Learning Environment Research Research Articles

Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers

ABSTRACT This study examined the impact of action research conducted by five science teaching methods course instructors on their students’ perceptions of the classroom learning environments at a large public university in Texas. The study analyzed the results from 133 students who completed two administrations of the What is Happening in this Class (WIHIC) questionnaire, one at the beginning of the semester and one at the end of the semester. Five sections served as a treatment group while two sections served as a control. Quantitative analyses, including one-way ANOVA, were conducted for each class section. Results showed that the perceived learning environment increased between the beginning of the semester and the end of the semester for all sections. However, the most significant gains in students’ perceptions were made in the treatment sections and were attributed to the action research interventions that were designed and implemented by the instructors based on the analyses of the first WIHIC administration.

ChatGPT in higher education - a synthesis of the literature and a future research agenda

AbstractChatGPT has emerged as a significant subject of research and exploration, casting a critical spotlight on teaching and learning practices in the higher education domain. This study examines the most influential articles, leading journals, and productive countries concerning citations and publications related to ChatGPT in higher education, while also shedding light on emerging thematic and geographic clusters within research on ChatGPT’s role and challenges in teaching and learning at higher education institutions. Forty-seven research papers from the Scopus database were shortlisted for bibliometric analysis. The findings indicate that the use of ChatGPT in higher education, particularly issues of academic integrity and research, has been studied extensively by scholars in the United States, who have produced the largest volume of publications, alongside the highest number of citations. This study uncovers four distinct thematic clusters (academic integrity, learning environment, student engagement, and scholarly research) and highlights the predominant areas of focus in research related to ChatGPT in higher education, including student examinations, academic integrity, student learning, and field-specific research, through a country-based bibliographic analysis. Plagiarism is a significant concern in the use of ChatGPT, which may reduce students’ ability to produce imaginative, inventive, and original material. This study offers valuable insights into the current state of ChatGPT in higher education literature, providing essential guidance for scholars, researchers, and policymakers.

A bibliometric analysis of studies on technology‐supported learning environments: Hot topics and frontier evolution

AbstractBackground StudyTechnology‐supported learning environments, act as significant observational and enabling indicators for evaluating and encouraging the digital revolution of education, are of vital importance in current educational research. Keeping track of the dynamics of technology‐supported learning environment research allows for the enrichment of theoretical studies and a prompt innovation of talent‐training environments.ObjectivesThe present study carried out a bibliometric analysis of the core collection of WoS database over the last two decades.MethodThis study is a bibliometric research. We applied CiteSpace and VOSviewer for co‐occurrence and evolution analysis. In addition, we extracted the fundamental ideas and thoughts through reading and analysis.ResultsFirst, the study found that technology‐supported learning environment research is in a growth phase, with core journals such as Interactive Learning Environments or Computers & Education. The findings show that a core research team comprised of such scholars as Hwang Gwo‐Jen, Lester James C. and Wong Lung‐Hsiang. Key nations of publishing and research strength are from China, the United States, the United Kingdom and the Netherlands. Second, the hot topics in research on technology‐supported learning environments were virtual learning environments, technology‐enabled learning environments and interactive learning environments. Nine study specifics were derived from these three topics such as moulding function, generating scenario, stimulating sensation, effect verification, design idea, research reflection, inquiry and research, virtual community, and mixed environment. Lastly, the frontier evolution offers a pattern of development from enhancing performance to changing mode to incorporating experience.ConclusionLooking ahead, our research recommendations for the field of technology‐supported learning environments include a multifaceted approach. We should aim to enhance research designs and methodologies, develop contemporary guiding theories and strive for a balanced representation across various educational domains, expanding our scope to encompass all academic disciplines. In terms of practical application, it is imperative to focus on the design and implementation of technology‐supported learning environments from three critical perspectives: “change‐demand,” “student‐learning” and “online‐offline.” These approaches will collectively ensure that technology‐supported learning environments are both innovative and responsive to the diverse needs of the educational landscape.

How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments

This paper adopts an ecological approach to describe the opportunities offered by school landscape for children’s curricular learning. The approach is based on Gibson’s concept of affordances which refers to the opportunities offered by an environment to its users. The research conducted in school grounds in two different contexts – Scotland and Bangladesh drew on this theory to examine the relationship between the school landscape and children’s learning. Case study research included application of observation and behaviour mapping in school grounds, and interviews with participants in both contexts. Opportunities for teaching and learning offered by the school landscape in both cases were later defined as ‘cognitive affordances’ by the authors. ‘The concept of ‘cognitive’ affordances’ had limited attention in the field of landscape research. This paper thus introduces and defines the term to understand and study the potential of outdoor environments for development of children’s learning and cognition.

The Influence of on the Academic Procrastination of Community Science Polytechnic Cadents

Starting from excessive use of smartphones and the phenomenon of violations of cadet life regulations regarding careless use of smartphones, the author raised this issue into a scientific article. This article uses quantitative research methods with a population of 345 cadets and a sample of 181 cadets of the 55th Class of Correctional Science Polytechnic using calculations from the Krejci and Morgan sample table. This article finds that there is an influence of Smartphone Addiction on the Academic Procrastination of Correctional Science Polytechnic Cadets. This shows that the more the quality of Smartphone Addiction Cadets increases, the level of Academic Procrastination of the Correctional Science Polytechnic Cadets will also increase. From the results of the Coefficient Test (R2), it is known that the influence of Smartphone Addiction on the Academic Procrastination of Correctional Science Polytechnic Cadets has a percentage of 11.7% and 88.3% is influenced by factors other than Smartphone Addiction. Some of the suggestions given by the author are: Educational Programs on Healthy Smartphone Use, Development of Learning Support Applications, Time Management Skills Workshops, Development of a Supportive Learning Environment, Data Collection and Advanced Research, Collaboration with other institutions, and Tightening Enforcement of Disciplinary Punishments Regarding Use Smartphones. From the results of the Coefficient Test (R2), it is known that the influence of Smartphone Addiction on the Academic Procrastination of Correctional Science Polytechnic Cadets has a percentage of 11.7% and 88.3% is influenced by factors other than Smartphone Addiction.

Project based STEM activities as an effective educational technology in the context of blended learning

The study aims to investigate the implementation of project-based STEM activities within a blended learning framework in higher education. This approach encourages students' independent creativity and prepares them for contemporary work environments. STEM education is positioned as a tool to develop key competencies like multicultural understanding, linguistic skills, and adaptability. This innovative educational method emphasizes the real-world application of scientific, mathematical, technical, and engineering knowledge. The research methodology combines theoretical analysis with practical evaluation. Key findings underscore the significance of independent research, interdisciplinary integration, and skill development in a blended learning environment. A notable outcome emphasizes empowering students to craft scalable business models, such as startups, vital for success in today's world.

Comparing Chinese and Western classroom learning environment research: a bibliometric analysis and visualization.

A comprehensive cross-national understanding of the classroom learning environment (CLE) is critical to advancing CLE's development. This study compares the English and Chinese CLE literature to enhance a complete understanding of CLE. We conducted bibliometric analysis on 3,130 English literature from Social Sciences Citation Index (SSCI) and 1,261 Chinese literature from the Chinese Social Sciences Citation Index (CSSCI). The results show that both Chinese and English literature focus on the influence of CLE on students' cognitive and affective learning outcomes and the incorporation of information technology in CLE. The results also reveal the differences between Chinese and English literature from two perspectives: (1) Chinese CLE research mainly focuses on English education, and English CLE research mainly focuses on science education and (2) Chinese CLE research mainly analyzed the pedagogical aspect of CLE, while English CLE research focused on CLE's social and psychological aspects. We also discussed that future research should focus on (1) the balance of analyzing CLE from the perspective of students and other educational stakeholders such as teachers and school leaders, (2) student differences from the pedagogical level, (3) the physical level of CLE, (4) the use of statistical methods such as structural equation modeling that can analyze the mechanisms underlying the effects of CLE on student learning, and (5) the interdisciplinary research on CLE.

The TEK Design Principles: Integrating Neuroscience and Learning Environment Research

The TEK Design Principles: Integrating Neuroscience and Learning Environment Research

Comparative Analysis of Educational Approaches: Unveiling Strengths across Attributes

Design plays a pivotal role in the successful development of any interactive learning environment (ILE). Furthermore, in the realm of technology-enhanced learning (TEL), the design process necessitates contributions from a wide array of expertise areas. Therefore, individuals engaged in tool development must directly confront the design challenge from multiple standpoints. This article aims to present a comprehensive analysis of current research that centers on the utilization of various approaches as a means of enhancing technology-driven learning environments. The objective is to investigate how much of its instructional promise is genuinely put into practical implementation. The review exclusively considers empirical studies that have been published in peer-reviewed scholarly journals, focusing specifically on the application of diverse approaches as educational environments. Over the past ten years, the methodology of design-based research has proven its potential in both the research and design aspects of technology-enhanced learning environments (TELEs). This article delineates and characterizes design-based research, outlining its significance in the development of technology-enhanced learning environments (TELEs). It also introduces principles for the integration of design-based research into TELEs, and deliberates on the forthcoming challenges associated with this approach. The introduction of technology-enhanced learning (TEL) techniques has transformed the allocation of the most crucial resource in the education system: the time of educators and learners. Although new technology holds the promise of increased personalization and efficiency, the impact on staff time must be meticulously analyzed. Without careful consideration, TEL methods might escalate expenses without proportionate advantages. The paper evaluates various methods of comparing teaching time costs between TEL and traditional approaches. The conclusion suggests that cost-benefit modeling conducted within the institution provides the most accurate means of comprehending how educators can leverage technology to attain the level of efficiency that renders personalization economically viable. Options explored include Interactive Online Courses, Virtual Reality Classrooms, Gamified Learning Platforms, Personalized Learning AI, and Collaborative Social Learning. Assessment criteria encompass Learning Effectiveness, Engagement, Adaptability, Skill Transfer, Cost, Accessibility, User Experience, and Data Privacy. The examination serves as a foundation for establishing prerequisites tailored to a forward-looking cost-benefit framework. The process commences with strategic decisions aimed at realizing the advantages of Technology-Enhanced Learning (TEL). These decisions, in turn, inform the identification of probable essential expenditures, thus delineating the inherent "benefits-oriented cost model." A key benefit of this approach is that it empowers innovators to strategically plan and comprehend the dynamic between anticipated educational gains and potential teaching expenses.

Studi Ruang Pembelajaran Kolaboratif Studio-Based Classroom untuk Kampus Kreatif

The transformation of national universities into global-minded institutions should necessitate a design concept that integrates the design of learning facilities and learning outcomes. This research aims to seek design concepts that support research and learning in a hybrid learning environment. The research method is carried out from practice-based research as a way of research through design to build a conception of future-oriented learning classroom design. As a result, this research output is outlined in the conceptualization of integrated classroom design whose learning is collaborative by applying studio-based classroom design on the campus of Esa Unggul University, Citra Raya branch, Tangerang.

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.

The Evolution of the Field of Learning Environments Research

This article reviews half a century of remarkable expansion and internationalisation in the field of learning environments research, including milestones such as the creation of the American Educational Research Association’s Special Interest Group on Learning Environments and Springer’s Learning Environments Research: An International Journal. Several widely used, extensively validated and economical questionnaires for assessing learning environments (e.g., What Is Happening In this Class? WIHIC) are discussed. A review of research identifies how learning environment researchers have generated robust knowledge about how to improve student outcomes through creating positive learning environments; demonstrated the value of including learning environment dimensions as process criteria of effectiveness when evaluating educational programmes and teaching methods; and provided teachers with straightforward approaches to use in action research aimed at improving their students’ learning environments. To facilitate and motivate future research and practical applications, the 56-item WIHIC is included in an appendix, and some newer and emerging lines of research are identified (e.g., cross-national studies; the physical environments of educational buildings and learning spaces; and advances in methods of statistical analysis for learning environment studies).

Do innovative approaches to time allocation and timetable organisation provide a compelling alternative to traditional models?

ABSTRACT Innovative time allocation and timetable organisation can support the aim of providing students with individualised learning opportunities and deeper engagement with learning. Traditionally, time within schools is maintained and distributed through Western approaches to administration and organisation, which are socially and culturally produced and often deeply ingrained in practice. The turn to Innovative Learning Environments (ILE) in a growing number of international jurisdictions provides schools the opportunity to develop alternate time allocation and timetable organisational practices. To address the question, which is the title of this article, we have taken the socio-material perspective that there is a dialectical interplay of space, time and the lived experience of teaching and learning. This article’s question is derived from a larger qualitative New Zealand study of two schools; a secondary college, and a “junior college”. Participants included senior leaders, teachers and students who have a lived experience of alternative organisational approaches in open plan, flexible learning environments. This study explored the relationships between temporal and curricular organisational practices, pedagogy, and learning environments, whilst critically examining the underlying priorities and values these altered systems imply. This study makes a valuable contribution to innovative learning environments research as few studies focus specifically on timetable structures in this field. In conclusion, our analysis of findings indicates that progressive alternatives can make a compelling alternative to traditional models of temporal organisation.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФУНКЦИОНИРОВАНИЯ ГИБРИДНОЙ ИНТЕЛЛЕКТУАЛЬНОЙ СИСТЕМЫ ОБУЧЕНИЯ МАТЕМАТИКЕ В СТАРШЕЙ ШКОЛЕ

The article examines the characteristics of the psychological and pedagogical conditions required for the functioning of the hybrid intellectual system of teaching (HIST) mathematics in high school. The article describes such internal conditions related to the development and primary trial of the HIST as the methodological basis of the intellectual management of educational and cognitive activity of students in general and the research and project activities in particular, the identification of the personalized parameters of the high school students’ scientific potential which determines the teaching content, the development of such diagnostic tools that can take the students’ individual psychological characteristics into account and serve as a component of intellectual management in the mathematical modelling of research activities, the development of the procedures and the methods of creating individual educational routes that are based on the students’ types of thinking. These conditions determined the architecture and functions of the hybrid neural network. The trial experiment on the internal conditions of the functioning of HIST involved 711 high school students. The results of the trial study indicate a steady annual increase in the number of students in experimental groups who get high scores, which is connected with an in-depth study of mathematics within the framework of the student's educational and research activities aimed at acquiring complex mathematical knowledge with the help of a hybrid intellectual system. The obtained results confirmed the effectiveness of the intelligent management system of the students' research and project activities. It was found that the external conditions, i.e. the readiness of the participants of the research and project activities to use the HIST, is not unimportant for its successful implementation. Consequently, the effectiveness of the hybrid intelligent learning system is determined not only by the readiness of the teachers, but also by the motivational and technological readiness of high school students to carry out research and project activities in a hybrid learning environment.

Remote Learning Models in Video Corpus Construction: Simulation, Creativity and Remodelling as Pedagogic Tools

Within online learning environments research, this paper identifies four remote-learning models that have characterised the use of the OpenMWS platform within the processes of selection, transcription, annotation and concordance-like searches characterising video corpus construction and analysis. They relate to student tasks such as the creation of video corpora ex novo when completing dissertations, traineeships, group project work and with remodelling existing video corpora to meet the needs of new audiences such as primary and secondary schoolchildren. The paper makes reference to how analytics records student interactions with the platform, an approach inviting students to reflect on their own learning trajectories.

MOTIVATING STUDENTS OF EARLY SCHOOL EDUCATION TO SOLVE MATHEMATICAL PROBLEMS INDEPENDENTLY

The paper presents a method of motivating students of the School Pedagogy majors in order to make them discover and solve mathematical problems on their own. The research was carried out in the form of interactive classes, during which students were to solve mathematical problems. They were working at individual thematic stands. Objects manipulation could help students learn. The research was conducted by means of the action research procedure. The results of the study were described in four areas: preparation of the learning environment (research organization), observation of respondents, communication with students (interviews with students), and use of the scientific research results.

Pre-service Teachers Reflection on their Undergraduate Educational Research Experience through Online Instructional Delivery

Undergraduate research as a high-impact educational practice aims to develop the personal and professional growth of preservice teachers and prepares them to be effective practitioners in the field. With the sudden shift in instructional delivery, a dearth of studies focusing on students’ experiences in conducting research in the online learning environment is observed. This study examined the experiences of 80 preservice teachers from a teacher education institution implementing a pure online instructional delivery in conducting educational research through descriptive phenomenology. Their narrative accounts were obtained through their post-assessment reflective journal with seven guide questions and were analyzed using thematic analysis. Their nuances articulated that students' prior knowledge and experiences in research, presence of support groups, availability of learning resources, and perceived benefits were the enabling factors for their learning success. However, there were also challenges along the way such as communication barriers, lack of resources, overlapping responsibilities, and the quality of their output and performance. The presence of a supportive virtual learning environment and online learning community is critical to learning outcomes and the quality of learning experiences.

Implementing the FrogWatch USA Citizen Science Program as a Versatile Ecological Educational Tool

Citizen science programs, like FrogWatch USA, offer simple training guidelines to collect field data, which provides records across broad geographical locations, allowing for the study of population trends on a large scale. Due to the relative ease of implementing the protocol, this program can easily be used in undergraduate and high school courses to provide an active learning environment and independent research opportunities. Here, we describe how FrogWatch USA call surveys were paired with traditional trapping surveys and conclude that call surveys can be useful in ecological monitoring. We suggest recommendations on how this program can be utilized in different settings and across disciplines.

Three decades of interactive learning environments: a retrospective bibliometric network analysis

ABSTRACT Interactive Learning Environments (ILE) is a leading international journal in the design and use of interactive learning environments. In this study we conduct a comprehensive bibliometric analysis spanning three decades to objectively examine the journal's impactful authors, citation patterns, collaboration networks and emerging trends. Additionally, keyword co-occurrence techniques are employed to scrutinize the journal's knowledge/intellectual structure. We use the Scopus database to analyze 995 articles published in the journal by 2298 authors representing 65 nations from 1990 to 2020. Results show that the most productive authors are Gwo Jen Hwang (57 articles), Timothy Teo (18 articles) and Yeuh Min Huang (11 articles). Results also show that the author collaboration network is sparse. Furthermore, results related to collaborative networks between institutions and countries reveal a global “North-South” schism between developed and developing nations. Finally, the multiple correspondence analysis (MCA) applied to obtain the ILE conceptual map reflects the depth and breadth of the journal's foci. Our analysis has far-reaching implications for aspiring researchers interested in the design and use of interactive learning environments research.

Exploring the Utility of Social-Network-Derived Collaborative Opportunity Temperature Readings for Informing Design and Research of Large-Group Immersive Learning Environments

Large-group (n > 8) co-located collaboration has not been adequately studied because it demands different conceptual framings than those used to study small-group collaboration, while also posing pragmatic constraints on data collection. Working within these pragmatic constraints, we use video data to devise an indicator of the current possibilities for learner collaboration during large-group co-located interactions. We borrow conceptualizations from proxemics and social network analysis to construct collaborative opportunity networks, allowing us to define the concept of collaborative opportunity temperature (COT) readings: a “snapshot” of the current configuration of the different social subgroup structures within a large group, indicating emergent opportunities for collaboration (via talk or shared action) due to proximity. Using a case study of two groups of people (n = 11, n = 12) who interacted with a multi-user museum exhibit, we outline the processes of deriving COT. We show how to quickly detect differences in subgroup configurations that may result from educational interventions and how COT can triangulate with and complement other forms of data (audio transcripts and activity logs) during lengthier analyses. We also outline how COT readings can be used to supply formative feedback on social engagement to learners and be adapted to other learning environments.