Learning Environment Research Research Articles

Conceptualizing the Counseling Training Environment Using Bronfenbrenner’s Ecological Theory

While learning environment research has been growing in popularity over the past few decades, little attention has been given towards the learning environment of graduate students, and virtually no attention has been given specifically towards graduate counseling and related programs such as professional counseling, clinical and counseling psychology, and marriage and family therapy. In this paper we propose using Bronfenbrenner’s (1979, 1992) ecological theory as a model to conceptualize the training environment of such counselor preparation programs. Through the application of Bronfenbrenner’s theory, counselor educators and counseling trainees can better understand the systemic nature of the training environment that they create and where they train. Implications and recommendations for future research are provided to further advance the knowledge and awareness of the counseling training environment.

Ecological Design in Network Learning Resources

In the rapid development of information technology, education, change of social background, the word "ecology" is more and more get the favor of education researchers. Ecological network learning environment to the learner and learning environment as a whole, focus on the interaction between learners and learning environment, attention generated in the learning process, focus on formation and maintenance of network learning ecology, is considered to be adapt to the future development trend of network learning environment. Ecology "based on" ecological learning "and" learning "learning ecosystem" supplies "as keywords to retrieve relevant literature, through to classify the literature, comparative analysis, think: the ecological network learning environment research comes from WebX.0, mix (a surgeon - up), the development of cloud computing and other technical and support; ecological psychology, Theory of complexity theory, uniform for ecological design of the network learning environment provide direct theoretical support.

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

BackgroundThere are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual’s motivation, self-regulation and, in turn, academic performance.PurposeThis study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement.SampleThe sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey.Design and methodsStudents were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined.ResultsAt least one dimension of the constructivist learning environment was associated with students’ intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant.ConclusionsIn a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.

Playing by the rules: co-designing interactive installations with pupils

During the last couple of decades our perception of what constitutes a good learning environment has changed. Thanks to the use of technology, education is evolving from a passive model towards a more productive model, where students generate knowledge, teach each other, and collaborate on activities that make learning fun and interesting. In some previous works we have adopted this attitude: creating interactive installations thought for learning in an amusing way. Design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments, a further step consists in co-design: students directly involved in designing with researchers. This paper provides some comments on the evaluation of the learning experience using two interactive installations promoting eco-friendly behaviours, and describe our experience in codesigning with pupils. We also report the ethnographic research performed underlining the weaknesses and the strengths, the difficulties and findings during the whole work.

Sex, grade-level and stream differences in learning environment and attitudes to science in Singapore primary schools

Learning environment research provides a well-established approach for describing and understanding what goes on in classrooms and has attracted considerable interest in Singapore. This article reports the first study of science classroom environments in Singapore primary schools. Ten scales from the What Is Happening In this Class?, Constructivist Learning Environment Survey and Test Of Science Related Attitudes were administered to 1,081 students in 55 classes. Factor and reliability analyses provided strong support for this widely-applicable questionnaire for assessing Involvement, Teacher Support, Investigation, Task Orientation, Cooperation, Personal Relevance, Uncertainty, Student Negotiation, Attitude to Inquiry and Enjoyment of Science Lessons among Singaporean primary-school students. Statistically significant findings of small magnitude emerged for sex differences, grade-level differences, stream differences, the stream–by–sex interaction and the grade–by–stream interaction.

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

AbstractResearch and development of information and communication technology (ICT)‐supported learning for people with disabilities has not received adequate attention. It is also difficult to access research findings and developments in this field. Under the ENABLE Network of ICT Supported Learning for Disabled People (2011–2014) project, an emerging European Union reference point portal for end‐users will provide this information for a broad audience. In the design phase of the project idea, the authors of this paper conducted a review of papers indexed in Web of Science to provide a needs assessment and a design template for the project objectives. The results of the search clearly showed that ICT‐supported learning for people with special educational needs is in the domain of the educational technology journals, with more papers published in the British Journal of Educational Technology than in any other journal. This paper presents the results of a content analysis of all papers published from 1970 to 2011 in seven educational technology journals indexed in Web of Science. More papers were published from 2006 to 2011 (44.7%) than during any other of five periods examined. Findings in terms of ICT intervention, disability groups, groups of study participants by relationship with ICT, and research design, together with trends in published studies in terms of mainstreaming and inclusion, are presented. The main objective of the study was to identify the level of inclusion through analysis of educational context (special schools [30.51%], mainstream schools [28.81%] and general support for life [40.68%]). Based on content analysis, ICT interventions were classified into the two categories of technical intervention in the pedagogical context (62.71% of all papers published) and technical intervention in the wider context (37.29% of all papers published), with nine paper types identified: papers on ICT access, papers on teaching and learning methods, papers on development and testing of ICT solutions, reviews, assessments, papers on inclusion, papers on behavioural and social development, papers on use of information technology and papers on interaction. Papers were also categorised according to types of disability and according to groups of study participants by relationship with ICT. Published papers were divided into four categories by research design: descriptive (49.15%), developmental (26.27%), experimental (17.8%), and developmental and experimental (6.78%). During the period from 1970 to 2000, papers examined design of learning materials with regard to particular categories of disability and particular accessibility needs, while papers published after 2000 also discussed universal design.Based on the review, the authors of this paper have identified a need for application of universal design principles in research and development of learning environments to provide equal accessibility and inclusive education.

Psychosocial learning environments and the mediating effect of personal meaning upon Satisfaction with Education

This article reports the quantitative phase of a mixed-methods study that was conducted to investigate the relationships between psychosocial learning environments and student satisfaction with their education as mediated by Agentic Personal Meaning. The interdisciplinary approach of the study integrated the fields of learning environment research, existential meaning research and positive psychology research. A postulated model was tested using structural equation modeling to determine goodness-to-fit with data obtained from secondary and college students in two progressive private schools in India. Findings indicate that the learning environment variables of Teacher Support, Task Orientation, Cooperation, Student Cohesiveness, Involvement and Equity were significantly correlated with student Satisfaction with Education and with Agentic Personal Meaning. Findings also provide evidence that existential meaning and life purpose mediates the relationships between the psychosocial learning environment variables of Teacher Support, Task Orientation and Cooperation and the outcome variable of student Satisfaction with Education.

Kindergarten students’ and parents’ perceptions of science classroom environments: Achievement and attitudes

This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was based on the What Is Happening In this Class? and assessed actual and preferred teacher support, involvement, cooperation and equity, exhibited sound factorial validity, internal consistency reliability and the ability to differentiate between classrooms. Parents perceived a more favourable actual classroom environment than students, but students preferred a more favourable environment than parents. Associations were found between kindergarten students’ achievement and attitudes and the nature of the learning environment.

Action Research for Creating Knowledge in an E-Learning Environment

Abstract The paper describes an action research during the implementation of an e-learning course on commercial studies in a bachelor’s programme. The action research study aims to: 1) determine the effectiveness of action research in a technologically-based learning environment and 2) establish how group work in e-learning environment affects students’ interest in, and need for, communication and discourse. Qualitative and statistical methods of data analysis were used in this mixed-methods study. The present paper analyses the experience of students working in three action phases to design their personal frames of reference for evaluation of the content and metacontent of business fundamentals. The study identified several possibilities for improving e-learning environment with techniques that make this form of learning more sustainable.

Information Aggregation in Networked Learning

The Web is changing and emergent technologies on the Web provide new options for learners to aggregate and engage with information. Learners can take control over their information steam and be proactive in the search for valuable information. The abundance of information makes that choices need to be made about what is valuable and what not, while the low level of teacher presence on open online networks increases the self-directed nature of this task for learners. Learning technologists started the research, design and development of personal learning environments (PLEs) that include predictive technologies to aid learners with the management of their learning in an open networked environment. Designers and developers are working on information recommender systems, using learning analytics and visualization techniques, to present learners with information relevant to their learning. Questions are being raised, however, about the usefulness of these systems for the advancement of learning. The low level of teacher presence on open networked learning networks will influence the level of reflection and critical engagement with information by learners, and is seen as a challenge to depth of learning. It is argued that to counter balance this, critical factors in information gathering would be the level of serendipity and human mediation.This paper will highlight some challenges and opportunities in the shaping of information streams effective to learning. The aim of our research was to find out how people might position themselves at the centre of their information gathering process and how microblogging tool Twitter, in combination with RSS, shaped by human connections and interactions, might provide them with a reflection-inducing stream of information, in order to at times surprise and challenge them. We will highlight these aspects through the lens of research carried out during a Massive Open Online Course on Personal Learning Environments Networks and Knowledge (PLENK2010) in the fall of 2010. This paper will use a small case-study in the use of Twitter on PLENK2010 to investigate how human interaction might aid the increase of levels of serendipity in open networked learning. Special consideration will be given to serendipity in algorithm-based recommender systems for learning.

Progress in Using an Electronic Playing Environment. A Comparative Study between Cantors and Primary Teacher Students Specialising in Music

This research was executed as self-study research in a music technology learning environment designed for teacher education. It explored the functionality of music technology teaching from the viewpoints of technical, physical, and social learning environments. Moreover, connecting music theory teaching to a notation programme was studied. The target group consisted of primary teacher students, and the control group were parish cantors. The participants kept a study log and answered questions related to the teaching and subject content. These data were analysed with qualitative analysis. Group differences were examined with Mann-Whitney's U-test. Both the beginners and experts had a defective command of the harmonisation theory.

Split-attention and redundancy effects on mobile learning in physical environments

This study investigated split-attention and redundancy effects in a mobile learning environment on leaf morphology of plants as a function of different combinations of media. Eighty-one fifth-grade students were randomly assigned to the following three conditions: texts with pictures embedded in the mobile device (TP condition); texts embedded in the mobile device and real objects that are outside of the mobile device (TO condition); and texts with pictures embedded in the mobile device and real objects that are outside of the mobile device (TPO condition). Differences in performance on comprehension tests and learning efficiency were examined across conditions. The TP condition was expected to perform better than the TO condition due to a split-attention effect. The TP and TO conditions were expected to perform better than the TPO condition due to a redundancy effect. The results indicated no difference between the TP and the TO condition in comprehension and learning efficiency, but the TP and TO conditions performed better than the TPO condition on both measures. The implications of the results for research and design of mobile learning environments are discussed.

Research and design of learning environments based on information technology

Research and design of learning environments based on information technology

Effects and Determinants of Outcomes-Focused Learning Environments

A common line of past learning environment research has involved associations between the learning environment and student outcomes (i.e. the effects of learning environment). It is one thing to advocate that teachers establish outcomes-focused learning environments, but it is important to know whether the creation of such learning environments are associated with more positive student attitudes and higher achievement. Consequently, the first aim of this article is to report our investigation of associations between emphases in outcomes-focused classroom learning environments (as assessed by the Technology-Rich Outcomes-Focused Learning Environment Inventory, TROFLEI, and the student outcomes of attitudes and achievement. Because many past learning environment studies focused on determinants of classroom environments, our study of outcomes-focused classroom environments also employed the scales of the TROFLEI as dependent variables in investigating whether differences exist in perceived learning environment, preferred learning environment and attitudes between: (a) males and females and (b) students enrolled in university-entrance examination subjects and wholly school-assessed subjects.

An examination of two mental workload measurement approaches to understanding multimedia learning

This study reports on an examination of two measures of mental workload: the NASA-TLX and Paas’ Subjective Cognitive Load (SCL) measure. The goal was to assess the relative efficacy of the measures in the design and research of multimedia learning environments. Benchmarks based on the literature as to the goals for mental workload measurement in learning research are established. A multifaceted study was conducted which manipulated various aspects of mental workload in order to study the utility of these two measures in detecting changes in load and their relationship to learning outcomes. The results indicate that the weighted version of the NASA-TLX provided little additional value over the unweighted version of the measure. While both the NASA-TLX and SCL measures were sensitive to changes in both intrinsic and extraneous load, the study revealed differences in the measures based on levels of each of these load factors. The study also concludes that a better understanding of the third factor, germane load, will be needed to both expand the theoretical framework about mental workload in instructional settings and further understand the utility of these two measures.

Students’ perceptions of a blended web-based learning environment

The enhanced accessibility, affordability and capability of the Internet has created enormous possibilities in terms of designing, developing and implementing innovative teaching methods in the classroom. As existing pedagogies are revamped and new ones are added, there is a need to assess the effectiveness of these approaches from the students’ perspective. For more than three decades, proven qualitative and quantitative research methods associated with learning environments research have yielded productive results for educators. This article presents the findings of a study in which Getsmart, a teacher-designed website, was blended into science and physics lessons at an Australian high school. Students’ perceptions of this environment were investigated, together with differences in the perceptions of students in junior and senior years of schooling. The article also explores the impact of teachers in such an environment. The investigation undertaken in this study also gave an indication of how effective Getsmart was as a teaching model in such environments.

Research and Development of Learning Environments for Introductory Mathematics Teaching : Introduction of "Numbers up to 20" at the First Term of First Grade

Research and Development of Learning Environments for Introductory Mathematics Teaching : Introduction of "Numbers up to 20" at the First Term of First Grade

Using Design-Based Research in Informal Environments

Design-Based Research (DBR) has been a tool of the learning sciences since the early 1990s, used as a way to improve and study learning environments. Using an iterative process of design with the goal of refining theories of learning, researchers and educators now use DBR seek to identify how to make a learning environment work. They then draw theories from the research findings that can be shared with a larger community. In this way, knowledge of design principles accumulates within a community for the improvement of learning outcomes. With few exceptions, including some after-school clubs, DBR has been used primarily in formal education. Yet, I argue for the implementation of a DBR-style approach in the design and research of informal learning environments as a way for educators and researchers to expand current evaluation offerings. The end goal of the adoption of a DBR approach would be that museum educators can learn from one another, improve those learning environments, and avoid duplicating research and evaluation work. In this article, I provide an overview of DBR along with an example of how it can be implemented in the study of a science center exhibit.

Three Dialogs: A Framework for the Analysis and Assessment of Twenty-First-Century Literacy Practices, and its Use in the Context of Game Design within Gamestar Mechanic

This article discusses a framework for the analysis and assessment of twenty-first-century language and literacy practices in game and design-based contexts. It presents the framework in the context of game design within Gamestar Mechanic, an innovative game-based learning environment where children learn the Discourse of game design. It identifies three dialogic interactions (the material, the ideal player and the real player dialog) that a student must participate in in order to effectively learn the meaning production and interpretation practices germane to good game designs. These dialogs provide the syntactic, semantic and pragmatic components necessary for students to gain fluency in the game designer Discourse. The article illustrates the framework in practice by analyzing two language samples collected in an after-school game design workshop structured around Gamestar Mechanic. Its implications for the research and assessment of game-based learning environments are discussed.

Towards Treating Chemistry Teacher Candidates as Human

This research inquiry investigates the factors influencing chemistry teacher candidates’ development during their extended practica in the second and final year of an After-Degree Bachelor of Education at a university in central Canada. A variety of data sources are used to identify the risk and protective factors impeding and contributing to the achievement of their chemistry pedagogical aspirations. Two theoretical frameworks, both having their origins in the pioneering work of Kurt Lewin, are used to conceptualize how a complex amalgam of personal attribute and environmental factors and the interplay among these factors influence teacher candidate developmental trajectories. The tenets of both Bronfenbrenner’s bioecological model and Learning Environment research provide insights into how the factors influencing teacher candidate development can be understood and systematically documented to provide a template for reflective consideration of the practicum experience for both teacher candidates and those involved in fostering the development of chemistry teacher candidates.