Integrated Learning Environment Research Articles

Explaining variation in student efforts towards using math and science knowledge in engineering contexts

ABSTRACTPrevious research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistences by focusing on student engagement, or effort, towards math and science concepts while working on an engineering challenge, through the lens of expectancy-value theory. Specifically, we examine how students’ perceptions of the value of math and science and expectancy for success with the math and science relate to the efforts they put towards using math and science while working on engineering challenges. Our results suggest that subjective task value significantly predicts efforts towards both math and science, whereas neither expectancy, nor the interaction between expectancy and value predicted effort. We argue that integrated learning environments need to help students understand how the domains of math, science, and engineering support their work in fulfilling the engineering project design goals. In other words, we argue that we, as educators, must help students to recognise the value of each of the domains addressed within STEM integrated learning environments. This paper discusses strategies for accomplishing this goal.

Culturally Responsive Integrative Learning Environments: A Critical Displacement Approach.

This chapter outlines a critical framework for developing culturally responsive integrative learning environments in leadership education. The framework is grounded in the scholarship of women of color feminism and offers implications for transforming curricular and cocurricular leadership programs.

WE‐D‐204‐03: CAMPEP Residencies in a Canadian Context: Comprehensive Cancer Centers and Integrated Learning Environments

Speakers in this session will present overview and details of a specific rotation or feature of their Medical Physics Residency Program that is particularly exceptional and noteworthy. The featured rotations include foundational topics executed with exceptional acumen and innovative educational rotations perhaps not commonly found in Medical Physics Residency Programs. A site‐specific clinical rotation will be described, where the medical physics resident follows the physician and medical resident for two weeks into patient consultations, simulation sessions, target contouring sessions, planning meetings with dosimetry, patient follow up visits, and tumor boards, to gain insight into the thought processes of the radiation oncologist. An incident learning rotation will be described where the residents learns about and practices evaluating clinical errors and investigates process improvements for the clinic. The residency environment at a Canadian medical physics residency program will be described, where the training and interactions with radiation oncology residents is integrated. And the first month rotation will be described, where the medical physics resident rotates through the clinical areas including simulation, dosimetry, and treatment units, gaining an overview of the clinical flow and meeting all the clinical staff to begin the residency program. This session will be of particular interest to residency programs who are interested in adopting or adapting these curricular ideas into their programs and to residency candidates who want to learn about programs already employing innovative practices. Learning Objectives: To learn about exceptional and innovative clinical rotations or program features within existing Medical Physics Residency Programs. To understand how to adopt/adapt innovative curricular designs into your own Medical Physics Residency Program, if appropriate.

Teaching training in a mixed-reality integrated learning environment

In this mixed-method study, we examined the design and potential impact of a mixed-reality integrated learning environment (MILE) in providing the simulated and immersive teaching practice for university teaching assistants. A virtual-reality-based learning platform integrating a Kinect-enabled sensorimotor interface was developed and used by twenty three university teaching assistants. Qualitative and quantitative data on the participants' participation behaviors, engagement, and perceptions were collected via video/screen recording, interview, surveys on teaching self-efficacy and sense of presence, and eye tracking. Results indicated that the MILE reinforced sense of presence and supported the performance of an ample range of virtual teaching tasks/actions with avatar-embodied live gesturing. The environmental fidelity in the mixed-reality learning spaces, the design and arrangement of virtual agents and avatars, and the affordance of embodied gesturing and walking are salient MILE design features that affected participants' sense of presence and their virtual teaching performance.

Automation of Personnel Certification Roadbuilding Departments and Enterprises

The article suggests science-based solutions to improve the efficiency of personnel certification of road construction departments and enterprises by developing an integrated learning environment based on an automated system of distance learning with the open source software and methodological support, tailored to the professional standards. Personnel certification procedure of road construction departments and enterprises for optimization and automation is analyzed. Optimization solutions for all stages of the preparation and conduction conformance testing to create test tasks for batch import of test tasks in a database of test tasks and adaptive algorithm for bringing the subject of tests proposed and implemented. The developed technique of adaptive presentation may perform various functions, depending on the settings of the algorithm.

Integrating Math and Music: Teaching Ideas

Mathematical creativity, an important goal in mathematics education, can be promoted through an integrated learning environment where students explore mathematics with other subject areas such as science, technology, engineering and art. Establishing such learning environments is not a trivial task. Therefore, this creates a need for the development of instructional resources promoting meaningful integration. This paper focuses on integration of the fields of mathematics and music. Beginning with some of the historical discoveries and views of the connections between mathematics and music, this paper attends to several musical concepts correlating to middle school mathematical content and then provides ideas for teaching.

Constructing an e-portfolio-based integrated learning environment supported by library resource

Purpose – The purpose of this study was to present a pilot electronic portfolio (e-portfolio)-integrated learning environment by integrating library resources into an e-portfolio system for its application, and to explore reader’s satisfaction of the integrated system. Design/methodology/approach – This study develops a research model by modifying the information success model to explore reader satisfaction to the understanding of the adoption of integrated system. The sample consisted of 289 graduate and undergraduate students. In total, 189 were considered useful and used for analysis. A regression analysis was then conducted to identify key causal relationships. Findings – The findings show that reader-perceived benefits, information quality and system quality are critical factors for the reader’s satisfaction. Overall, the model explained 84 per cent of the variance in reader satisfaction. Thus, the results show that the proposed model does satisfactorily explain the reader’s satisfaction of the integrated system. Originality/value – There is scant research available in the literature on user satisfaction of pilot e-portfolio-integrated learning environment from a reader perspective. The findings of this research provide some useful insights into a reader’s satisfaction toward adoption of the integrated system. In addition, it will be valuable for better understanding of factors affecting the determinants of reader’s satisfaction, which improve the reader’s satisfaction of the integrated system and thereby boost realization of collaborative learning environment.

Creating a virtual pharmacology curriculum in a PBL‐intensive, integrated learning environment (88.1)

Integrating pharmacology education into a problem‐based learning (PBL) curriculum has proven challenging for many medical schools. In response to pharmacology content deficiencies identified during an assessment of our PBL‐intensive curriculum in 2002‐2003, our institution hired a director of medical pharmacology instruction to oversee efforts to improve the structure of pharmacology instruction in the absence of having a stand‐alone pharmacology course. In this session, the development of a virtual pharmacology curriculum will be explored. This curriculum places emphasis on clearly stated and behaviorally oriented pharmacology learning objectives, pharmacology study guides that correspond to each PBL case, pharmacology review sessions that feature active student involvement in discussions of United States Medical Licensing Examination (USMLE)‐type questions, and increased student accountability through the addition of PBL‐related pharmacology questions on each organ‐based course examination. As a result of these initiatives, we have observed improvements in USMLE Step 1 scores and graduates’ ratings of pharmacology education as determined by the Medical School Graduation Questionnaire. These initiatives are relevant to other medical schools that are also seeking ways to better integrate pharmacology into PBL‐based curricula.

European Training Path for 21 st Century School Leaders

1. Introduction In an era characterized by continuous economic, technological and demographic changes in Europe, school leaders' role is evolving too. Principals are expected to be managers and leaders at the same time, called on to lead the redesign of their school and of school system in general, interacting with a wider range of stakeholders and creating socially integrative learning environments (learning communities). The existing literature confirms direct or indirect positive impacts on student outcomes coming from both the quality of school principal and the development of learning communities (Tinto, 1997; Gordon et al, 2001; Minkler, 2002; Price, 2005). So, professional development and training of school leaders should focus on learning communities and should be extended promoting ongoing learning opportunities, according to the lifelong learning goal promoted by the Recommendation 2006/962/CE. This article shows the output of a two-years research financed by EACEA (Education, Audiovisual and Culture Executive Agency of European Commission) called School Governance to build a Learning Community (SGoLC)--with the involvement of Italy, Greece, Romania, Sweden and The Netherlands--oriented to design, test, improve and disseminate an European Training Path for school leaders looking at the development of learning communities. The project joined together a theoretical research on school governance, on-the-field research in the partner countries and an European training proposals for principals who desire to create learning communities within and around their school. In spite of differences in school governance systems and various degrees of school reforms enforcement, the competences demanded for school leaders involved in learning communities are similar and refer to three areas (leadership, management and pedagogy). This result confirmed our intent for a bottom-up European training path for educational leaders in the European 2020, oriented to pursue a strategy for an inclusive growth, sharable in the EU but, at the same time, differentiable on each countries' particular needs. 2. Literature Review Over the recent decades the landscape of schools is widely changed (OECD, 2008): decentralization coupled with more school autonomy; more accountability for school and student results is requested; the need to a better use of the knowledge based education is felt, widespread immigration, a broader responsibility for contributing to and supporting the local community around the school are issues to consider. Changes in the school systems are part of the trend in the management of public service organizations, characterized by the decline of the older public administrative models and the rise of the public governance paradigms (Kickert, 1997; Stoker, 1998, pp.23-24; Osborne, 2010). In this context, social impacts are mainly referable to individual hands-on decision-making processes made easier by the creation of networks among institutions and/or individuals. The networks are based on the certainty that public educational services work better if they are conceived and achieved in partnership with other stakeholders (citizens, enterprises, organizations of civil society and so on), in order to attract their approval, energies, experiences, cultural background and ambitions. In particular, the co-planning and the co-production of educational services transform the relationships between service users (pupils, students, families) and service providers (first of all teachers and principals, but also policy-makers and other institutions cooperating with schools), enriching both of them with mutual experience and fostering > (UNESCO, 2008, p.4). Some studies highlight the positive relation between learning outcomes by students and school climate characterized by interaction and collaboration among members (among others, Tinto et al, 1994; Tinto, 1997; Gordon et al, 2001; Minkler, 2002; Price, 2005). …

Development of an Integrated Learning Environment with Knowledge Management for Cultivating Student Critical Thinking Skills

With the development of information technology and popularization of internet web-based applications, students nowadays are prone to rapidly browse information, making them incapable of analyzing or integrating information received. Hence, knowledge management and critical thinking skills have in recent years become an important topic in tertiary education. In order to develop student critical thinking skills, this study proposed a learning environment integrating web applications based on a knowledge transformation model. Students should be able to undergo a knowledge transformation process to strengthen critical thinking skills by using popular web applications integrated in the proposed learning model. To evaluate the effect of the proposed approach, 40 university students were invited to participate in a semester-long experimental course. The students were then evaluated after the course. Results showed that the proposed approach was able to effectively improve student critical thinking skills. In addition, students were also satisfied with the courses and teaching methods implemented in the experimental course used in the study.

Introducing a twitter discussion board to support learning in online and blended learning environments

In this research we present a new design component for online learning communities (OLC); one that integrates Twitter with an online discussion board (ODB). We introduce our design across two sections of upper-division information systems courses at a university located within the U.S. The first section consisted of full-time online learners, while the second section met face-to-face twice a week. Guided by a working theoretical model for how individuals learn and interact within OLCs, we measure student perceptions of learning, social interaction and course community before and after our intervention. Initial findings were largely positive and students across both sections experienced high levels of learning, interaction and community. Our results pave the way for more integrated learning environments that incorporate online social networking (OSN) technologies.

A Design of Ubiquitous Learning Environment with the Support of Pervasive Computing

Application of pervasive computing in education is attracting more and more attention. Wireless communication technology and context-aware technology is widely applied in ubiquitous learning environment. This paper discussed the function, characteristics and component of ubiquitous learning environment, aims to build a campus integrated learning environment and provide adaptive learning contents and service in an intelligent way for learners.

Assessment of own life prospects as a factor of student’s academic motivation

The paper analyzes life perspective indexes and life purpose orientations of sample students enrolled into an integrated learning environment. A comparative analysis of the data on students with disabilities and healthy students was performed. Characteristics of interrelation between value and life purpose orientation indexes and students’ academic motivation were researched. Dual determination of human behavior by temporal factors was stated: the frst type defnes behavior regulation within a short period of time, in specifc situations, activities, and the second one determines behavior regulation for a long time and is associated with planning of well-aimed self-development.

GeoGebra Software Use within a Content and Language Integrated Learning Environment

This paper presents results of a research study focusing on the analysis, comparison, and description of students' attitudes towards the teaching of mathematics lessons presented in a foreign language (English) using the Content and Language Integrated Learning (CLIL) method in three elementary schools. It also highlights the difference between the attitudes of the CLIL method learners and those of their student counterparts who experienced similar mathematics lessons but in their mother tongue (Czech). The aim of the research is to test the hypothesis that the teaching of mathematics in a foreign language by the CLIL method would be evaluated positively by participating students. The research also focused on the question of whether or not, or to what degree, the implementation of the foreign language (English) along with the use of an interactive tool, such as GeoGebra software in mathematics lessons, was perceived as being meaningful and as significantly improving the

Effects of Instruction-Supported Learning with Worked Examples in Quantitative Method Training

An experimental field study at a German university was conducted in order to test the effectiveness of an integrated learning environment to improve the acquisition of knowledge about empirical research methods. The integrated learning environment was based on the combination of instruction-oriented and problem-oriented design principles and consisted of twelve worked examples. An elaboration intervention was administered as instructional support. The effectiveness of the learning environment both with and without the elaboration intervention was assessed using knowledge application tasks (near and far transfer), which were applied after the training phase. In addition, student’s self-reports on mindfulness (Salomon & Globerson, 1987) were collected. The training was implemented into the regular curriculum. The participants were advanced students in educational science. Both experimental groups (with elaboration intervention: n = 26; without elaboration intervention n = 27) clearly outperformed the control group (n = 17) in the knowledge application tasks. In order to (successfully) foster transferable applicable knowledge, instructional support provided via the elaboration intervention was in fact necessary. Furthermore, the self-reports of students in the experimental group with elaboration intervention showed higher mindfulness scores than those without it. Our results indicate that the integrated learning environment developed in this study can be implemented to improve the acquisition of knowledge about empirical research methods both effectively and efficiently.

HyperCharacters

This paper describes a pilot study of a computerized program for learning Chinese characters. Tackling written Chinese is a daunting task for many students. Many drop out of Chinese language courses because they don't think success in learning the characters is possible. After examining students' needs, memory theory, and HyperCard, I developed the HyperCharacters program. HyperCharacters uses images, graphic symbols, sounds and animated presentation to produce an integrated learning environment. It allows a student to analyze and comprehend the components of the characters by both graphic and verbal texts enhanced by voice. HyperCharacters also allows students to control the learning process. As a pilot study, the present program covers about one-third of the basic components used to form Chinese characters. The program has proved its value through experimental study and via the author's observations of and interviews with students. In the final CD-ROM version, HyperCharacters will include all the 214 character components.

Editorial—Introduction to the Special Issue: Student Projects with Industry

In our undergraduate program at the U.S. Air Force Academy, we have relied on our senior capstone course to provide an integrative and experiential learning environment for our students. Over the 18 years we have offered cadet senior design project, we have noted many educational benefits. We have witnessed our students boasting of their project years after graduating. We have boosted the reputation of our program among external stakeholders who benefit from the practical benefits associated with having a group of undergraduates study their business process and make recommendations for change based upon the use of Operations Research and Analytics. Over this same time, however, we also wondered about the effectiveness of the program: were we really making an impact on the educational experiences of the students? Were the benefits really worth the enormous cost of executing such projects, particularly faculty time? We also explored possibilities of expanding our program from strictly pro bono work to work with paying clients, but were unsure whether this would negatively impact the primary educational goals of the experience. Over the last decade, we have made several presentations about our capstone course at INFORMS annual conferences, receiving many suggestions of how we could improve the course and many comments about how ideas from our course could be exploited at other schools. A vehicle for sharing best practices in projects-based courses seemed to be of value to many schools, and when the editors of ITE approached us about editing a special issue focusing on project-based course, we jumped at the chance. We knew the value that this type of endeavor would make. We hope that you find this collection of papers that address the design and delivery of projects courses to be useful. As we worked with the authors on this collection of papers, we have been impressed with their passion about their courses. They represent many types of schools from around the globe: engineering to business, from small to large, from undergraduate to graduate, and from technical to managerial foundations. Each focuses on the use of OR and Analytics in a practical setting and on the engagement of clients and we encouraged authors to provide “how to” comments based on their experiences. We encourage you to rely on this special issue as a valuable resource. Amongst the articles, you are sure to find a variety of approaches and innovative practices to assist you as you design, modify, or dream about your projectbased course. The five Special Issue articles in this issue form Part 1 of the special issue on student projects with industry. Part 2, containing three more articles, will be published in the next issue.

School Board Leadership and Policymaking in Changing Political Environments

As the demographic make-up of public schools (and neighborhoods) shift and schools become increasingly segregated, the role of school boards becomes critically important in maintaining policies designed to remedy segregation and promote equal opportunity, policies which may challenge the status quo. Specifically, in school districts and communities where politics are fluctuating, longstanding diversity policies that have assisted in creating integrated learning environments can be overturned by a single school board election. Further, as suburbanization within countywide school districts creates distinct enclaves—where student populations are significantly whiter and more affluent than the district as a whole and political fragmentation is perpetuated—school board members representing elite enclaves may be less supportive of policies that would lessen the privilege of these residents. This paper explores school board leadership and policymaking in two Southern school districts where politics are currently in flux: Jefferson County (Louisville), Kentucky and Wake County (Raleigh), North Carolina. Specifically, we seek to: (1) understand how demographic change—particularly the creation of suburban enclaves—influences public support for and implementation of integration policies; (2) examine the politics of diversity in a larger environment skeptical of race-conscious policies; and (3) analyze local policymaking and leadership.

The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

Perceptions of physical versus virtual design studio education

While the studio environment has been promoted as an ideal educational setting for project-based disciplines associated with the art and design, few qualitative studies have been undertaken in a comprehensive way, with even fewer giving emphasis to the teachers and students and how they feel about changing their environment. This situation is problematic given the changes and challenges facing higher education, including those associated with new technologies such as online learning. In response, this paper describes a comparative study employing grounded theory to identify and describe teachers’ and students’ perceptions of the physical design studio (PDS) as well as the virtual design studio (VDS) of architectural students in an Australian university. The findings give significance to aspects of design education activities and their role in the development of integrated hybrid learning environments.