Learning Environment Instrument Research Articles

Appraisal and Evaluation of the Learning Environment Instruments of the Student Nurse: A Systematic Review Using COSMIN Methodology

Nursing education consists of theory and practice, and student nurses' perception of the learning environment, both educational and clinical, is one of the elements that determines the success or failure of their university study path. This study aimed to identify the currently available tools for measuring the clinical and educational learning environments of student nurses and to evaluate their measurement properties in order to provide solid evidence for researchers, educators, and clinical tutors to use in the selection of tools. We conducted a systematic review to evaluate the psychometric properties of self-reported learning environment tools in accordance with the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) Guidelines of 2018. The research was conducted on the following databases: PubMed, CINAHL, APA PsycInfo, and ERIC. In the literature, 14 instruments were found that evaluate both the traditional and simulated clinical learning environments and the educational learning environments of student nurses. These tools can be ideally divided into first-generation tools developed from different learning theories and second-generation tools developed by mixing, reviewing, and integrating different already-validated tools. Not all the relevant psychometric properties of the instruments were evaluated, and the methodological approaches used were often doubtful or inadequate, thus threatening the instruments' external validity. Further research is needed to complete the validation processes undertaken for both new and already developed instruments, using higher-quality methods and evaluating all psychometric properties.

Citizenship Outcomes and Place-Based Learning Environments in an Integrated Environmental Studies Program

This paper discusses the effects of the learning environment on an important and unique 21st century learning outcome—that of active citizenship, in contrast to more conventionally measured cognitive and attitudinal outcomes. In our study, we utilized a learning environment instrument, the Place-Based Learning and Constructivist Environment Survey (PLACES) with an integrated environmental studies program prepared for high school students in the Canadian context. Our research used a retrospective case study design to investigate how aspects of this unique learning environment are related to long-term, active citizenship outcomes as perceived by students from two previous student cohorts (N = 24 and N = 36) who were contacted several years after the culmination of the program. To access information about student perceptions, PLACES was implemented as part of a range of mixed methods which also included focus groups and interviews. This study is important because it links key aspects of the learning environment to long-term citizenship outcomes and is unique in that the data were collected five and eight years later as part of a longitudinal study. Our findings demonstrate that the learning environment and citizenship outcomes were closely linked, and that students’ perceptions as measured by the PLACES instrument (past and present) were remarkably stable across all dimensions. These findings further indicate significant and positive implications for future learning environments research.

Educational leaders’ perceptions of STEM education revealed by their drawings and texts

This study explored school principals' and teacher educators' perceptions of STEM education based on how they described STEM as a discipline, their understanding of the nature of teaching and learning of STEM, and the capabilities of a STEM-educated person. Data were generated through the Draw a STEM Learning Environment (D-STEM) instrument comprising drawn and written descriptions where participants drew a picture of a STEM learning environment and completed five prompt statements about what STEM is and how an individual develops personal STEM capability. The Legitimation Code Theory (LCT) specialization codes were used for data analysis (198 individual response items in total) to understand how the participants perceive STEM education. Almost half the participant responses indicated knowledge-code perceptions with a smaller but significant number (approximately a third of responses) indicating knower-code perceptions. The remaining responses showed élite-code perceptions, indicating a small proportion of participants valued the development of both disciplinary knowledge/practices and generic skills/attributes in STEM education. We posit that curriculum structure and reporting requirements influence these perceptions. Further research in relation to the influence of such understandings on enacted curriculum is warranted.

Using Classkick Application to Promote Constructive Feedback in Writing Lessons

Objective: As there is a drastic change in the nature of written literacy, both tertiary level students and educators are expected to maximize the opportunities offered by digital tools like Classkick application when giving and receiving constructive feedback about their language lessons. The purpose of this study was to get feedback from the students, especially about their perceptions of Student Interaction, Student Engagement, Instructor Presence, Student Satisfaction & Perceived Learning in using ‘Classkick’ App for writing lessons as well as to get the learners’ suggestions onto how do we use ‘Classkick’ App to create more interesting lessons.
 Methodology: The methods used were an adapted questionnaire named Student Learning and Satisfaction in Online Learning Environments Instrument (SLS-OLE) questionnaire and two semi-formal interview questions. 96 students from the Law Faculty at Universiti Teknologi MARA (UiTM) Kampus Dengkil located in Malaysia were chosen as an informant group.
 Findings: The results indicate that the most common condition concerning students’ readiness in getting constructive feedback is that students get to interact with others using this application in order for them to be engaged with the lecturer’s presence so that it will lead to students’ satisfaction in enabling the construction of their own perceived learning in online classrooms.
 Implications: The main conclusion was that more constructive feedback received by the students will lead to more motivating factors to learn writing digitally.

Confirmatory Factors Analysis of Learning Environment Instrument among Secondary School Students

Confirmatory Factors Analysis of Learning Environment Instrument among Secondary School Students

Grade 10 Students’ Perception of Learning Environment: Prospects for K to12 Science Teaching Enhancement

Creating a positive psychosocial learning environment (PsLE) that holistically considers the learners’ needs is vital to optimizing learning productivity in Science. This study investigates the Science learning environment as perceived by the students in actual Science classes. Anchored on the three PsLE dimensions namely: relationship, personal development, and systems maintenance and change, it tracks for alignment of the current Science teaching and learning practices to the expectations of the Kto12 Science curriculum standards. A survey method was done to gather the students’ perception ratings based on a 5-point Likert scale (with 5 as most indicative) using the adapted established learning environment instruments, namely, the Constructivist Learning Environment Survey, the Individualized Classroom Environment Questionnaire, and the Science Laboratory Environment Inventory. The data was collected from 105 Grade 10 students in one of the provinces in Central Visayas, Philippines, and treated statistically using descriptive statistics to get the mean percentage score and standard deviation. Results showed a high perception rating of the scales in the relationship dimension with a mean perception score (MPS = 3.7, SD= 0.36) and least in the personal development dimension. The specific scales that are of low perception include independence, open-endedness, shared control, and differentiation. These findings bear implications for potential interventions for the improvement of Kto12 Science teaching. Re-tooling the teachers with professional development training is a practical move that can be undertaken by the school leadership. Some concrete teaching practices anchored on the PsLE framework are discussed for the enhancement of Kto12 Science teaching.

An Evaluation of the Online Social Learning Environment Instrument (OSLEI) Using Rasch Model Analysis

One of the questionnaires that will be used to evaluate social learning environments such as Facebook is the Online Social Learning Environment Instrument (OSLEI). The aim of this study was to evaluate the OSLEI using alternative method of analysis via Rasch model toward 49 undergraduate students in Malaysia. To date, no study has evaluated the OSLEI through the lens of Rasch model analysis among Malaysian samples. Firstly, the OSLEI underwent content validation by three experts. The results of the overall percent agreement on eight constructs ( perceived usefulness, usage of learning groups, learning outcomes, affective outcomes, self-efficacy, trust, privacy, and teaching member presence) of the OSLEI was 86% for 48 items. Next, 10 measurement properties of Rasch model analysis were employed with the OSLEI. The results revealed that 23 respondents needed to be dropped. Subsequently, the data from the remaining 26 respondents proceeded to Rasch Model analysis of the 43 items in the OSLEI. The results of the item analysis revealed that 13 items and the construct of privacy needed to be dropped. The findings demonstrated that 35 items were robust, valid, and reliable, and could be used to measure online social learning environments.

Distance education during social isolation: an evaluation of student attitudes and perceptions using the web-based learning environment instrument (WEBLEI)

Objectives: Until recently, distance education at universities has supplemented face-to-face education in blended programs that combine the two. But during the COVID-19 pandemic in the spring of the 2019–2020 academic year, many universities were forced to conduct distance education exclusively. The aim of this study is to determine the perceptions, thoughts, and experiences of university students regarding the completely online process of distance education during this period. Methods: In this process, all theoretical lessons and exams were conducted on the advance learning management system (ALMS) for distance education at İstinye University. The present study used the original form of WEBLEI to survey 324 students from medicine, pharmacy and health science departments at İstinye University. Results: WEBLEI measures students’ perceptions using four scales: access, interaction, response and results. Though students did not experience problems accessing online lessons or interacting with their teachers and other students, they did not find online distance education alone more effective and satisfying than combined with face-to-face education. Conclusion: This study contributes to a better understanding of the pros and cons of distance education by evaluating the attitudes and perceptions of university students.

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

The STEM learning environment is the practice of students’ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachers’ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.α<5 for each indicator. Perceptions and skills of implementing STEM learning environments in students’ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

Investigating Differences Between Male and Female Students' Perceptions of School Library Learning Environments

Gender as a context within the learning environment is examined through the results of four studies in the past three years where learning environment instruments were used to evaluate the school library. Previous research indicates that male and female students have physiological differences in terms of brainbased learning and cognitive development. Research has also applied an examination of gender differences to reading preferences. The current research extends an examination of gender by asking the question: To what extent do differences between male and female student perceptions of the same school library learning environment occur, and how can these differences be addressed? The results indicate that females generally have higher expectations of their learning environments than do males, and experience less satisfaction with their actual learning environment than males.

PERSEKITARAN PEMBELAJARAN DAN MINAT DALAM KERJAYA STEM

The participation of high school students who have never achieved a 60:40 science-literature ratio until now. Malaysia just like any other country has taken steps to move in line with technological advances and computational thinking, so there are various programs based on STEM that have been made. However, like most educational programs that aim in students’ interest, the effectiveness of such programs still not clear in this STEM movement that it is more 'out of the classroom'. Although the learning environment is one of the indicators of the quality of education, the learning environment in the STEM field is less emphasized in the studies on STEM education especially in Malaysia. With this, a learning environment was developed that is STEM Based CLES and CIQ. This learning environment instrument is needed to help researchers assess the extent to which a particular classroom environment aligns with constructivism and STEM epistemologies, helping teachers to reflect on their epistemological barriers and refine student learning sessions. Accordingly, the STEM Based CLES and CIQ survey was used to identify the relationship between students’ perceptions of the learning environment and students' interest in STEM careers. The result shows that the students’ perceptions of the learning environment (sig=0.384) and student interest in a STEM career (sig=0.764) are not significantly different by gender, while the students’ perceptions of the learning environment (sig=0.193) and student interest in a STEM career (sig=0.000) are significantly different by school’s location. The correlational analysis shows the scales of the CLES learning environment have significantly weak relations towards student interest in a STEM career (r=0.316), while, the scales of STEM learning environment has a moderate significant relation towards the student interest in a STEM career (r=0.628). However, this study’s result shows that there is no correlation between the learning environment and students’ academic performances (r=-0.130).

EVALUATION OF STUDENTS’ PERCEPTION OF BIOLOGY CLASSROOM LEARNING ENVIRONMENT

Students’ feedback about their classroom learning environment can be used to provide information about the strengths and problems that need to be addressed. This study assessed the students’ perceptions of their biology learning environment. The difference between male and female students’ perceptions of their learning environment was also investigated. Learning environment instrument What is Happening in this Class (WIHIC) questionnaire was employed to evaluate the perception of 437 Form Four students who took Biology as one of their subjects in a local district. The data were analysed based on the Rasch (1961) measurement model using the Winsteps software. Overall, the students perceived quite favourably on their biology classroom learning environment. Apart from that, there is no difference between the boys and girls in their general perception of the biology classroom learning environment. Further analysis on each scale showed the scales of Students Cohesiveness and Cooperation were perceived positively in the Biology classroom. However, students find it difficult to agree on the scale of Investigation and Involvement. DIF analysis of the items revealed some differences in their perceptions in the scales as well as some of the items between male and female students. Several suggestions were given in the hope of improving and create an effective classroom learning environment. With such feedbacks, Biology teachers and the school administration can strive to improve and create an effective classroom learning environment, provide useful background information for further evaluation phases and inform on the best approach to carry out Biology lessons in the classroom.

Preliminary validation of the Dental Clinical Learning Environment Instrument in a Brazilian dental school.

This study aimed to perform a preliminary validation of the Dental Clinical Learning Environment Instrument (DECLEI) in a Brazilian dental school. Dental Clinical Learning Environment Instrument was translated into Brazilian-Portuguese, and Brazilian DECLEI's items relevance and content validity were assessed using the content validity index (CVI). DECLEI was then distributed to 155 Brazilian undergraduate dental students attending the 7th and 8th semester of dental studies. Principal Component Analysis (PCA) was used as an initial exploration of the Brazilian DECLEI's internal structure. Item-total correlations for the remaining items were calculated to identify items with poor discrimination coefficients. The internal consistency reliability for the final set of 17 items was calculated using Cronbach's alpha coefficient. The sensitivity of the instrument to measure differences between groups regarding year in dental school, race and sex was also assessed. The CVI was ≥0.80 for all 24 items of the Brazilian DECLEI indicating that all items were relevant to the local culture. Principal Components Analysis (PCA) provided evidence of a single dominant component containing 17 items (Cronbach's α=.86), and all 17 items met the benchmark of acceptable item-total correlation. Significant differences were found only when comparing 7th- and 8th-semester students. Dental Clinical Learning Environment Instrument has the potential to be used as a reliable instrument to measure clinical learning environments for Brazilian dental students.

The clinical learning environment, supervision and nurse teacher scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

BackgroundThe Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education.PurposeTo examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland.MethodsStudy among a sample of 417 nurses participating in the clinical postgraduate training in Poland.ResultsCronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52 ± 0.63 for nursing care on the ward to 4.73 ± 0.45 for role of the nurse teacher.ConclusionsHaving shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

EFL Students’ Perception of Classroom Assessment Environment in Translation Courses

The aim of this study was to explore the students’ perceptions on classroom assessment environment in translation courses. The sample of this study was made of 341 participants studying at an English language department in a Saudi university. Data were collected using self-reported questionnaire which was designed based on Alkharusi’s (2011) scale. Factor analysis was computed and the results revealed the presence of Alkharusi’s two original factors: perceived learning-oriented, and perceived performance-oriented classroom assessment environments. T-test was employed to explore the differences in perceptions between male and female students, but no significance was found between them. Implications and recommendations for classroom assessment as well as for future research have also been discussed. The practical implication of the research is that student outcomes might be improved by establishing classrooms that match those educational environments which have been shown to be associated with students’ learning. A limitation of most classroom learning environment instruments is that they measure an individual student’s perceptions of a whole class, as distinct from students’ perceptions of their own roles in the classroom. It is likely that future classroom and school environment research will be enhanced if personal as well as group assessments are adopted.

Design and Validation of a Tool to Measure Associations between the Learning Environment and Student Well-Being: The Healthy Environments and Learning Practices Survey (HELPS)

In this article we describe the Learning Environments and Well-Being Research Project, a collaborative initiative between a research institute and a health promotion unit at a leading Canadian university. The purposes of this project are, first, to conduct research about how classroom environments within higher education settings can be harnessed for the enhancement of student well-being, engaged learning, and civic engagement and, second, to build on current health and counseling initiatives that aim to foster well-being in the classroom. We then explain in detail one outcome of our collaborative research program, which was the development and validation of a robust learning environments instrument. This instrument is titled the Healthy Environments and Learning Practices Survey (HELPS), and it was validated using a sample of 988 postsecondary students across disciplines.

Assessing students’ perceptions of their learning environment in science classes in the United Arab Emirates

As part of major education reform efforts underway in the United Arab Emirates (UAE), teachers have been introducing cooperative teaching methods in their science classes. Given the limited research carried out in this context, we aimed to: first, provide evidence to support a modified and translated (Arabic/English) version of a well-known learning environment instrument; and, second, to examine whether relationships exist between the learning environment and students’ attitudes, engagement and science career aspirations in science classes in the unique context of the UAE. The sample included 784 students in 34 lower-secondary science classes in eight public schools in Abu Dhabi, UAE. The findings supported the validity of the dual-language Arabic/English version of the What Is Happening In this Class? (WIHIC) when used in this context. Also all five learning environment scales were statistically significantly (p < 0.01) and positively related to each of eight attitudinal and engagement outcomes. This study has extended past research in the field of learning environments as the first of its kind to investigate the impact of cooperative learning in science classes on a range of student outcomes in the UAE. Methodologically, this study could be of significance to other researchers who might benefit from the availability of an Arabic version of the modified WIHIC for use in other studies.

Preliminary Validation of an Instrument to Assess Students' Perceptions of Clinical Learning Environments at U.S. Dental Schools.

Research on dental students' perceptions of clinical learning environments is needed to identify strengths, weaknesses, and need for interventions to sustain high-quality dental education, but a primary challenge has been the absence of an instrument designed to assess these perceptions. The Dental Clinical Learning Environment Instrument (DECLEI) is a new instrument developed specifically for dental clinical learning environments according to psychometric standards and validated in Europe. The aim of this study was to perform a preliminary validation of DECLEI in a U.S. dental school, thus providing data for subsequent validation in a larger, multi-institution sample. After five experienced faculty members assessed DECLEI's item relevance and content validity, the instrument was distributed in 2016 to 144 third- and fourth-year dental students at the University of Iowa College of Dentistry & Dental Clinics. All 144 questionnaires were completed (100% response rate). The results were tabulated and submitted to principal component analysis with an orthogonal rotation to assess internal structure of the measure. Internal consistency reliability was assessed using Cronbach's alpha coefficient and corrected item-total correlations. The results showed that, of the initial 24 items, principal component analysis allowed 18 items grouped in five domains: student-faculty interaction, equipment and patient issues, didactic-clinical components interaction, negative perceptions, and self-assessment. The Cronbach's alpha coefficients for these five domains ranged from 0.52 to 0.80. These results suggest that DECLEI has the potential for use as a reliable instrument to assess students' perceptions of clinical learning environments at U.S. dental schools, thus supporting the need for a definitive validation analysis in a larger sample.

Validating Pupils’ Behaviour Intention to Use E-Book Technology in their Learning

The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators and practitioners in measuring and researching the pupils’ behaviour intention to use e-book technology. The use of e-book technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This study intends to investigate factors affecting pupils’ behavioural intentions to use the e-book technology. Integrating Child Computer Interaction (CCI) factors such as usability and interface with the Technology Acceptance Model (TAM) factors such as Perceived Enjoyment (PE), Perceived Ease of Use (PEOU), Perceived Usefulness (PU) and Behaviour Intention (BI). Using e-book technology acceptance survey was developed, field-tested with 40 pupils from school aged 10-17 years and then validated. The proposed questionnaire has 33 items allocated to six scales: (1) Usability; (2) interface; (3) Perceived Enjoyment; (4) Perceived Ease of Use; (5) Perceived Usefulness and (6) Behaviour Intention. The proposed questionnaire was administered to pupils in the schools. Six experts in the field of computer science, information system and technology to justify it, especially in relation to the elements of each concept, assessed content validity or face validity of the questionnaire. Then alpha reliability, convergent validity and discernment validity have been calculated in this study. The questionnaire of e-book technology acceptance has strong evaluative and discriminative properties and can be used with confidence to measure the e-book acceptance for pupils.

A Comparison of Facilitated and Unfacilitated Administration of the Beliefs about Learning Environments (BALE) Instrument

A Comparison of Facilitated and Unfacilitated Administration of the Beliefs about Learning Environments (BALE) Instrument