Learning Climate Research Articles

How does remote education facilitate student performance? Appraising a sustainable learning perspective midst of COVID-19

The COVID-19 pandemic has brought the concept of a "new normal" to our daily lives and fundamentally affects how we live, learn, and work. In these extraordinary times, the quick move from traditional (face-to-face) learning to online learning is viewed as a paradigm change affecting social, economic, and ecological factors. In this vein, the current study investigates the linkages among system quality, instructor quality, campus learning climate, student satisfaction, and online learning success. We have collected questionnaire-based data from 302 students enrolled in different programs and employed the structural equation modelling (SEM) approach. The results indicate that system and instructor quality is vital in accomplishing campus learning climate and student satisfaction. Manifestly, campus learning climate and student satisfaction also significantly affect online learning success, which helps achieve institutional excellence and positive word of mouth. Virtual learning offers many technological advantages and leads to lower resource consumption than physical learning models. Enlightening the quality of education systems and instructors is crucial in producing value in modern societies for institutional superiority.

Attenuating the relationship between job insecurity and job satisfaction: An examination of the role of organizational learning climate in three countries

Research indicates job insecurity (JI) is related to lower job satisfaction, partially mediated by psychological contract breach (PCB; a perceived breaking of the implicit exchange relationship between employer and employee). The authors investigated the extent to which providing a positive organizational learning climate (OLC) might attenuate the relationships between (a) qualitative JI and PCB and (b) PCB and job satisfaction. Using cross-sectional survey data from higher education industry employees within the US ( N = 372), South Africa ( N = 1096), and Croatia ( N = 719), the study found consistent results across all three settings. Qualitative JI was negatively associated with job satisfaction both directly and indirectly via PCB. Although a positive OLC did not attenuate the relationship between JI and PCB, it did buffer the relationship between PCB and job satisfaction. The findings are discussed in light of Conservation of Resources theory and the need to identify practical organizational interventions to alleviate the adverse effects of qualitative JI.

The effects of the SNAPPS model on clinical learning experiences for Physician Assistant students

The current study was created to pilot an approach to clinical experiential learning for Physician Assistant (PA) students by teaching students the six-step clinical teaching model: (1) Summarize the case, (2) Narrow the differential diagnosis, (3) Analyze the differential diagnosis (what key patient findings support or lack support for each), (4) Probe the preceptor (ask for clarification of topics about which the learner feels unsure), (5) Plan management (with preceptor input) and (6) Select a care-related issue for self-directed learning; abbreviated to SNAPPS. SNAPPS is known to be learner-led and has been shown in research to be effective in increasing insights into clinical reasoning and encouraging timely feedback to medical students. The research question asked what effect SNAPPS training may have on PA student ratings of (1) learning climate, (2) control of session, (3) communication of goals, (4) promotion of understanding and retention, (5) evaluation, (6) feedback and (7) global assessment on a survey instrument following clinical learning experience. In a Solomon-four group design, PA students from an Atlanta-based PA program completed the validated PA Clinical Rotation Evaluation (PACRE) instrument before and/or after a SNAPPS training or case-based education module. An analysis of variance showed the effects of group designation on the domains of Control of Session (F(3, 9) = 9.084, p= .004), Communication (F(3, 9) = 7.527, p=.008) and Evaluation (F(3, 9) = 5.626, p= .019) was statistically significant for differences in PACRE scores. It was noted that the case-based groups scored clinical rotation higher on the instrument than the SNAPPS groups, highlighting the potential effect that SNAPPS groups may have reflected more critically on their learning experience.

Antecedents Predicting Students' Active Use of Learning Strategies in Schools of Low SES Context within the Framework of Self-Determination Theory.

Meeting a student's autonomy, competence, and relatedness needs is one of the conditions to help him/her learn effectively. In this study, we aim to understand how teacher support (relationship with students, their autonomy support) and general classroom atmosphere (equity, relationships between students) predict students' learning; that is, the learning strategies they use. Data were collected from 24 secondary schools in 9 municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 632 students; 330 girls and 302 boys). The following instruments were used in the research: What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Learning Strategies scale. The results showed that girls use learning strategies statistically significantly more actively than boys. Students' use of learning strategies in a sample of both boys and girls are predicted by perceived teacher support, student cohesiveness, and perceived autonomy support. Therefore, responding to the relatedness and autonomy needs of students from low SES is very significant because it can increase their engagement in the learning process. The difference found, that equity is a significant predictor of learning strategies in the sample of girls, but not in boys, encourages further research and interpretation of such research results.

Teaching and learning in the clinical workplace

Participation in clinical practice is key to the development of clinical skills, and so the goal of clinical work is both to deliver healthcare and facilitate learning. Four factors shape learning in the workplace: safe access to practical experience; the role of talk in the workplace; teaching opportunities; and the learning climate. The challenge is to structure and carry out work so that support for learning is built into normal work routines.

Principal’s Strategy in Implementing Organizational Communication at Madrasah Ibtidaiyah

The communication strategy is the main capital for the head of the madrasa in forming a conducive learning climate in the madrasa. This study aims to analyze the principal's strategy in implementing organizational communication at Madrasah Ibtidaiyah (MI) Kesuma LKMD, Namorambe District. This study used a qualitative approach with an analytical descriptive method. Collecting data using the method of observation, interviews and document study. The results of this study conclude that the implementation of organizational communication strategies (vertical, horizontal, diagonal) in MI Kesuma LKMD Jatikesuma is in a good category, as seen in the following conditions: (1) Vertical communication in madrasas is not good enough, due to the lack of presence of the head schools in the process of teaching and learning activities; (2) Horizontal communication in the Jatikesuma madrasah is quite good. The high level of interaction among members of the same level and the still weak organizational cooperation indicates that the interaction is carried out more on non-formal communication. (3) Diagonal communication in madrasas is carried out well, because all members of the organization at different levels of position are given the freedom to communicate, both formal and non-formal.

Peer-Assisted Learning in a Longitudinal Hybrid Physical Exam Course.

Peer-assisted learning (PAL) improves teaching skills and self-confidence for instructors and creates a supportive learning climate for learners. We developed a PAL hybrid teaching structure for our physical exam course by partnering upper-level peer instructors with faculty co-instructors and evaluated its impact on upper-level student peer instructors and first-year student learners using quantitative and qualitative methods. The PAL component of the hybrid teaching structure was perceived to have important benefits for all and salient limitations for student learners. The hybrid nature of the course provided a unique vantage point for evaluation of PAL and we theorize that faculty co-instructors may balance some of the perceived limitations of PAL.

Assessment of Learning Climate in Nepalese Banking Sectors

Assessment of Learning Climate in Nepalese Banking Sectors

Optimal Steps for designing and implementing the extracurriculars through the integrative medical approach

Extracurriculars are those that fall outside the scope of the academic curriculum. The purpose of the work is to outline the steps of planning extracurriculars, practice these steps in the medical program, and evaluate these steps. MethodsUsing Kern’s steps with some modifications, we did some extracurricular reforms. Assessment of the current situation/needs and identification of gaps have been occurred by a questionnaire that revealed low students' satisfaction (36.1%) about the current extracurriculars with points of weakness that have been addressed in the improvement plan. A list of extracurriculars was prepared and aligned with modules and learning outcomes. Allocation of resources and implementation of these extracurriculars were performed. The evaluation was done through a questionnaire that was fulfilled by 404 students. ResultsStudents' satisfaction was 66.8% in the second questionnaire compared to 36% in the initial questionnaire with a significant association. Further analysis of the respondents who revealed satisfaction showed that 95 out of 140 (67.8%) were high-grade achievers, 88 out of 134 (65.7%) for moderate, and 87 out of 130 (66.9%) in low-grade achievers. A comparison of the student’s satisfaction in the three phases revealed a significant p-value (0.004), but no significance in students' satisfaction within phases of the program between males and females. ConclusionWell-structured extracurriculars might contribute to the achievement of the mission, vision, and goals of the program. Extracurricular activities might be flexible and undergo periodic changes related to the nature of the curriculum. Following the cycle of developing extracurricular activities in designing, implementing, monitoring, evaluating, and reporting, the extracurricular activities will be more efficient in enhancing the learning climate and making the learning process more enjoyable, especially in a solid medical integrated curriculum.

Improving Conceptual Understanding of Mathematics Through Blended Learning Using Google Classroom

The 2018 PISA results recommend increasing learning achievement by improving teaching quality and learning climate. Responding to these recommendations, it is necessary to improve the quality of teaching and student learning climate, one of which is applying blended learning. This pre-experimental study aims to determine the increased conceptual understanding of mathematics through blended learning using Google Classroom. This study used one group pretest-posttest design, and data were collected through a test of conceptual understanding of mathematics. This research involved 14 junior high school students. Descriptive statistic effect size and inferential t-tests are used in analyzing research data. The research results show a difference in the average score in conceptual understanding of mathematics before and after applying Blended learning using Google Classroom. In other words, it is empirically proven that conceptual understanding of mathematics can be improved through Blended learning using Google Classroom with a magnitude of effect increase of 76%. In comparison, 24% were influenced by other factors.

The effect of blended education on nursing students' learning and educational climate in pharmacology internship

The effect of blended education on nursing students' learning and educational climate in pharmacology internship

The Role of Learning Climate on Self-Efficacy Beliefs and Self- Perceived Communication Competences of EFL Learners in Higher Education

This study explored the role of learning climate on self-efficacy beliefs and self-perceived communication competences of EFL learners in higher education. The learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels of EFL students were found to be moderate. There was not a significant difference among students' learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st Grade and 2nd Grade students for learning climate, and there was not a significant difference among students' self-efficacy and self-perceived communication points in terms of their grade. A significant relationship among students' learning climate and self-efficacy and self-perceived communication competence in a positive way was found. While learning climate was found to be a lower predictor of self-efficacy and self-perceived communication competence, self-efficacy, and self-perceived communication competence were found to be stronger predictors of each other.

The Impact of Team Learning Climate on Innovation Performance - Mediating role of knowledge integration capability.

To address the fierce competition for corporate innovation in the digital economy, this study introduces knowledge integration capability as a mediating variable in light of social information processing theory, and explores the mechanism of team learning climate on innovation performance. Data were collected from a sample of 184 team members for statistical analysis, and Statistical methods such as descriptive statistical analysis, correlation analysis, and regression analysis were used to verify the study hypotheses through SPSS and Amos software, and the results showed that: (1) Team learning climate has a significant positive effect on knowledge integration capability. (2) Team learning climate has a significant positive effect on innovation performance. (3) Knowledge integration capability has a significant positive effect on innovation performance. (4) Knowledge integration capability partially mediates the role between team learning climate and innovation performance. The results proved the perspective of knowledge integration capability for the mechanism of team learning climate on innovation performance from the perspective of knowledge integration capability, and provided theoretical references for creating a learning climate in companies to promote members' knowledge learning and enhance innovation performance.

Character Education Management of Elementary School Students

The implementation of character education in schools is an effort to enhance the positive character of students. The purposeof this research is to find out the management of character education in 5th-grade students. This type of researchis qualitative descriptive research, with fokus research, namely the management of student character education. Data are obtained through wawancara, observasi, and documentation, then analyzed usinginteractive analysis of kulitative, namely reduction data, data collection, drawing conclusions. The results showed that character education in SD. Laompo State Elementary School was implemented in the scope of learning activities and the creationof school culture, which was carried out systematically through three stages. First, formulating plans for learning programs and programs of school discipline withcharacter. Second, implementing the learning program plan by promising the valueof character into the material and creating a character learning climate, as well as enforcing the implementation of school discipline. Third, measuring student learning development on cognitive, affective and psychomotor aspects, as well as assessing the success of character education programs. Dthe nature of its managementis still subjectto a number of challenges, for which it is necessary to make continuous improvements.

Building a student learning-focused assessment and grading system in dental school: One school's experience.

As health professions education moves toward competency-based education, there has been increased focus on the structure of assessment systems that support student competency development and learning. This has been buoyed by a growing body of research supporting assessment for learning processes to promote student growth and learning rather than relying on assessment systems primarily to measure performance. This paper presents the rationale and evidence for moving to an assessment for learning system and the results of a quasi-experimental interrupted time series study using data from 2015 to 2022 to evaluate the impacts of these changes. Columbia University College of Dental Medicine faculty voted to implement assessment for learning system changes beginning in 2017 with the graduating class of 2021. These changes included moving from using a grading system for didactic courses with Honors, Pass, and Fail as available grades to a grading system with only Pass and Fail as available grades, as well as creating synthesis and assessment weeks, weekly problem sets, post-exam review sessions, exam remediation opportunities, and formative progress exams throughout the curriculum. The revised assessment and grading system changes were communicated to residency program directors, and programmatic competency data about student performance across the curriculum were shared with programs in Dean's Letters. Once assessment system changes were implemented, it was found that student exam failure rates were lower, course exam scores were the same or higher, and performance on board exams improved compared to the national average. Students reported positive perceptions with regard to well-being and learning climate that they associated with the adoption of Pass/Fail grading. Match outcomes, including student satisfaction and program director ratings, have remained consistently positive. As dental educators, our goal is to nurture students to become life-long learners. Adopting a grading structure that is Pass/Fail and an assessment system that fosters learning allows students to shape learning practices that favor long-term retention and application of information, also enhancing the learning environment and student well-being. These system changes may also facilitate the inclusion and support of students whose backgrounds are underrepresented in dentistry.

What Kind of Learning Climates Are Established by Newly Educated PE Teachers in Primary and Lower Secondary School? A Quantitative Analysis of Students’ Perceptions

The aim of this study was to explore Norwegian students’ perceptions of learning climate established in physical education (PE) by newly educated teachers. The findings substantiate that the newly educated PE teachers created a favorable learning climate, and the motivational inventory confirms that the students perceived a predominance of mastery climate in the teaching. This may mean that the recent years’ reforms in PE and PE teacher education, with an increased focus on a mastery-oriented learning climate, have affected students’ experience of the subject. However, there is still a need for stronger efforts related to facilitation of the learning climate.

Self-Regulated Learning (SRL) analysis of fifth grade students at SDN 2 Kadudampit

SRL is important for fifth grade students because it becomes a consideration in the learning and teaching process, especially fifth grade students who are faced with the challenges of the next school level. This study aims to analyze the self-regulated learning (SRL) of the fifth grade students of SDN 2 Kadudampit. This study uses a qualitative descriptive approach with a survey method that describes a phenomenon in a particular area. The number of samples used was 33 students of class V. The instrument used was the SRL questionnaire with a Likert scale of 1-5 with alternative gradations of answers strongly agree-strongly disagree. The analysis used is descriptive qualitative analysis. The results of the study show that in general, the SRL ability of class V SDN 2 Kadudampit is in the high category. However, if it is translated based on the indicators, the SRL on the cognitive and self-reflection indicators is indeed in the high category, but the performance indicator shows the medium category. Therefore, efforts are needed from teachers, schools, parents, and students to be able to improve performance in learning through the application of learning models, learning media, parental and teacher guidance, and school policies that support the creation of a positive learning climate.

Cohorts motivation and learning climate trajectories in higher education: a multi-year study

We examined the higher education (HE) socialisation process via the self-determination theory (SDT) perspective over a three-year period. Goal motives and learning climate (autonomy vs. control) were compared among freshmen, sophomore, junior, senior, and graduate cohorts for the study period. Multivariate analysis of variance (MANOVA) outcome on goal motives and the learning climate supports the natural socialisation process in the HE settings. Graduate and upper-division cohorts exhibit high-quality motives (high self-regulation) and experience higher autonomy support than the lower-division cohorts. Regression analysis revealed that goal motives and college satisfaction mediate the effect of learning climate on academic performance. While the socialisation processes and satisfaction are important determinants of academic success, different motivational systems are necessary for the successful progression of students to degree completion in HE.

Understanding Factors Associated with Burnout Symptoms amongst Investigators working on Rape and Serious Sexual Offence (RASSO) investigations in England and Wales

Abstract Prolonged stress leading to job-related burnout is of increasing interest in policing. Police officers involved in rape and serious sexual offences (RASSO) investigations experience heightened scrutiny alongside increased forensic demands whilst providing an accountable, victim-orientated service. The objective of the study was to examine correlates associated with burnout symptoms [emotional exhaustion (EE), depersonalization and lack of personal accomplishment (PA)]. RASSO investigators (n = 538) completed a cross-sectional online survey across five police force areas in England and Wales. Measures were screened using the Least Absolute Shrinkage and Selection Operator method, and three regression models were run against the three outcome measures. Excessive job demands encompassing workload, work–life balance and team pressures from colleagues and managers were strongly related to EE and DP. Male officers reported elevated levels of depersonalization. The learning climate was associated with all three burnout measures. The findings suggest that creating an effective learning environment for RASSO investigations and establishing effective organizational health policies to enhance team cohesion can reduce burnout. Further work is required to understand male officers’ higher levels of depersonalization.

Developing a model for primary care quality improvement success: a comparative case study in rural, urban and Kaupapa Māori organisations.

Introduction Primary care is under pressure to achieve accessible, equitable, quality health care, while being increasingly under resourced. There is a need to understand factors that influence quality improvement (QI) to support a high-performing primary care system. Literature highlights the impact of context on QI but there is little primary care research on this topic. Aim This qualitative case study research seeks to discover the contextual factors influencing QI in primary care, and how the relationships between contextual factors, the QI initiative, and the implementation process influence outcomes. Methods The Consolidated Framework for Implementation Research was used to frame this qualitative study exploring primary care experiences in depth. Six sites were selected to provide a sample of rural, urban and Kaupapa Māori settings. Qualitative data was collected via semi-structured interviews and compared and contrasted with the organisational documents and data provided by participants. Results Cases reported success in achieving improved outcomes for patients, practices, and staff. Strong internal cultures of 'Clan' and 'Adhocracy' typologies supported teamwork, distributed leadership, and a learning climate to facilitate iterative sensemaking activities. To varying degrees, external network relationships provided resources, knowledge, and support. Discussion Organisations were motivated by a combination of patient/community need and organisational culture. Network relationships assisted to varying degrees depending on need. Engaged and distributed leadership based on teamwork was observed, where leadership was shared and emerged at different levels and times as the need arose. A learning climate was supported to enable iterative sensemaking activities to achieve success.