Learning Environment For Students Research Articles

United We Learn: Seven Strategies for Fostering an Inclusive and Engaging Synchronous Online Teaching Environment

Since online learning may be the best option for some programs or institutions, college instructors should have the competence and confidence to offer relevant learning experiences for their students in online learning environments. This article provides physical education teacher education (PETE) faculty with effective strategies for fostering an inclusive and engaging synchronous online learning environment for college students using a range of technology tools.

Exploring the Scope of Crowdsourcing in Medical Education

ABSTRACT In the field of medical education, crowdsourcing is the practice of obtaining views and inputs from a heterogeneous group of people using preferably digital platforms, with an aim to contribute to medical learning, creation of contents, and problem-solving and strengthen assessments. Considering the fact that medical knowledge continues to change with each day, this approach facilitates the process of continuous updation of the educational content based on recent developments. Regardless of the scope, application, and merits that can be attributed to crowdsourcing in medical education, there are some potential concerns that must be taken into account for optimizing the benefits. In summary, crowdsourcing has immense scope in medical education to create an inclusive and updated learning environment for medical students and healthcare professionals. The inputs generated through collective minds are expected to enrich the learning experience, and thus, we must look forward to exploring it for better utility.

The Future of Distance Learning: Streamlined Labs in Virtual Education

Contemporary technologies afford us the opportunity to augment and substitute traditional in-person classes with computer-based resources commonly known as virtual labs. Before the global pandemic, physical classrooms offered a hands-on learning environment for students. However, the pandemic has rendered in-person labs impractical, making it challenging for students to engage with faculty members directly. In the present scenario, the preference for remote education has surged due to safety concerns. With proper internet access, students now have the flexibility to conduct experiments from the comfort of their homes. Despite the inherent challenges associated with online learning, virtual labs serve as a valuable solution, addressing some of these issues. The utilization of simulation-based learning, especially in subjects like physics, chemistry, and biology, contributes significantly to students' comprehension of key concepts. Virtual labs play a pivotal role in fostering problem-solving skills, critical thinking, creativity, imagination, understanding of scientific processes, laboratory skills, as well as heightened interest and perception. Consequently, it becomes imperative for educators to integrate virtual labs into their teaching methodologies to enhance the quality of instruction and improve students' learning outcomes.

Navigating Cultural and Academic Tides: A Systematic Literature Review On The Supervision Experiences Of International Chinese Doctoral Students In Malaysian Universities

This article embarks on a comprehensive literature review to explore the unique experiences of international Chinese doctoral students under the supervision of faculties in Malaysian universities. The study aims to identify the challenges, coping strategies, and academic dynamics encountered by these students, considering the cultural, linguistic, and educational backgrounds that influence their doctoral journey. It also seeks to understand the role of supervisors in facilitating a supportive and effective learning environment for these international students. The review synthesizes findings from existing academic papers, doctoral theses, and institutional reports, providing a multi-dimensional analysis of the supervisory relationship, adaptation processes, and academic achievements. This article contributes to the broader discourse on international education, cross-cultural supervision, and the specific needs of Chinese doctoral students abroad, offering valuable insights for academic institutions, educators, and policymakers aiming to enhance the doctoral experience for international students.

A Path Forward: Addressing Current Issues in Campus Racial Climate Research and Practice

Abstract: Attacks on diversity, equity, and inclusion threaten to undo much of the work of creating and maintaining diverse learning and working environments for students, faculty, and staff. In honor of ACPA's 100th anniversary, we reflect on the current threats to the campus racial climate, highlight research that informs our scholarship and practice, and offer strategies for resistance. We close with a consideration of critical hope as necessary to the pursuit of equity-centered work during this turbulent period in higher education.

Influence of Learning Style Preferences on Written Communication Skills in a Blended Learning Environment

Written communication is an essential skill for information professionals. Therefore, it is common to implement writing tasks to develop this skill in higher education. However, it is known that students' learning style preferences can influence improved written communication skills unequally among students, considering practice with writing tasks. This study examined how learning style preferences can influence the improvement of written communication skills in a blended learning environment for university students in information and management control engineering. Over seven semesters, 215 students participated in writing tasks supported by a discussion forum, and their learning style preferences were measured and analyzed using the Honey and Mumford model. Student performance on the online forum was repeatedly measured to determine the variation in written communication skills according to different learning style preferences and to identify which students benefited most from the intervention. The results indicate that although students' primary learning style preference influences their performance in written communication, these skills improve regardless of the learning style preference. Students with a primary "reflector" learning style preference were the most numerous and achieved the greatest learning gains. Students with a "theorist" learning style preference demonstrated medium-sized improvements in spelling and writing, and students with an "activist" learning style preference had small but significant increases in the quality of their justification and argumentation. Overall, the results suggest that learning style preferences are a relevant individual characteristic for personalizing electronic or hybrid learning environments in writing tasks.

The role of self-regulation in the relationship between adaptability and engagement: A case of online mathematics learning for elementary school students

The dynamics of students' engagement in online mathematics learning during the pandemic have been completely distinctive from face-to-face learning. To further the investigation, the current study aims to examine the relationship between student adaptability and engagement and the mediating role of self-regulation and grade level, parental education level, student age, and student gender. A total of 339 students, with an average age of 11.16 years, from three public elementary schools in Yogyakarta, Indonesia, participated in this study. The findings demonstrated that: 1) adaptability has a positive and significant effect on student self-regulation, 2) self-regulation has a positive and significant effect on student engagement in online mathematics learning, and 3) adaptability has a significant positive influence on student engagement in both directly and through the mediation of student self-regulation. The study has a significant implication for the student learning environment, especially parental involvement. Recommendations to encourage parental involvement for online learning engagement are made.

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students’ motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students’ motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers’ perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students’ motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students.

Simply Notified Application

In an era where effective communication is pivotal for student success, the Simply Notified Application emerges as a solution to bridge the gap between teachers and parents. This project aims to develop a user-friendly mobile application that facilitates seamless communication and collaboration between educators and guardians. The application provides a platform for teachers to send notifications, updates, and announcements regarding students' academic progress, upcoming events, and important notices directly to parents' smartphones. Likewise, parents can easily access and respond to these notifications, fostering a more transparent and efficient communication channel between home and school. The Simply Notified Application leverages modern technology to streamline communication processes, enhance parental involvement in their child's education, and ultimately contribute to improved student outcomes. Through this project, we aspire to promote stronger partnerships between teachers and parents, thereby creating a more supportive and conducive learning environment for students

Educational reforms and their impact on student performance: A review in African Countries

This comprehensive review delves into the educational reforms implemented across various African countries and assesses their impact on student performance. With a focus on the evolving educational landscape in the continent, this study aims to analyze the multifaceted reforms undertaken by diverse nations and their implications for student learning outcomes. The African continent has witnessed a dynamic shift in educational policies and practices over the years, driven by a commitment to enhance the quality and relevance of education. The paper scrutinizes the diverse reforms, encompassing curriculum modifications, teacher training initiatives, and advancements in educational technology. By examining these reforms through a critical lens, the review aims to provide nuanced insights into their effectiveness and the underlying factors influencing their outcomes. The impact of educational reforms on student performance serves as a central theme, emphasizing the need to go beyond mere policy implementation and delve into the tangible effects on learners. The review considers various performance metrics, including standardized test scores, graduation rates, and qualitative assessments, to offer a comprehensive evaluation of the reforms' success. Furthermore, the paper explores the contextual factors shaping the implementation and outcomes of educational reforms in African countries. Socio-economic disparities, cultural influences, and infrastructural challenges play pivotal roles in shaping the trajectory of reforms. By acknowledging these complexities, the review contributes to a deeper understanding of the intersection between policy initiatives and the diverse contexts in which they are implemented. In conclusion, this review presents a comprehensive analysis of educational reforms in African countries and their direct impact on student performance. The nuanced examination of policies, practices, and contextual influences provides a valuable resource for educators, policymakers, and researchers seeking to navigate the intricate landscape of educational transformations in the African context. The findings presented in this review aim to inform future educational strategies, fostering a more equitable and effective learning environment for students across the continent.

Traditional Dragon Snake Sports Game to Form Character Profile of Pancasila Students at Elementary School

This research aims to look at the character profile of Pancasila students in the traditional dragon snake game. The Pancasila student profile implemented in several schools needs to be more optimal for the learning environment for students. As in the growth of children's character, habituation, and obedience in character education has yet to be carried out optimally in learning. Of the six dimensions, namely Faith, Devotion to God Almighty, Noble Character, Global Diversity, Mutual Cooperation, Independence, Critical Reasoning, and Creativity, which must be possessed by competent students, have character, and behave according to the basic values of Pancasila. Therefore, to develop the student profile of Pancasila among students, they should play very fun games, namely traditional games, one of which is dragon snake, because dragons can develop the character of a Pancasila student profile. Therefore, this research uses a qualitative design with a case study method to find out how much of the principles of the Pancasila student profile exist in the traditional dragon game by collecting data using observation, FGD, interviews, and documentation. Participants in this study were 111 students and 1 sports teacher. So the results of playing the traditional snake and dragon game are that students can have the character of a Pancasila student profile with the dimensions of religious morals, personal morals, recognizing and appreciating culture, collaboration, caring, self-regulation, obtaining and processing information and ideas, reflecting on thoughts and thinking processes and generating ideas original.

Jewish on campus: Complexity and tikkun

AbstractIn an era of profound antisemitism, it is essential that higher education leaders and campus communities provide additional, direct support to Jewish students. In this space, we introduce recent literature on Jewish identity expressions and campus climates for bolstering Jewish appreciation in hopes of catalyzing necessary conversations with respect to Jewish students. We specifically consider Jewishness—its expressions(s) of religion, race, and ethnicity—as central aspects of students’ college experiences and provide considerations for engaging the complexity of Jewish identity. Drawing on findings from a large‐scale national study, we further suggest that climatic features which support Jewish appreciation (e.g., space for expression; productive interfaith exchange) not only benefit Jews, but all students. We then introduce practical recommendations along three areas: affirming Jewish identity expression, providing structural and organizational supports, and uncompromisingly combating antisemitism. We close on a hopeful tone that this piece can guide and motivate efforts toward repairing college communities for Jews and their allies.Practical Takeaways Jewishness is a complex identity space encompassing religion, race, ethnicity, and integrated forms of expression. Understanding this complexity is essential to creating welcoming collegiate learning environments for Jewish students. Robust findings support the claim that colleges can be instrumental in developing undergraduates' appreciative attitudes toward Jews. Colleges should strive to achieve this outcome by creating climates that support religious expression and encouraging productive exchanges across worldview differences. Affirming Jewish identity expression, leveraging structural and organizational changes to directly include and support Jewish students, and vigorously confronting pronounced antisemitism and violence against Jews must be high priorities for campus leaders and college communities.

Pedagogical Competence of Elementary School Teachers in Multiliteracy Learning within Independent Curriculum

<p><span id="docs-internal-guid-0b6c3a65-7fff-91b9-1157-f8385e839b4f"><span>This research aims to determine the pedagogical competence of elementary school teachers in implementing multiliteracy learning in the Merdeka Curriculum, especially the practical part in the classroom, and to find out the supporting and inhibiting factors experienced by teachers in implementing multiliteracy learning in the Merdeka Curriculum in teaching and learning practices in the school. The research was carried out. This research uses a descriptive qualitative approach. Data collection uses observation, interviews, and documentation with analysis techniques with validity tests according to Miles Huberman and NVivo 12 Plus software. The results of this research show that teachers at SD Negeri 2 Pejawaran have implemented pedagogical competence well, characterized by a safe and comfortable learning environment for students in multiliteracy learning, student-centered learning in multiliteracy learning, Assessment, feedback and reporting that is centered on multiliteracy learning students, Using diverse sources of learning information, Critical evaluation of sources of information, Production, presentation, and variety of information through various texts, Supporting the use of multiliteracy to promote goodness. The supporting factors are fellow teachers, reading corner, students, library, Merdeka Mengajar application, and Mading. Apart from that, the inhibiting factor is the availability of books in the school library.</span></span></p>

The roles Second Chance Education can play as a learning environment: A qualitative study of ‘drop-in’ students

ABSTRACT In current Western societies, the number of students dropping out of school is high. At the same time, the importance of education leads to an increase in Second Chance Education (SCE) initiatives as an alternative way to obtain a degree. Little is known about the roles SCE can play as a learning environment for students ‘dropping in’ beyond mere degree attainment. Therefore, this study aims to shed light on these roles by exploring the dropout experiences of drop-in students and the underlying reasons for enrolling in SCE. This study involves in-depth interviews with 28 drop-in students (Mage = 30.0). The findings reveal that not obtaining a degree could be a traumatic event, resulting in challenges such as stigmatisation, discrimination, and social pressure. Based on these experiences, SCE students articulated reasons for enrolling in SCE, including self-actualisation, improved occupational and educational opportunities, and social confirmation by significant others. Overall, this study identified three roles SCE can play for drop-in students, including serving as a new start, a tool/in-between phase and a way to finish unfinished business. These findings call for a more nuanced perspective on education and highlight the importance of reconsidering the individualistic perspective on success and failure in education.

Factors influencing students’ attitude towards science subjects in Secondary Schools: A case study of Secondary Schools in Kisseka Sub County, Masaka District.

As a result of its earliest history, science has faced a minimal level of interest in secondary schools by students and few teachers qualified for teaching. The study, therefore, was about factors influencing students’ attitudes towards science subjects in secondary schools. The study was carried out in Kisseka Sub County, Masaka District. The study was aimed at analyzing factors that influence students' attitudes towards the sciences, analyzing current teaching and learning practices in science and mathematics, and establishing strategies that have been adopted to improve students’ attitudes towards the science subjects. Various data collection methods were used to elicit information from the respondents. These included a self-administered questionnaire, key informant interviews, and a documentary review. The data was analyzed both qualitatively and quantitatively using a computer package known as Microsoft Excel. Excel was used to generate tables, charts, and graphs. From the findings, it was found that students’ attitudes towards science subjects were generally negative. The negative students’ attitudes toward science subjects were attributed to a lack of necessary laboratory equipment, a lack of confidence and trust that the students may have towards the teachers handling the subject, low commitment by teachers, old students influence, and poor teaching methods. The teaching methods used by science teachers were said to include the use of notes and explanations, the use of practicals in the laboratory, setting constant tests for the science students, and the use of discussions. These teaching methods varied according to different secondary schools and according to their different capacities. With the above background, there is a need to encourage science and mathematics teachers to improve their classroom practices and create a conducive learning environment for students to motivate them to offer science subjects. Also, the school head teachers, in conjunction with the district education department, should recruit more trained and qualified science teachers to effectively handle science students’ needs. Keywords: Students, Science teachers, Secondary schools, Teaching methods

Investigating effects of indoor temperature and lighting on university students’ learning performance considering sensation, comfort, and physiological responses

Indoor temperature and lighting are pivotal factors influencing students' learning in university classrooms. These factors impact thermal and lighting sensations, influencing comfort and students' physiology. Despite their recognized importance, further research is needed to thoroughly analyze the intertwining involved in the relationships between sensation, comfort, physiological responses, and learning performance. To address this gap, our study investigates how indoor temperature and lighting affect students' learning performance, considering factors like sensation, comfort, and physiological responses. Seventeen students equipped with biosensor headsets and wristbands underwent experimental trials in a university classroom with varied temperature (20–23 °C, 23–26 °C, and 26–29 °C) and lighting levels (100–300lx, 300–600lx, and 600–900lx). Learning performance was assessed through cognitive tests targeting attention, perception, working-memory, and thinking-abilities. Results indicated a significant interaction between temperature and lighting in learning performance for attention ability (F (4) = [2.460], p = 0.043) and working-memory ability (F (4) = [2.920], p = 0.020). It was also observed that brighter lighting (600–900lx) enhanced task concentration, with peak learning performance observed at 23–26 °C, 600–900lx, and 26–29 °C, 600–900lx. Neutral temperature (23–26 °C) significantly influenced higher working-memory performance, with decrements of 5.20% and 7.54% with temperature changes. The sensation and comfort at 26–29 °C, 600–900lx recompensed for negative emotions for attention ability and 23–26 °C, 100–300lx for working-memory, resulting in higher learning performance. The results can be used to enhance existing indoor environment standards, offering references on environmental interactions and creating a tailored IEQ management plan for geographical regions like North Dakota, thereby improving the learning environment for students in similar areas.

Effects of Assistance Media on Active Learning and Creative Thinking in Online Learning

Online learning is the best learning strategy during the Covid-19 pandemic. However, it has obstacles for students who are still learning to adapt to internet technology. This research aims to determine the effect of using online learning strategies on students' active learning and creative thinking. The subjects of this study were 52 students of the Indonesian Language Education Study Program at the Indonesian Catholic University of Saint Paul. They are taught using the Moodle application. The experimental class was taught using media assistance in the form of WhatsApp, while the control class was not taught. Data collection uses tests and observation sheets. Data analysis used ANOVA with the help of SPSS version 27. The results showed that 1) there were significant differences in student learning activities in online learning with media assistance and students without media assistance; 2) there is no significant difference in creative thinking between students who are taught using media and students who are not given media assistance. Based on the results, findings and conclusions, suggestions will be explained for implementing future learning and further research. Especially the creation of an online learning environment for students who are still adapting to advances in internet technology.

Navigating queer spaces in Australian tertiary STEM Education: a retrospective autoethnopoetic exploration

ABSTRACT This article presents a retrospective autoethnopoetic study exploring a queer student's journey in Australian tertiary STEM education, employing queer research methodologies to illuminate the challenges encountered. Through personal narrative and poetic expression, we identify critical themes: microaggressions, discrimination, identity formation, cisheteronormative navigation, and resilience strategies. Although rooted in the first author's experiences, these insights reflect broader issues prevalent among queer students in STEM, such as the impact of discrimination and microaggressions on academic performance and well-being. This study underscores the significance of queer theory and autoethnopoetic methods in challenging normative assumptions in STEM education research, contributing to a deeper understanding of the queer academic experience. It advocates for the development of inclusive and supportive educational policies aimed at enhancing the learning environment for queer students, emphasising the need for visibility, representation, and support systems within STEM disciplines.

Perspectives on Online Education in Higher Education

This inquiry explores the opinions of lecturers and students on the advantages and difficulties of switching from traditional face-to-face mode to online mode of delivery in Ugandan higher education institutions during and even after the COVID-19 pandemic. The study investigates participants' perspectives and experiences regarding the benefits and downsides of online learning. The study's results shed light on the advantages of online learning, such as its adaptability and accessibility, more learning chances, improved engagement and interaction, and promotion of self-directed learning abilities. The inquiry also reveals concerns with technology, pedagogical adaptation, motivation and engagement, evaluation and academic integrity, equity, and inclusiveness. Based on the findings, suggestions are made for improving online education in Uganda's higher education institutions, including investing in technological infrastructure, fostering pedagogical adaptation, encouraging student engagement and motivation, improving assessment procedures and academic integrity, promoting equity and inclusion, and continuously assessing and improving the online learning environment. These suggestions can help higher education institutions in Uganda maximize the advantages of online learning while minimizing its drawbacks, resulting in a more inclusive, interesting, and productive learning environment for students in online settings.

Navigating the Pedagogical Landscape: An In-Depth Review of the Educational Atmosphere in College Settings

This comprehensive review paper delves into the multifaceted dimensions of the educational atmosphere in college environments. Drawing on a wide range of scholarly perspectives, we explore the various factors that contribute to shaping the learning environment within higher education institutions. From pedagogical approaches to institutional policies, campus culture, and student experiences, this paper aims to provide a holistic understanding of the complex dynamics that define the educational atmosphere in colleges. By synthesizing current research findings, identifying key trends, and highlighting challenges and opportunities, our review seeks to inform educators, administrators, and policymakers in fostering a positive and enriching learning environment for students in higher education.