Institutional Learning Environments Research Articles

ЗАСТОСУВАННЯ ХМАРО ОРІЄНТОВАНИХ ТЕХНОЛОГІЙ ПІД ЧАС НАВЧАННЯ ІНФОРМАТИКИ МОЛОДШИХ БАКАЛАВРІВ

Стрімкий розвиток інформаційно-комунікаційних технологій вимагає оновлення всіх галузей суспільства, в тому числі й освітньої. Саме тому все більшої уваги приділяється питанням використання хмаро орієнтованих технологій, зокрема проблемі створення хмаро орієнтованого навчального середовища закладу освіти. Вдосконалення сучасних технологій та оновлення програмного забезпечення вимагає від закладів освіти та викладачів постійної зміни систем навчання та програмного забезпечення відповідно до сучасних тенденцій розвитку інформаційно-комунікаційних технологій. Одним із шляхів вирішення цієї проблеми є впровадження у навчально-виховний процес хмаро орієнтованих технологій. Хмаро орієнтовані технології є ефективним засобом наукової діяльності та управління освітнім процесом. В статті проаналізовано доцільність використання хмаро орієнтованих технологій під час навчання інформатики молодших бакалаврів закладів вищої освіти І-ІІ рівня акредитації. Зроблено аналіз означень хмаро орієнтованих технологій, з’ясовано діяльність усіх учасників навчального процесу та вимоги щодо їх наповнення. Дібрано хмаро-орієнтовані сервіси та додатки, які доцільно використовувати у навчально-виховному процесі закладу освіти. Розглянуто сервіси навчальної взаємодії (віртуальні класи, системи спільної роботи з додатками у хмаро орієнтованому середовищі, засоби для організації інтернет-конференцій та ін.). Зроблено детальний аналіз використання дистанційного курсу створеного на безкоштовному сервісі для підтримки навчання Google Classroom. З’ясовано, що сервіс Classroom є сучасним засобом оптимізації роботи викладача під час управління навчальною діяльністю студентів. Ефективності застосування хмаро орієнтованих технологій сприяють високій активності як студентів так і викладачів. Оволодіння хмаро орієнтованими технологіями дозволяє найбільш ефективно організувати навчальний процес.

Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review

Although university students use their digital devices for almost everything, current studies shows that students have difficulties with digital learning because they lack in self-regulated skills which in return lead to low performance. Self-regulated learning strategies (SRLS) are used assist students to learn efficiently. While many researchers have investigated SRLS towards academic outcomes such as grades, little is known about the use of SRLS towards non-academic outcomes that are also essential to assist university students’ learning progression. Hence, there is a need to understand how best to utilise SRLS to drive positive non-academic outcomes in digital learning within a blended learning environment. The systematic review methodology follows PRISMA guidelines to explore the current literature. Different sources were searched using predefined search items. A total of 239 retrievals were found which were screened for duplication. A closer screening was done on the abstracts and titles of 239 papers after duplication removal. 28 full text papers were evaluated for eligibility. Finally, 14 papers were then selected for the review. Most of the papers included in the review were peer-reviewed articles published in social science and educational journals. List of self-regulated learning strategies and non-academic outcomes used in a blended learning environment in higher education institutions were identified. Majority of the 14 reviewed papers investigated metacognitive knowledge, resource management and motivational belief strategies towards learning performance whereas cognitive engagement strategies was the least researched. Results revealed that generally, SRLS positively correlate with non-academic outcomes. At the end of the review, research gap and the future direction are presented.

The relevance of the early years home and institutional learning environments for early mathematical competencies

Journal for educational research online 12 (2020) 3, S. 103-125 Padagogische Teildisziplin: Empirische Bildungsforschung; Padagogik der fruhen Kindheit;

ПРОЄКТУВАННЯ І ВИКОРИСТАННЯ ВІДКРИТОГО ХМАРО ОРІЄНТОВАНОГО ОСВІТНЬО-НАУКОВОГО СЕРЕДОВИЩА ЗАКЛАДУ ВИЩОЇ ОСВІТИ

У статті висвітлено результати теоретичних і експериментальних досліджень проблем проєктування, впровадження і використання відкритого хмаро орієнтованого освітньо-наукового середовища закладу вищої освіти, що проводилися в Інституті інформаційних технологій і засобів навчання НАПН України протягом 2011-2019 рр. Висвітлено науково-методичні засади дослідження, поняттєво-термінологічний апарат, окреслено методологічні принципи проєктування середовища, обґрунтовано загальну модель та методичну систему його формування і розвитку. У моделі відображено особливості процесу формування і розвитку середовища, що спрямований на досягнення цілей педагогічної системи, серед яких – формування ІКТ-компетентного фахівця; розширення доступу до ІКТ; використання в освіті і наукових дослідженнях найсучасніших засобів і технологій. Методична система охоплює ряд методик, що об’єднані системо утворюючим чинником, яким є хмаро орієнтований підхід, що спирається на відповідні базові характеристики і сервісні моделі. До складу методичної системи входять: методика використання науково-навчальної хмари наукової/освітньої установи, що спрямована на поліпшення організації і підвищення ефективності наукових досліджень, упровадження їх результатів; методики використання хмаро орієнтованих компонентів навчального призначення на базі гібридної хмари AWS а також спеціалізованих предметно орієнтованих сервісів. Охарактеризовано шляхи добору методик на базі запропонованої моделі в педагогічних системах закладу вищої освіти, визначено перспективи їх використання. Здійснено аналіз і оцінку досвіду впровадження і використання окремих сервісів і компонентів хмаро орієнтованого освітньо-наукового середовища у закладах вищої освіти України. Наведено результати експериментальних досліджень використання сервісів хмаро орієнтованого середовища в процесі навчання наукових, науково-педагогічних, педагогічних кадрів. Проведено аналіз і оцінку перспектив розвитку хмаро орієнтованого освітньо-наукового середовища на підставі запропонованих підходів.

I don’t need peer support: effective tutoring in blended learning environments for part-time, adult learners

ABSTRACT Given the rise of social media engagement within society, there are challenges for tutors in blended and online contexts to provide opportunities for social constructivist learning experiences within their institutional learning environments. This article proposes a module approach to teaching, learning and assessment for learners undertaking part-time, vocationally related degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; and an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Analysis of modules suggested limited online peer-to-peer interaction, with tutors noting the difficulties of promoting engagement. The article argues for a constructivist approach in this context with a need for tutors to promote a simple module structure, focused around assessment, that creates space for learning. This structure appeared appropriate for these learners, enabling them to manage the influence of daily events, together with pressures and time constraints of work. The findings could aid tutors in designing and delivering courses for similar groups of learners.

The People-to-People Dimension of China’s Belt and Road Initiative: Native Chinese Teachers’ Accounts of Cross-Cultural Encounters in the Philippines

The people to people component of the Belt and Road Initiative (BRI) paved the way for more Native Chinese teachers to have lived experiences teaching in the Philippines. Through stories and reflections of teachers, including that of the author who is uniquely involved, this article offers insights on the accounts of their personal experiences in teaching Chinese Mandarin in the Philippines. The study totals seven faculty members from different international schools in the Philippines and a few volunteer teachers from the Ateneo de Manila University’s Confucius Institute—all with experience in teaching secondary students. These teachers compared their teaching experience in their home country with their teaching experience in the Philippines using a hermeneutic narrative approach. Transitional challenges range from differences in pedagogical designs, beliefs and attitudes, and curriculum expectation. This study hopes to draw implications on managing cross-cultural transition experiences and provide an understanding of the diverse teaching and learning environment of institutions with a westernized system of education for the benefit of future Native Chinese teachers who wish to work in the Philippines.

Fear of failure: a polynomial regression analysis of the joint impact of the perceived learning environment and personal achievement goal orientation

ABSTRACTBackground and Objectives: Alongside a strong emphasis on performance and achievement in the current higher educational system, researchers have described an increase in anxiety, stress, and fear of failure amongst students. The purpose of this study was to investigate how the (mis)match between a perceived institutional performance-oriented learning environment and students’ personal achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal orientation) related to fear or failure.Design: Cross-sectional, correlational study.Methods: Students (N = 329) at a highly selective college filled out questionnaires about the perceived performance-orientation in the institutional learning environment, their achievement goal orientations, and fear of failure.Results: Results of the polynomial regression analyses show that independent of each other, performance goal orientations (approach and avoidance) and the perceived institutional performance-oriented learning environment related positively to fear of failure. The results for mastery goal orientations showed that mastery-approach goal orientation attenuated, while mastery-avoidance goal orientation exacerbated the negative effects of the perceived institutional performance-oriented learning environment on fear of failure.Conclusions: These results indicate the importance of examining perceived institutional learning environments alongside students’ personal characteristics in order to understand fear of failure amongst students.

Comparing the effect of home and institutional learning environment on children’s vocabulary in primary school

It is assumed that additionally to the family background and child characteristics, the children’s learning environments are crucial for the acquisition of early competencies. This study aimed to compare the effects of home and institutional learning environment on young children’s vocabulary and to test necessary conditions for a potential compensatory effect of the institutional learning environment. Using longitudinal data from N = 557 preschool children (German National Educational Panel Study), we analysed to what extent family background and children’s characteristics predicted home and institutional learning environments and to what extent these learning environments predicted vocabulary in preschool and primary school. In order to test if both learning environments predict vocabulary separately, we used almost identical indicators to operationalize them. The effects were estimated within a structural equation model. The study revealed that both, home and institutional learning environment, had small and separate effects on children’s vocabulary. The home learning environment was more closely related to the family background, while the institutional learning environment was more closely related to the children’s characteristics. This evokes new possibilities to discuss compensatory effects.

Beyond Models: Developing a University Strategy for Online Instruction

Universities are being pressured from a range of forces to move into delivery of courses via online methods. While the literature is replete with promises for the use of information technology (IT) in the teaching and learning environment of higher education institutions, it is difficult for those institutions to take a strategic and informed approach to its implementation. This paper details the difficulties that can arise in selecting and implementing online delivery solutions and seeks to survey various approaches that universities can take to address these difficulties from an organizational perspective. Key questions are then proposed that must be answered if academic managers are to be strategic in their selection of IT resources for teaching and learning, in order to best add value to their teaching and learning environment by providing access for students to asynchronous learning networks. Amongst the critical issues that need to be addressed are scalability, interoperability, consistency and flexibility. A progress report of an implementation of a strategic institution-wide approach to online delivery at the University of South Australia that addresses these key questions is then presented.

Improving Trust Between Learners and Teachers in Medicine.

Improving Trust Between Learners and Teachers in Medicine.

Information modeling of data and knowledge exchange processes in learning environment of institutions of higher education

Information modeling of data and knowledge exchange processes in learning environment of institutions of higher education

THE CONCEPTUAL BASIS OF THE UNIVERSITY CLOUD-BASED LEARNING AND RESEARCH ENVIRONMENT FORMATION AND DEVELOPMENT IN VIEW OF THE OPEN SCIENCE PRIORITIES

This article explores the scientific and methodological background of the creation and development of the cloud-based learning and research environment in the context of open science priorities and the European Research Area (ERA) formation. The conceptual and terminology body of the cloud-based environment investigation and the main features of such an environment are delineated. The main methodological principles of the environment design and development, for instance, the principles of open science, open education and also the specific principles inherent to the cloud-based systems are described. The study aim is to analyze the conceptual body, principles, and features of the formation and development of the cloud-based educational and research environment in the context of the open science concept. The objective of the study is to determine the prospects of cloud technologies that are used to support educational and scientific activities and to outline the principles and technologies of open science use and explore their broader application in pedagogical systems of higher educational institutions. The research methods are the analysis of official international documents, publications on the research, observation, comparison, the analysis of the experience of the educational and scientific application of cloud technologies, and experimental studies. The results of the research substantiate cloud technologies in the principles of creation and development of the learning and research environment (LRE) of a higher education institution. The concept of the cloud-based environment is explained; the characteristic features of its functioning are outlined. Additionally, the prospects and estimation of the cloud-based LRE development in the aspect of open science are defined. Conclusions and recommendations encompass the application of cloud-based open science technologies covering European research infrastructures, scientific and educational networks, European open science cloud, and also cloud services for collecting, submitting and processing data as a topical and promising trend for the development and modernization of the learning and research environment of higher education institutions.

1327. Educational Intervention to Improve Communication With Patients Who Have Opioid Use Disorder

BackgroundInfectious complications of opioid use disorder (OUD) have increased significantly in the last decade. Patients with OUD encounter stigma from healthcare providers, and providers find interactions with patients with OUD to be very challenging. At our teaching institution, anecdotal experience and objective data suggested clinician discomfort with communicating with OUD patients, as well as a “hidden curriculum” of stigma and bias around care of this group. We attempted to characterize this problematic learning environment and created an intervention focusing on reduction of bias and stigma and improved communication with OUD patients.MethodsGeneral internal medicine faculty and residents completed a preintervention survey to measure knowledge and attitudes about OUD, as well the institutional learning environment related to this issue. A workshop on communication, bias, and stigma in OUD was then administered to 78 faculty and residents. Immediately after participation, they completed a postintervention survey assessing concepts addressed in the session.ResultsThe preintervention survey of 99 faculty and residents showed that 47% felt patients with OUD were difficult to work with. Faculty were more likely than residents to agree there was a negative hidden curriculum around OUD (70% vs. 43%, P < 0.001). This included witnessing other physicians using stigmatizing language (80%), minimizing time with OUD patients (49%), and choosing not to involve medical students with OUD patients (34%). Fifty participants completed the postsurvey. Respondents identified a mean of 86% of stigmatizing words within patient scenarios, which improved from 60% before the intervention (P < 0.0001).ConclusionClinicians reported negative attitudes and difficulty caring for patients with OUD. The majority identified a negative hidden curriculum around this disease, including stigmatizing language and avoidance of engagement with OUD patients. A workshop on communication, stigma, and bias improved scores on knowledge of stigmatizing language.Disclosures All authors: No reported disclosures.

ОРГАНИЗАЦИЯ ПЕДАГОГИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ УЧАСТНИКОВ ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА В КОМПЬЮТЕРНО ОРИЕНТИРОВАННОЙ УЧЕБНОЙ СРЕДЕ УЧРЕЖДЕНИЯ ВЫСШЕГО ОБРАЗОВАНИЯ

The article proves the relevance and topicality of creating a computer-oriented learning environment at a higher education institution. The problems of modern scientific researches dealing with the peculiarities of computer-oriented learning environment at the higher education institutions to develop the pedagogical interaction have been studied, as well as determined the main research areas and trends of this scientific issue. Some pedagogical conditions, including the creativity of teacher pedagogical activity; information competence of education process participants; pedagogical monitoring for the quality of professional specialist training; arranging the socio-psychological comfort for educational activities are considered essential to increase the effective pedagogical interaction among the educational process participants in a computer-centered educational environment of the higher education institutions. The results of modelling pedagogical experiment reveal the potential ways of implementing the examined pedagogical and educational conditions in the process of educational and professional communication. The peculiarities for developing the educational and methodical complex of academic course and training material are determined. The attention is focused on the possibilities for computer monitoring the student knowledge using software MyTestX. The study allows determining some efficiency criteria such as motivating, cognitive, and cooperative criteria required for the effective pedagogical interaction among education process participants in the computer-oriented learning environment at the higher education institutions with the corresponding high, sufficient and low levels of effectiveness within pedagogical interaction, as well as their relevant indicators. Methods for diagnosing the level of pedagogical interaction of education process participants under the conditions of a computer-oriented learning environment are analysed and chosen. The results of the pedagogical experiment confirming the effectiveness of the suggested pedagogical conditions to improve the effective arrangement of pedagogical interaction among education process participants in the computer-oriented learning environment of higher education institutions are presented.

Learners’ Perspective on Critical Factors to Cloud VLE Success: an Empirical Investigation

The use of Virtual Learning Environment (VLE) in academic institutions is becoming an imperative for many institutions. The growth of the advanced education system now is depending on the increased of Virtual Learning Environment (VLE) technology utilization. Education institution communities are encouraged to adopt a variety of VLE technology to support the process of teaching and learning. The objective of this research is to measure perspective of VLE acceptance among lecturers in the context of Moodle application by using data from 541 lecturers at selected Higher Education Institutions. A framework of research constructed based on a comprehensive study on the theory of service quality and the Technology Acceptance Model (TAM). Eight factors hypothesized which consist of five independent variables; organization support, knowledge support, technical assistance, system characteristics and lecturer style and innovation, two belief variables; perceived usefulness and perceived ease of use and one dependent variable; behavioral intention to use the VLE. All the factors were tested to determine whether they are important in influencing future use of the VLE and statistical analysis methods determined the key driving factors. Results of regression analysis showed that university lecturers have an above average level of VLE acceptance with the very high level of significant value.

Women’s access and experience in higher education agricultural programs in Africa

ABSTRACTIn Africa women are underrepresented in higher education (HE) agricultural programs, despite the fact that they make up half of the agricultural labor force. This article discusses the reasons for women’s low enrollment in HE agricultural programs, focusing on socio-cultural norms and gendered perceptions of agriculture. Moving beyond access, it also explores the institutional culture and learning environment in HE agricultural programs. We argue that women often feel unsafe, uncomfortable, and isolated in these programs and that conservative socio-cultural norms, which discriminate against women in society and family life, also permeate institutions of HE. The data comes from a literature review, a Southern and Eastern Africa regional workshop, and focus groups and interviews conducted with faculty and students in South Sudan and Mozambique. We conclude with recommendations for increasing the number of women in agricultural programs and improving their experience.

ЕТАПИ ПРОЕКТУВАННЯ ХМАРО ОРІЄНТОВАНОГО СЕРЕДОВИЩА НАВЧАННЯ БАЗ ДАНИХ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ

The article describes the introduction of cloud services in the educational process of the discipline «Databases» of future teachers of informatics and the design of the cloud oriented learning environment on their basis. An analysis of the domestic experience of forming a cloud oriented learning environment of educational institutions is carried out, given interpretation of concepts «cloud oriented distance learning system», «cloud oriented learning environment in the study of databases», «the design of the cloud oriented learning environment in the study of databases for future teachers of informatics». The following stages of designing COLE are selected and described: targeted, conceptual, meaningful, component, introductory, appraisal-generalization. The structure of the educational interaction of subjects in the study of databases in the conditions of the COLE is developed by the means of the cloud oriented distance learning system Canvas, consisting of communication tools, joint work, and planning of educational events, cloud storages.

Inclusive Learning Environment in System of Secondary and Higher Professional Education

One of the topical fields of modern education is implementation of an inclusive approach which makes it possible to get equal rights and access to education for students without regard for their health condition. The purpose of the article is to carry out the analysis of the inclusive components of learning environment in educational institutions and of higher and secondary professional education (using the city of Volgograd and the Volgograd Region as an example). As a part of the study, an integrated model for inclusive educational environment, which contains technology (psycho-didactic), space-object, social and process components, was developed. Relying on this model, analysis and assessment of the state of the learning environment in educational institutions and of higher and secondary professional education of Volgograd and the Volgograd Region were made. The results showed that each educational institution has its own specific way of organizing inclusive environment; there is no common standard for its implementation. The research possesses both theoretical significance and applied functions so far as with the help of this model it is possible to assess the state of learning environment and building a unified educational system on the basis of all its components.

Feasibility Analysis of Flipped Classroom in Chinese Adult English Training

Flipped teaching has gained a growing popularity, starting from higher education and coming all the way down the academic pyramid to the primary schooling. Evidence has shown that positive results are produced in improving learning results. However, it remains to be seen whether these developments can be extended to the training outside of traditional academic settings and realize its full potential in adult English class. Therefore, essential features of the flipped classroom, adult English teachers, adult English learners and learning environment in the private language education institutions are presented to analyze the feasibility.

СТРУКТУРНО-ФУНКЦІОНАЛЬНА МОДЕЛЬ ХМАРО ОРІЄНТОВАНОГО НАВЧАЛЬНОГО СЕРЕДОВИЩА ДЛЯ ПІДГОТОВКИ БАКАЛАВРІВ ІНФОРМАТИКИ

The article summarizes the essence of the category "model". There are presented the main types of models used in educational research: structural, functional, structural and functional model as well as basic requirements for building these types of models. The national experience in building models and designing cloud-based learning environment of educational institutions (both higher and secondary) is analyzed. It is presented structural and functional model of cloud-based learning environment for Bachelor of Informatics. Also we describe each component of cloud-based learning environment model for bachelors of informatics training: target, managerial, organizational, content and methodical, communication, technological and productive. It is summarized, that COLE should solve all major tasks that relate to higher education institutions.