Institutional Learning Environments Research Articles

Advancing Teachers' Professional Development: Exploring Models and Impact Assessment on Ict Integration in Colleges of Education

The integration of Information and Communication Technology (ICT) into education has revolutionized teaching and learning practices, necessitating proficient teacher utilization of ICT tools. This paper explores diverse models of advancing teachers' professional development in ICT integration, assessing their impact on pedagogical practices and educational outcomes. The study employs a mixed-methods approach, highlighting effective strategies and gaps in existing research. Models like collaborative communities of practice, job-embedded learning, and blended learning are examined for their alignment with modern educational goals. Teacher perceptions and attitudes are explored, emphasizing the influence of institutional support and collaborative learning environments. Pedagogical strategies for effective ICT integration, supported by technological resources, administrative backing, and policy frameworks, are discussed. The study's impact assessment reveals improvements in teachers' ICT skills and subsequent positive effects on student learning outcomes. Recommendations for best practices, such as customization, blended formats, and administrative support, are derived from the findings. Overall, the research underscores the multifaceted approach necessary for successful teacher professional development in the context of ICT integration, enhancing the quality of education

IoT-Enhanced Learning Environment Optimization and Student Outcome

This proposed system leverages Internet of Things (IoT) technology to enhance the learning environment in educational settings through two synergistic techniques. Firstly, a search-based optimization algorithm, driven by a genetic-based approach, is implemented for scheduling courses and faculty within each department to improve overall student performance and departmental percentages. Secondly, a classification task is performed to predict student outcomes, employing Neural Networks (NN) including ResNet 50, ResNet34, and a hybrid ResNet34 and ResNet50 model. The classification is based on eye-gaze monitoring during active student engagement in class, using input video samples as training and testing datasets. The system integrates optimization, activity monitoring, and classification to create a comprehensive approach aimed at improving the overall learning environment and student outcomes in educational institutions.

Advancing Teachers' Professional Development: Exploring Models and Impact Assessment on ICT Integration in Colleges of Education

The integration of Information and Communication Technology (ICT) into education has revolutionized teaching and learning practices, necessitating proficient teacher utilization of ICT tools. This paper explores diverse models of advancing teachers' professional development in ICT integration, assessing their impact on pedagogical practices and educational outcomes. The study employs a mixed-methods approach, highlighting effective strategies and gaps in existing research. Models like collaborative communities of practice, job-embedded learning, and blended learning are examined for their alignment with modern educational goals. Teacher perceptions and attitudes are explored, emphasizing the influence of institutional support and collaborative learning environments. Pedagogical strategies for effective ICT integration, supported by technological resources, administrative backing, and policy frameworks, are discussed. The study's impact assessment reveals improvements in teachers' ICT skills and subsequent positive effects on student learning outcomes. Recommendations for best practices, such as customization, blended formats, and administrative support, are derived from the findings. Overall, the research underscores the multifaceted approach necessary for successful teacher professional development in the context of ICT integration, enhancing the quality of education

Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it?

Quality higher education involves making it accessible to students with special needs and disabilities. Therefore, the implementation of inclusive education is a certain indicator of quality among higher education institutions (HEIs). At the same time, faculty members play a fundamental role in promoting inclusive learning environments working with students with disabilities. The aim of research is to determine the readiness of faculty members to implement an inclusive education in Ukrainian HEIs, because their willingness to work defines the practical implementation of legislative and regulatory initiatives regarding the organization of inclusive education in the actual educational practice. For this, we conducted a survey among 186 faculty members with different age, teaching experience, and professional category. The results confirm that the faculty of HEI are primarily focused on working with students with normative development and almost do not take into account the characteristics of educational difficulties of students with disabilities. In addition, their level of knowledge about basic legal and regulatory documents, elements of an inclusive learning environment, and typical problems of implementing an inclusive approach in the educational process of HEI are not uniform. But faculty members showed their readiness to master the practices of implementing an inclusive learning environment in higher education institutions. The results obtained can be useful for the development of institutional policies for the implementation of inclusive education in HEIs.

Digitization of learning environment of higher education institutions: conceptual foundations and practical cases

Digital transformation involves the use of digital technologies for rebuilding processes and increasing their efficiency. It is confirmed by the results of the research on transformational processes in various spheres. This research paper deals with the development (modernization) of digital learning environments of higher education institutions, which creates conditions for creating models of real production and social processes by means of modern digital technologies. It will strengthen the competence potential of all the stakeholders of higher education institutions, which train specialists in digital technologies. The need to upgrade the existing educational environments of higher education institutions in the context of crisis situations related to global challenges (for example, COVID-19) or the specifics of a specific country (the war in Ukraine) or an educational institution is substantiated. The research paper specifies a conceptual model of the next generation digital learning environment of a higher education institution, which involves the distribution of resource distribution and provision of integration of resources, data and users according to three levels (micro, meso and macro levels), and provides the cases of its implementation in National University of Life and Environmental Sciences of Ukraine and Borys Grinchenko Kyiv University. The monitoring data are presented both at the level of external (development of the component composition of the environment) and internal (change of organizational processes according to the students’ demand) design of the environment. The need for designing a change management system at the level of a higher education institution or its structural subdivisions is identified.

Constructing a Demand-Driven College English Learning Environment in Higher Education Institutions

ABSTRACT This paper aims to introduce a new approach to enhance college English learning through an intelligent method that constructs a learning environment from a demand analysis perspective. The proposed model utilizes a bionic algorithm to structure the algorithm and adopts a highly efficient energy generation method to calculate the interaction energy. This study aims to find the optimal solution to the constraint problem by using a process of continuous generation, expansion, and replacement of magnetosomes. The methodology employed in this research involved constructing the college English learning environment in colleges and universities from a demand analysis perspective. This was achieved by analyzing the needs and requirements of college students and designing an ecological virtual learning environment (EVLE) that meets their demands. The findings of this study indicate that the proposed EVLE for college English is effective in improving the effectiveness of college English learning. The experimental verification results support the effectiveness of the proposed model in creating an interactive and engaging learning environment that facilitates the acquisition of English language skills. It is an innovative approach to college English learning that utilizes intelligent methods to construct a demand-driven learning environment that enhances students’ learning outcomes.

A Systematic Review of Critical Success Factors in Blended Learning

Against the backdrop of the post-pandemic period, there is an increasing need for blended learning in modern higher education systems. Critical success factors for blended learning should be considered as key indicators of learning outcomes. Therefore, the aim is to systematically review studies that examine the critical success factors for blended learning from the perspectives of the learner, instructor, course, design, technology, and environment. Eighty-two articles were analysed according to PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis) principles. The results show that critical success factors in these six dimensions have a positive impact on blended learning outcomes. These critical success factors are mainly learner characteristics, teacher characteristics, course materials and objectives, learning characteristics according to institutional objectives, ICT system, and learning environment. Future research could explore the impact of positive emotions on student and teacher learning outcomes in blended learning.

How different is the Learning Environment of Public and Private Sector Medical Colleges in Lahore, Pakistan?

Regular assessment of the Learning Environment (LE) of health professions education institutions is important for their continuous improvement and to keep the students motivated. Pakistan Medical & Dental Council (PM&DC) applies uniform standards of quality in all public and private sector medical colleges of the country. However, the learning environment of these colleges might be different due to differences in their geographic location, structure, utilization of resources, and modus operandi. This study was conducted to measure the learning environment in selected public and private sector medical colleges in the city of Lahore, Pakistan, using a pre validated instrument (Jhon Hopkins Learning Environment Scale). This cross-sectional descriptive study was conducted on 3,400 medical students from six public and private sector medical colleges of Lahore, during November and December 2020. Data was collected through Google forms. Two stage cluster random sampling technique was used to draw the study sample. John Hopkins Learning Environment Scale (JHLES) was used for data collection. Overall JHLES mean score was 81.75 ±13.5. Public sector colleges had a significantly higher mean JHLES score (82.1) than private-sector colleges (81.1), with small effect size (0.083). Male students rated LE slightly higher than females (82.0 and 81.6 respectively). JHLES a relatively simpler tool (28 items) than DREEM, can be used effectively in the context of Pakistani environment to measure the LE in medical colleges. Both, public and private sector colleges had high overall JHLES mean scores, with public sector colleges having a significantly higher score than private-sector colleges.

A corrective approach to assessing students’ academic achievements in LMS Moodle

The article proposes a large-scale implementation of the LMS Moodle learning environment in the distance learning process and recommends using this resource for in-person learning. We believe that the knowledge assessment system designed for distance learning cannot be automatically applied to assessing students taught in other educational modes; it must be adapted to them. The research aimed to study the assessment issues in the Moodle environment and to develop a methodology for using it to assess the knowledge of Mathematics acquired by students doing their economic bachelor’s degree. To achieve the goal, we studied scientific literature on this subject and employed pedagogical design, experiment, and student survey as research methods. As a result, we designed a monitoring and measuring system to handle mathematical knowledge assessment in LMS Moodle. In addition, we developed a procedure for mid-term assessment using this system. We believe that teachers should verify electronic testing results when evaluating students’ academic achievements in the Moodle environment. The article describes the experimental results confirming that teacher-adjusted grades show students’ knowledge level more objectively. The novelty of the study consists in developing a corrective methodology for utilizing the LMS Moodle to assess students’ knowledge of mathematics in the full-time in-person learning mode. The proposed approach can be used to assess students’ knowledge in other academic disciplines. Moreover, it can be integrated into the digital learning environment of educational institutions.

Іншомовне середовище навчання для курсантів вищих військових навчальних закладів: особливості формування в умовах інформатизації

The article is focused on the peculiarities of creating a foreign language learning environment for cadets of higher military educational institutions in terms of informatization. It has been determined that basis for the formation of a foreign language learning environment are of strategic importance for the development of cadets’ personality, as they are aimed at interaction, communication, and cooperation. Various aspects of the organization of a foreign language learning environment in higher military educational institutions and the processes of modern education in the context of new means of acquiring knowledge, strengthening of domestic and international communication in the educational and scientific sphere, creation of new educational content and new forms of education have been characterized. On the example of the organization of the Department of Foreign Languages and Military Translation of the Hetman Petro Sahaidachnyi National Army Academy (Lviv), the organizational features of the foreign language learning environment have been simulated and the directions of cadets’ language training have been determined – Foreign Language for Professional Purposes and Military Special Language Training.

Quality of the Practical Education During Undergraduate Internship at the Medical University – Sofia

Abstract Providing a good quality in higher education should be the result of the interaction between the academic team, the students and the institutional learning environment. The quality is guaranteed by the learning environment in which the content of the programs and training opportunities is appropriate for the particular purpose. Aim: To study the organization, quality, consistency and satisfaction in practical training. Materials and Methods: This article presents and analyzes the results of a survey by medical graduates about their assessment of the organization and quality of training during the undergraduate internship. Results: The results show that the practical training of medical graduates is generally at a very high level, according to the indicators, examined in our study. Conclusion: More efforts in improving quality of education are welcome.

Effects of blended learning in comparison of traditional learning to provide safer learning environment: A comparative review

Learning strategies have shifted from conventional information to communication technology-based learning since the beginning of the twenty-first century. A study of published articles on blended and traditional learning strategies was done to emphasise the value and significance of both learning strategies and to investigate their efficacy in promoting a safer learning environment at different educational levels. Thirty-six (36) research articles from various disciplines published in Web of Science and Scopus databases were chosen for review. According to the review of research, blended learning was demonstrated to be a more successful learning approach than traditional learning strategy in the majority of studies. Twenty-five (25) studies found a statistically more significant benefit in blended learning strategy for academic success, critical and creative abilities, and a safer learning environment in diverse disciplines out of 36 published articles evaluated. Based on the findings of this study, it is strongly suggested that blended learning strategies be used to attain high academic and professional goals while also providing a safer learning environment in educational institutions and society.

Use of Animation in Classrooms at Higher Learning Institutions: Student Perception

The integration of animation in higher learning institutions' teaching and learning process has become apparent as contemporary instructional materials are paramount to ensuring quality education. The current study aims to identify the students' perceptions of Animation in their learning environment in higher learning institutions in Malaysia. The researchers administered an online survey via Google form to a total of 275 undergraduates. Data elicited from the respondents were analyzed using a quantitative research approach. The findings indicated that most of the undergraduates had shown interest in using Animation in their classroom teaching and learning activities due to its effectiveness in facilitating learning. They found animations to be an efficient way to deliver and disseminate information, thus making their education more stimulating besides enhancing their knowledge of computer skills. The respondents further indicated that animation helped them understand a complex concept easily and made their presentations more appealing. Conversely, it was time-consuming for students to create the simplest animation. Besides, too much Animation on the page can be distracting. This study concludes with an overall discussion and recommendations for further study.

Virtual learning environments: major trends in the use of modern digital technologies in higher education institutions

The article reveals the features of development and integrated implementation of virtual learning environment with the use of modern digital technologies in the learning process of higher education. The article summarizes the interpretation of the concept of "virtual learning environment". Virtual learning environment can be interpreted as an immersive online learning environment that has a methodologically integrated learning system, provides an open interactive dynamic learning process in cyberspace using modern digital technologies that take into account the individual educational characteristics of students. The main subjects and functions of the virtual learning environment are identified. One of the links in creating a virtual learning environment is the development of free learning space through websites. It is stated that the teacher's site should be integrated into the learning technology designed and implemented by the teacher. Then the logic and structure of the lesson will be an element of the teacher's creativity, and he is able to choose his own strategy and teaching methods, and not just follow the presentation of the material proposed by other authors. In conditions when the idea of personality-oriented learning, built on the innovative activities of the teacher, is fundamental in education, this approach, according to our research, is crucial. The possibilities of modern network technologies involved in the content management system are described, the roles of participants in the educational process are determined, the tasks solved by educational platforms are indicated, their main functions in the learning environment of higher education institutions are described.

Yardımcı Ders Materyali Olarak Posta Pulları

Pullar, parasal değerlerinin yanı sıra, bir takım işlevsel özellikleriyle (tanıtım, propaganda, sanat, görsel öğrenme vb.) iletişim sürecine katkıda bulunurlar. Bu çalışmanın amacı; ilköğretim kurumlarında etkili bir öğrenme ortamı oluşturmak için, veri toplama araçlarından doküman analizi yöntemiyle ulaşılan posta pullarının göstergebilim analiziyle belirlenen bilim dallarında belirlenen yaş grubundaki öğrencilere sağlayacağı katkıyı ortaya koyarak, posta pullarının ilköğretim kurumlarında yardımcı ders materyali olarak konumlandırılması gerekliliğine yönelik farkındalık sağlamaktır. Araştırma kapsamında; Pulun tanımı yapılmış ve öğrenme kuramlarıyla ilişkisine değinilmiştir. Bu bağlamda filatelinin (pul bilimi); astronomi, biyoloji, coğrafya, fizik, kimya, matematik, müzik, tarih ve tıp gibi disiplinlerle ilişkisi anlatılmıştır. 9 farklı bilim alanı ve kişisel pul uygulaması üzerinden oluşturulan bu çalışmada toplam 24 posta pulu kullanılmıştır. Bu görsellerin 14’ü yerli, 7’si yabancı, 3’ü ise kişisel pullardan oluşmaktadır. Araştırma sonunda, akademinin desteğiyle yapılacak bir etüt çalışmasıyla pulların, ilköğretim kurumlarında yardımcı ders materyali olarak kullanılabileceği çıkarımında bulunulmuştur.

Undergraduate Medical Student’s Perception About the Academic Learning Environment in Medical Colleges of North India: A Multicentric Study

Aim: To improve the learning environment of medical institutions, this study was conducted to estimate the undergraduate medical student’s perception of the academic learning environment at their institutions. Methods: This was a cross-sectional, analytical, survey-based, multi-centric study among undergraduate medical students from three different medical colleges in Western Uttar Pradesh, India. The data was collected with an online survey including socio-demographic questions and the Dundee Ready Educational Environment Measure Inventory. Results: A total of 283 medical students participated. The total Dundee Ready Educational Environment Measure Inventory score was 125.22, whereas in 5 domains of the Dundee Ready Educational Environment Measure Inventory were students’ perception of learning with a score of 29.18, students’ perception of teachers with a score of 27.18, students’ academic self-perception with a score of 19.11, students’ perception of atmosphere with a score of 30.25, and students’ social self-perception with a score of 18.87 respectively. Conclusion: The mean total Dundee Ready Educational Environment Measure Inventory score was 125.22 indicative of "a more positive than negative perception". This indicates there is potential scope for excellence in the learning environment by medical institutions through regular evaluation and corrections. Keywords: medical education, medical students, learning, environment, inventories

Students’ Perceptions towards The Challenging Factors in Online Distance Learning

Since the COVID-19 outbreak, the learning environment in higher learning institutions has now transformed from the traditional face-to face to online distance learning (ODL). This transformation will undoubtedly pose some challenges for the students. Therefore, it is important to identify these challenges so that measures can be made to support students’ learning in the new norm. Using the TIPEC (Technology, Individual, Pedagogy, and Enabling Conditions) framework, this research aims at identifying the most challenging factor in ODL as perceived by the students and to examine the influence of gender as well as fields of study on the factors. Employing a quantitative research method, an 18 item-questionnaire was developed based on TIPEC framework and distributed to students in a public university via online. 60 students responded to the survey and the data gathered were analysed using both descriptive and inferential statistics. . The means were used to describe the students’ perceptions on the challenges they faced in ODL. Meanwhile, t-Test and One-Way ANOVA were run to see the differences in the perceptions based on gender and fields of study respectively. The major findings revealed that students perceived the individual factor as the most challenging factor and the pedagogy factor was the least in ODL. It was also discovered that gender influenced the individual and technological factors, but fields of study had no influence on any of the factors. It is important to note that the findings can help students, lecturers and administrators of higher learning institutions understand the challenges in ODL so that they can take actions to ensure successful teaching and learning in this new norm. Future researches should explore other aspects such as the students’ support system and coping strategies in ODL.

EFFICIENCY OF USING THE INFORMATION AND DIGITAL LEARNING ENVIRONMENT AS A TOOL OF DEVELOPING TEACHERS’ CIVIC COMPETENCE

The article deals whih the results of the experimental verification of the methodology of use the information and digital learning environment as a tool for the development of teachers’ civic competence. The experimental verification was carried out during a comprehensive study in 2018-2019. The authors of this study diagnosed the level of developing teachers’ civic competence by questionnaires (incoming and outgoing) in the control (122 people) and experimental (129 people) groups. The description of criteria, levels and descriptors of assessment of civic competence of a teacher in an information and digital learning environment is given. Particular attention is paid to the attitude of teachers, school principals, methodologists and in-service teacher training specialists to the use of information and communication technologies (ICT) to create and develop an information and digital learning environment in educational institutions, and the use of digital tools in in-service teacher training institutions for civic education in schools. The purpose of the article is to prove the effectiveness of the methodology of using the information and digital learning environment as a tool for increasing teachers’ level of civic competence and to highlight the process of the implementation of civic education in Ukrainian schools. In this study we have developed the main components of the methodology of using the information and digital learning environment as a means of developing teachers’ civic competence, which constitutes the novelty of the study. The information and digital learning environment is an effective tool for raising the level of teachers’ civic competence and a tool for implementing civic education in secondary school, which is the practical significance of the study.

Effects of Blended Learning in Comparison of Traditional Learning to Provide Safer Learning Environment- A Comparative Review

Learning strategies have shifted from conventional information to communication technology-based learning since the beginning of the twenty-first century. A study of published articles on blended and traditional learning strategies was done to emphasise the value and significance of both learning strategies and to investigate their efficacy in promoting a safer learning environment in different educational levels. Thirty-six (36) research articles from various disciplines published in Web of Science and Scopus databases were chosen for review. According to the review of researches, blended learning demonstrated to be a more successful learning approach than traditional learning strategy in the majority of studies. Twenty-five (25) studies found a statistically more significant benefit in blended learning strategy for academic success, critical and creative abilities, and a safer learning environment in diverse disciplines, out of 36 published articles evaluated. Based on the findings of this study, it is strongly suggested that blended learning strategies be used to attain high academic and professional goals while also providing a safer learning environment in educational institutions and society.

The Nexus Between Undergraduate and Graduate Reforms

AbstractAimed at Ph.D. programs in German, this article offers a broad framework to discuss the urgent issues facing our programs to stem the tide of (possible or even likely) disinvestment in German in times of fiscal hardship. Many conversations on suitable reforms tend to be held separately by different stakeholders – teaching‐focused faculty or language directors and research‐focused faculty or graduate directors respectively. This article proposes to tackle reforms in undergraduate and graduate education in tandem, as we enhance undergraduate programs and socialize our graduate students in this student‐focused effort in the hope of stimulating more ideas and concrete individualized plans to strengthen programs within their specific institutional contexts. The focus for the readership of Die Unterrichtspraxis is on improving undergraduate education coupled with robust cocurricular activities and on educating graduate students by emphasizing graduate students' role as teachers within the institutional learning environment. The other dimension is to build strong competencies in (educational) technology and digital literacy for both undergraduate and graduate students. In their role as future faculty members, graduate students will be the stewards of ongoing holistic reform that dynamically and nimbly adjusts to changing geopolitical and market conditions facing German.