencies in elementary school teachers using the Canva application. All cited scientific articles were retrieved from Mendeley and Google Scholar. This study found that the development of TPACK competencies in elementary school teachers through the use of Canva can have a positive impact in creating a more dynamic, innovative learning environment that supports the optimal development of students in this digital era and can meet students' learning needs visually.

A Demographic Analyses: A Survey on Faculty's Perspectives of Innovative Hybrid Learning Environment

A Demographic Analyses: A Survey on Faculty's Perspectives of Innovative Hybrid Learning Environment

Technology and Digital Literacy: Interrelationships and the Impact of Acceptance with Self-regulated Learning

The educational technology continues to grow and change. Technology acceptance exists to understand how technology emerges and is adopted. Technology acceptance plays an important role in creating an innovative and effective learning environment in enhancing students’ learning experience. Technology acceptance must be supported by digital literacy skills to achieve successful use of technology in learning. The purpose of this study was to determine the relationship between technology acceptance and digital literacy in self-regulated learning of physics students. This type of research is quantitative survey research. The research data were obtained by distributing online questionnaires using Google Forms. The questionnaire used a Likert scale of five options. A total of 132 valid questionnaires were obtained and analyzed using PLS-SEM assisted by the Smart PLS application. Based on the path coefficient, it shows that technology acceptance has a significant positive effect with β = 0.248 or close to 1, tcritical value of 2.345, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.019, which is lower than 0.05. The digital literacy path coefficient has a significant positive effect on self-regulated learning with a value of β = 0.673 or close to 1, tcritical value of 6.456, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.000, which is lower than 0.05. The results of PLS-SEM analysis using Smart PLS show that technology acceptance and digital literacy have a significant positive effect on self-regulated learning. This research is expected to be a source of reference for further research in discussing issues related to self-regulated learning.

Exploring the significance of blended learning in a higher educational institution

The study explores the significance of blended learning in higher education, particularly at Ravenshaw University in India. It aims to investigate the effectiveness of blended learning during the COVID-19 pandemic, its impact on the learning process, its suitability for large student groups, and the role of online resources. The study employs a purely qualitative approach and utilizes a descriptive survey design to understand the effectiveness of blended learning as perceived by postgraduate students of Ravenshaw University in their learning process. A sample of 40 students was purposively selected for this study. Data collection involved the use of an open-ended questionnaire, which was analyzed through thick description. The results highlight the adaptability and transformative potential of blended learning, particularly during crises, while also identifying challenges such as the need for basic technical knowledge. The study emphasizes the necessity for institutions to invest in infrastructure, address equity and accessibility concerns, and prioritize faculty development to effectively integrate blended learning into higher education. Embracing blended learning offers an opportunity to create a more inclusive, innovative, and resilient learning environment. However, sustained investment in infrastructure, resources, and professional development remains essential for its successful integration.