Instructional Learning Environments Research Articles

Applying an Equity Framework to Develop Inclusive Visions of STEM Teaching: Honoring the Voices of Students with Dis/Abilities

ABSTRACTSchools and teachers must create optimal instructional learning environments for increasingly diverse student populations. Achieving such a learning environment requires teacher educators and teachers to recognize the voices and ways of knowing for students with dis/abilities who must be heard and accorded legitimacy. The purpose of this case study was to explore the reported experiences and perceptions of students with dis/abilities in terms of the equity dimensions of achievement, access, power, and identity at a New Technology STEM high school. Findings are organized and discussed around the four equity dimensions and subsequent codes and themes identified from the data. Students prioritized constructs related to identity and power beyond the constructs of access and achievement as critical to their success. The discussion relates the findings to teachers and teacher educators and the imperative that teachers, teacher educators, and school leaders recognize and support equitable learning environments on behalf of students with dis/abilities and honor and advance student voice within the context of STEM education in secondary schools.

The relationship of home and instructional environments to L2 literacy development

Home and instructional learning environments can influence children’s literacy development in English as a Foreign Language. The main objectives of this research are 1) to determine the influence of school and home elements on children’s literacy process and 2) to identify reading practices and English tasks carried out at home. The research counted with the participation of 142 pupils and their families belonging to two different bilingual schools from Seville, Spain. This study followed an ex post facto design with natural groups in which quantitative data were collected through questionnaires to families and qualitative data through observations of pupils. Data were analysed through the Mann-Whitney U test and discriminant analysis. Results show that the frequency of reading in front of children, the mothers’ help with English tasks at home, and a certain amount of extramural English influenced the literacy process. Furthermore, the study identified significant differences between the two schools in relation to literacy practices at home and parental involvement in schoolwork. The results obtained present relevant implications in promoting family training and involvement and engaging in interactive collaborations with the school.

Revisiting Microteaching in Search of Up-to-Date Solutions to Old Problems

In second language teacher education programs microteaching has always been a significant technique to help bridge theory to practice and prepare the trainees for real classroom contexts. The expected benefits from 10 to 15 minute-microteaching sessions are the communication among the trainees and supervisor, collaboration with each other, and reflection on the teaching. However, due to some constraints such as limited time and big class size, these benefits may not be derived easily. Therefore, this study aims to explore how the effect of a designed Internet-based instructional learning environment (hereafter iBILE) was perceived by the participating preservice teachers on developing their communication, collaboration and reflection in microteaching process. In so doing, 52 Kurdish preservice English language teachers were asked to use the iBILE for 6 weeks. Both quantitative and qualitative data were collected from questionnaires, the system analytics, reflection journals, and semi-structured interviews. The results of the data analysis revealed that the designed iBILE has been perceived highly effective in solving the defined microteaching problems by creating unique opportunities for communication, collaboration, and reflection in microteaching process among the preservice teachers.

Increasing Universal Design for Learning knowledge and application at a community college: the Universal Design for Learning Academy

ABSTRACT The Universal Design for Learning (UDL) framework has been shown to support instructors in the design of inclusive instructional learning environments. However, few studies have examined the effects of UDL professional development programmes for community college faculty and staff. The present study examined the effects of a four-day Universal Design for Learning (UDL) training on community college faculty and staff. Three paired samples t tests were run on the pretest and posttest scores of participants. The results indicated that, after the training, faculty and staff had a statistically significantly greater knowledge of UDL and were better able to provide examples of how to apply it to their work on campus. The results provide support for training community college faculty and staff to apply the UDL framework to their instruction.

Let’s Talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms

The research literature well establishes that adverse conditions, such as poverty, can affect children’s cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at greater risk for underperforming compared to their more resourced peers. This study explored the effects of two teachers’ direct instruction learning environments to test the hypothesis that Title I kindergarten students from low socioeconomic backgrounds will show greater gains in receptive vocabulary and literacy learning when purposeful play is incorporated. The Peabody Picture Vocabulary Test 4th Edition (PPVT-4) results were analyzed in relation to students’ literacy learning as measured by i-Ready Diagnostic Reading at pre/post-test. While receptive vocabulary growth was greater in the didactic classroom, the reading growth was greater in the play-based classroom. Students with higher levels of receptive vocabulary in both classrooms also tended to perform better on measures of literacy achievement. The findings from this study, while limited, conclude that infusing both a play-based approach and systematic direct instruction may be the best way to support the literacy learning needs for all students. This study supports the bourgeoning research of play-based developmentally appropriate practices as an effective intervention to increase educational equity for vulnerable students.

Correction to: Let’s Talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms

The research literature well establishes that adverse conditions, such as poverty, can affect children’s cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at greater risk for underperforming compared to their more resourced peers. This study explored the effects of two teachers’ direct instruction learning environments to test the hypothesis that Title I kindergarten students from low socioeconomic backgrounds will show greater gains in receptive vocabulary and literacy learning when purposeful play is incorporated. The Peabody Picture Vocabulary Test 4th Edition (PPVT-4) results were analyzed in relation to students’ literacy learning as measured by i-Ready Diagnostic Reading at pre/post-test. While receptive vocabulary growth was greater in the didactic classroom, the reading growth was greater in the play-based classroom. Students with higher levels of receptive vocabulary in both classrooms also tended to perform better on measures of literacy achievement. The findings from this study, while limited, conclude that infusing both a play-based approach and systematic direct instruction may be the best way to support the literacy learning needs for all students. This study supports the bourgeoning research of play-based developmentally appropriate practices as an effective intervention to increase educational equity for vulnerable students.

أثر بيئة تعليمية قائمة على تقنية الواقع الافتراضي في تنمية مهارات السفر الجوي لدى الأطفال ذوي اضطراب التوحد

الدراسة الحالية إلى بيان أثر بيئة تعليمية قائمة على تقنية الواقع الافتراضي في تنمية مهارات السفر الجوي لدى الأطفال ذوي اضطراب التوحد، حيث کان الهدف الرئيس الذي يسعى الدراسة إلى تحقيقيه هو بيان ما إذا بيئة التعلم القائمة على الواقع الافتراضي في تنمية مهارات السفر الدولي الجوي. ولتحقيق هذا الهدف تم تصميم بيئة تعليمية إلکترونية قائمة على تقنية الواقع الافتراضي Virtual Reality ، کما تم تصميم مقياس لتقدير مهارات السفر الجوي طبق على أولياء أمور الأطفال ذوي اضطراب التوحد. ولقد تکونت عينة الدراسة من 12 من أولياء أمور الأطفال التوحديين في مدرسة السوک التوحدي بمنطقة حولي التعليمية. ولقد أظهرت نتائج الدراسة أن ثمة فروقا ذات دلالة إحصائية بين رتب درجات الأطفال ذوي اضطراب التوحد في العينة التجريبية في التطبيق القبلي لمقياس مهارات السفر الجوي مقارنة بدرجاتهم في التطبيق البعدي، الأمر الذي يشير إشارة واضحة إلى فعالية تقنية الواقع الافتراضي في تعزيز المهارات المستهدفة. وبناء على النتائج التي توصلت لها الدراسة توصي الباحثة بتبني تقنية الواقع الافتراضي في تنمية مهارات متعددة من أبرزها مهارات التفاعل الاجتماعي والمهارات العاطفية، کما لهذه التقنية أثرا بالغا في التغلب على المهارات غير المرغوبة.  Abstract The current study aimed at investigating the effectiveness of using instructional environment based on virtual reality on improving air travel skills of children with Autism Syndrome Disorder (ASD). The main objective of the current study is to stand on the actual impact of using virtual reality (VR) in the educational settings to enhance air travel skills of autistic children. To achieve such goal, an instructional learning environment based on virtual reality was designed, also a scale to assess air travel skills of autistic children has been designed. The sample of the study includes 12 parents of children with autism in Hawali education zone, the state of Kuwait. Results of the study revealed that there are statistically significant differences in the mean ranks of the experimental group in the pre-testing and post-testing sessions in favor of the post-testing session. This refers to the effectiveness using instructional environment based on virtual reality on improving air travel skills of autistic children. Accordingly, it is recommended that virtual reality should be used to develop various skills; social skills, and emotional skills of autistic children as well as getting rid of undesirable behaviors.

The influence of Gesture-Based Learning System (GBLS) on Learning Outcomes

The effectiveness of Gesture-Based Learning System (GBLS) has been reported in some recent studies. However, not many of those studies have investigated on how GBLS mode influences the learning outcomes. The aim of this study therefore focuses on investigating how GBLS mode impacts the learning outcomes. The findings of this study revealed that GBLS's features positively affect the students' intrinsic motivation. Consequently, the increase in the intrinsic motivation leads to improving the learning outcomes; this study also showed that GBLS's features indirectly influence the learning outcomes via intrinsic motivation. In other words, this study found that the GBLS's features (interactivity and multimodality) create an instructional learning environment that positively influences the students' intrinsic motivation. The increase of the students' positive intrinsic motivation led to enhancing the learning achievements of students.

An information-rich learning environment for instruction in acoustics, part 3

The static written word has always had its limits when it comes to learning about sound. Much of the subject matter is dynamic, multifaceted, and of course, aural. This presentation will describe additional multimedia materials developed for in-class presentation and self-paced review exercises for acoustics instruction at the University of Hartford. Some of the materials were developed using certain authoring applications, draw and animation programs, sound manipulation software, as well as 3D-CAD and spectral analysis applets. Audio equipment used in class as well as acoustic treatments of the classroom/listening environment will be described. This approach to acoustic pedagogy will be discussed in the context of a student-centered learning environment. New and updated demonstrations of the materials for the instruction of acoustical concepts as well as case studies will be presented.

An information-rich learning environment for instruction in acoustics.

The static written word has always had its limits when it comes to learning about sound. Much of the subject matter is dynamic, multifaceted, and of course, aural. This presentation will describe multimedia materials developed for in-class presentation and self-paced review exercises for acoustics instruction at the University of Hartford. Some of the materials were developed using certain authoring applications, draw and animation programs, sound manipulation software, as well as 3-D-CAD and spectral analysis applets. Audio equipment used in class, as well as acoustic treatments of the classroom/listening environment, will be described. This approach to acoustic pedagogy will be discussed in the context of a student-centered learning environment. Demonstrations of the materials for the instruction of acoustical concepts, as well as case studies, will be presented.

College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments

The purpose of the present study was to examine how college students’ help seeking behavior varied across different instructional learning environments. Four hundred and seventy four ( N = 472) students enrolled in distance, distributed, and traditional classes were queried about their help seeking preferences, help seeking tendencies, personal threat in seeking help, and academic self-efficacy. It was hypothesized that students enrolled in courses with an online computer component would report (a) higher instances of help seeking behavior, particularly from instructors; and (b) feel less threatened to seek help than students in traditional learning environments. It was also expected that student achievement would be significantly correlated with formal help seeking, academic self-efficacy, and perceived threat to seek help. Lastly, it was postulated that students would report that they prefer to use electronic means to seek help and that they find it more effective. Overall the hypotheses of this study were supported. Educational implications and recommendations are provided regarding the type of technological tools that college instructors might consider using in their courses to promote help seeking.

A design for standards-based knowledge components

THIS PAPER describes ongoing work in designing and developing modular software components that are based on open standards and conform to a specific instructional design theory. The authors identified three problems exhibited by modern authoring tool software. The identified problems are proprietary architectures, instructional design theory neutrality, and monolithic structures. To begin solving these problems, software components were written in the Java programming language as Java Beans. The Java Beans conformed to the Java Bean component architecture specification. Instructional content was then captured and tagged utilizing eXtensible Markup Language (XML), which has recently been adopted by the World Wide Web Consortium (W3C) as an open Internet standard. Finally, to promote adherence to a particular instructional theory, the prototype components were based upon the knowledge representation scheme and instructional strategy prescriptions of Merrill’s instructional transaction theory. The focus of this paper is on applied technological solutions to overcome the limitations of current authoring environments. Technological solutions have been employed to meet larger goals of improved computer-based instruction. The implications for instruction resulting from this approach are that the original goals of instructional transaction theory can be met. These goals are to enable the development of a) more effective instruction, b) more efficient instruction, c) better instructional learning environments, and d) more adaptive instruction.

Classroom Behavior and Learning Environment Differences Between Resilient and Nonresilient..

In education, conceptual work on resilience has recently gained recognition as an important framework from which we can understand why some students become successful in school, whereas similar students from the same disadvantaged family backgrounds and neighborhoods have not been successful in school. The purpose of this study was to compare the classroom instruction and learning environment of resilient and nonresilient students in elementary schools consisting of predominantly minority students. The participants were 4th- and 5th-grade students and their teachers. Near the end of the school year, all the 4th- and 5th-grade students from 3 elementary schools located in a major metropolitan area in the south central region of the United States completed the My Class learning environment survey. Trained observers also systematically observed the resilient and nonresilient students identified by teachers during regular reading classes, language classes, or both. The results from this study indicate that resilient elementary school students perceive a more positive instructional learning environment and they are more satisfied with their reading and language arts classrooms than nonresilient students. In addition, nonresilient students indicated that they have more difficulty in their classwork than both average students and resilient students. The observational results revealed that resilient students spent significantly more time interacting with teachers for instructional purposes, whereas nonresilient students spent more time interacting with other students for social or personal purposes. Resilient students were also observed watching or listening significantly more often than nonresilient students, whereas nonresilient students were observed more often not attending to task. The percentage of time that resilient students were on task was much higher than that for nonresilient students.

Using a personal computer platform to develop an information-rich learning environment for instruction in acoustics

Teaching students the subject of acoustics involves large amounts of technical information, including equations, derivations, and example problems. It also requires the explanation of a multitude of concepts, many of which are often difficult for students to grasp and equally frustrating for the instructor to disseminate. Part of the difficulty can be traced to the use of text (a visually based medium) to teach about sound (an aurally based medium). This presentation will describe the development of multimedia techniques for in-class presentation of acoustics instruction. Some of the materials were developed using certain authoring applications, drawing and animation programs, sound manipulation software, as well as 3D CAD and spectral analysis applets. In addition to the classroom materials, self-paced exercises have been developed to review the material in a student-centered learning environment, along with scheduled interaction time with the instructor for questions, clarifications, and test administration. Demonstrations of the materials for the instruction of acoustical concepts, as well as case studies, will be presented.

Classroom Learning Environments in Urban Elementary, Middle, and High Schools

The purpose of the present study was to investigate student gender, subject area, and grade level differences in students' perceptions of their classroom learning environment. Over 13,000 students from 96 urban elementary, middle, and high schools that served predominantly minority students completed a modified version of the Classroom Environment Scale (CES) and the Instructional Learning Environment Questionnaire (ILEQ). Female students generally reported higher scores for their perceptions of the learning environment than did male students. There were very few differences by subject area, but there were many statistically and educationally significant differences by grade level. In general, middle school classes had less favorable perceptions of their learning environment than did either elementary or high school classes.