Optimal Learning Environment Research Articles

Creating an Optimal IP Learning Environment: NCICLE Pathways to Excellence.

Clinical learning environments are a shared space for various professions working together to provide the best care for patients. The National Collaborative for Improving the Clinical Learning Environment (NCICLE) published the NCICLE Pathways to Excellence: Expectations for an Optimal Interprofessional Clinical Learning Environment to Achieve Safe and High-Quality Patient Care as a tool that can be used to assess and develop ways to optimize learning and patient care. This framework provides guidance for health care professionals to collaborate with executives to transform the clinical learning environment and patient outcomes. [J Contin Educ Nurs. 2022;53(4):150-152.].

The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.

The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.

Classroom Design and Children's Attention Allocation: Beyond the Laboratory and into the Classroom

AbstractPrior laboratory research suggests the visual environment can be a source of distraction for children, reducing attention to instructional tasks and learning outcomes. However, systematic research examining how the visual environment relates to attention in genuine classrooms is rare. In addition, it is unknown what specific aspects of the environment pose a challenge for attention regulation. This observational study aims to (1) provide a nuanced examination of specific elements of the classroom visual environment (e.g., visual noise, display quantity, color variability) by analyzing panoramic classroom photographs (N = 58) and (2) investigate whether specific visual environment elements are related to children's rates of on‐task behavior. Results indicate on‐task behavior was lower in classrooms containing greater quantities of visual noise and color variability, and in classrooms with either relatively small or large amounts of displays (controlling for observation session, school type, student gender, grade‐level, and instructional format). Implications for creating more optimal visual learning environments are discussed.

Correlates of Academic Performance in Online Higher Education: A Systematic Review

The existing steady and continual rise of online learning in higher education has been accelerated by COVID-19 and resulted in a move away from solely on-campus teaching. Prior to the pandemic, online education was providing higher education to students who were returning to study to up-skill, are employed full-time, caring for family members, living rurally or remotely and/or for whom otherwise face-to-face campus learning was not a preference or option. To understand how we can better support online students in their unique circumstances and create an optimal learning environment, we must understand the factors associated with academic achievement within an online setting. This systematic review involved a search of relevant databases published between January 2009 and May 2021 examining factors and constructs related to academic performance in online higher education settings. Across 34 papers, 23 (67.6%) explored factors and constructs related to student characteristics including cognitive and psychological, demographic, university enrolment, and prior academic performance. Twenty-one (61.8%) papers explored learning environment factors including engagement, student experience, course design, and instructor. Our overall synthesis of findings indicates that academic performance in online learning is most strongly associated with motivation (including self-efficacy), and self-regulation. We propose three main implications of our review for online learning stakeholders such as educators and designers. Firstly, we argue that the wellbeing of online learners is important to understand, and future research should explore its impact on students’ experience and success in online higher education. Secondly, we emphasise the importance of developing and designing online courses utilising relevant frameworks and evidence-based principles. Finally, we propose an approach to promoting improved student cognitive and psychosocial experiences (such as self-efficacy, self-regulation, and perceived support) could be achieved by creating and incorporating an online learning orientation module at the commencement of enrolment.Systematic Review Registration: (website), identifier (registration number).

Personal Technology in the Classroom

College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.

The Role of Internet of Things in Smart Education

The Internet of Things (IoT) encompasses digital technologies with an intense potential to become more widespread in all areas of life soon. This paper aims to present the role of the IoT in achieving smart environments in different contexts. Particular attention is paid to the concept of smart schools and smart education. Our research discusses how IoT devices can contribute to a more efficient educational process in an optimal learning environment. In addition, the practical implementation of two prototypes of IoT devices, along with a communication protocol, is presented. Our goal in their design is to support smart environments, including smart education, by gathering different types of sensor data and highlighting important information utilizing lasers. The experimental results are very satisfying, and new prototypes are already in planning.

Traditional lectures versus active learning – A false dichotomy?

Traditional lectures are commonly understood to be a teacher-centered mode of instruction where the main aim is a provision of explanations by an educator to the students. Recent literature in higher education overwhelmingly depicts this mode of instruction as inferior compared to the desired student-centered models based on active learning techniques. First, using a four-quadrant model of educational environments, we address common confusion related to a conflation of two prevalent dichotomies by focusing on two key dimensions: (1) the extent to which students are prompted to engage actively and (2) the extent to which expert explanations are provided. Second, using a case study, we describe an evolution of tertiary mathematics education, showing how traditional instruction can still play a valuable role, provided it is suitably embedded in a student-centered course design. We support our argument by analyzing the teaching practice and learning environment in a third-year abstract algebra course through the lens of Stanislas Dehaene's theoretical framework for effective teaching and learning. The framework, comprising 'four pillars of learning', is based on a state-of-the-art conception of how learning can be facilitated according to cognitive science, educational psychology and neuroscience findings. In the case study, we illustrate how, over time, the unit design and the teaching approach have evolved into a learning environment that aligns with the four pillars of learning. We conclude that traditional lectures can and do evolve to optimize learning environments and that the erection of the dichotomy 'traditional instruction versus active learning' is no longer relevant.

Prednosti i ograničenja primene e-udžbenika u nastavi srpskog jezika iz perspektive učitelja i budućih učitelja

Electronic textbook as a product of digital technology has a potentially important role in the learning and teaching process. The authors examine the opinions of teachers (N = 266) and future teachers (N = 176) regarding (a) the advantages and (b) limitations of the use of e-textbooks in the Serbian language teaching in younger grades of elementary school. The research findings show there is an agreement in the assessment of positive and negative aspects of the use of this textbook format in teaching. Multimedia, interactivity and hypertextuality are recognized as the most important advantages, and as the most important limitations - the weakening of direct communication between pupils and teachers, screen reading and the impossibility of its application to certain teaching contents. Effectiveness and efficiency of the use of e-textbooks in teaching and learning is determined both by the characteristics of its structure and content and by the way they are used. In that sense, a significant role in achieving the potential developmental and formative impact of electronic textbooks on students is played by a teacher, who is responsible for creating an optimal learning environment.

Senad Bećirović and Edda Polz. Fostering giftedness. Challenges and opportunities. New York: Nova Science Publishers, 2021. Pp. i-xi, 1-234. ISBN: 978-1-53619-098-4

Senad Bećirović and Edda Polz. Fostering giftedness. Challenges and opportunities. New York: Nova Science Publishers, 2021. Pp. i-xi, 1-234. ISBN: 978-1-53619-098-4

Creating Optimal Learning Environments through Invitational Education: An Alternative to Control Oriented School Reform

The importance and benefits of developing an intentionally positive school climate are often overlooked as education policy makers focus on accountability mandates that are increasingly control-oriented. Such school reforms often negatively impact the intrinsic motivation of educators and their students, while also unintentionally sabotaging the intended goals of the reform initiatives themselves (Deci & Ryan, 1985).

Directions in Addressing the Language and Literacy Needs of Children Across the Bilingual Continuum

One of the most widespread and harmful myths in our society is that very young children will learn a second language automatically, quickly, and easily—with no special attention to their needs for an optimal learning environment. —Catherine Snow There are many myths or misconceptions about bilingual children. One myth that we have come across frequently is that bilingual children experience the phenomenon of language confusion, an imagined condition in which children cannot separate their first language (L1) from their second language (L2) (Espinosa, 2013; Guiberson, 2013). In such instances, educators may erroneously view code-switching, a normal bilingual behavior in which children draw upon both languages within a given utterance, as evidence for language confusion or a general deficit in the ability to separate languages. The myth of language confusion is frequently used to justify an English-only approach to educational programming and discussions with families about choosing a language. Unfortunately, this line of flawed reasoning is applied to both typically developing children and those with language disorders. Language confusion does occur when educators become confused about bilingual children and their development. Bilingual children can be perplexing because there is a tremendous amount of variability in bilingualism, with L1 and L2 proficiencies that are dynamic across time and settings. That is, bilingualism operates on a continuum and the quantity, quality, and context of L1 and L2 exposure and usage are major sources of variability and influence on a child's bilingual profile. In this issue of Topics of Language Disorders, we hope to advance the understanding of the bilingual continuum across ages and educational settings. We have assembled original research and clinical tutorials with the goal of highlighting the unique language and literacy needs of children with diverse proficiencies in L1 and L2. In two of the articles, vocabulary teaching and learning for bilingual children is the focus. Ehren, Rosa-Lugo, and Hagan present an adapted version of the promising Vocabulary Scenario Technique that taps into L1 strengths while teaching L2. Roseberry-Mckibbin presents a clinical tutorial on ways to differentiate academic vocabulary instruction for bilingual children with developmental language disorders. This article also presents the use of L1 as a cross-linguistic tool to teach L2 vocabulary, as well as several other innovations to enrich vocabulary instruction. Two of the articles focus on addressing both language and literacy development in bilingual children. Guiberson reviews extant research and presents a descriptive study of early literacy behaviors of Spanish-speaking caregivers of 2- and 3-year-old children. Findings from the review and the descriptive study are combined, and 26 early literacy and language strategies are described. Fiestas and colleagues describe a packaged literacy and language intervention for primary- grade bilingual children. Incidentally, this intervention also targets vocabulary and the use of L1 to support new L2 development through both oral and print activities. It also includes narrative comprehension and production instruction and goals. The final study describes the use of English learner case simulations with graduate students in speech–language pathology to practice a strategy used with bilingual children that considers their language proficiency. Findings from this work show general benefits in graduate students' overall engagement and preparedness to consider English learners and their specific needs. Although we recognize there is a need for more research, particularly treatment research with bilingual children, it is our hope that this issue of Topics in Language Disorders will demonstrate that meeting the language and literacy needs of bilingual learners requires careful consideration and specialized instruction. We also hope this issue provides educators and researchers direction in addressing the complex and varied language and literacy profiles of bilingual children across the bilingual continuum. —Mark Guiberson, PhD —Linda I. Rosa-Lugo, EdD Issue Co-Editors

L2 Learners’ Perceptions of Online English Learning in the Post-Corona Era: Focusing on Affective Factors and Language Proficiency

This study aimed at identifying the variables linked to the perceptions of L2 online learning that can help instructors create the optimal learning environment to make up for academic losses due to the COVID-19 pandemic. The participants were 67 university students who majored in English education. Data was collected from the Quick Placement Test (QPT), self-assessed language proficiency, perceptions of online L2 learning questionnaires, the Foreign Language Enjoyment (FLE), and the Foreign Language Classroom Anxiety Scale (FLCA). The result indicated that grade effect was found between the learners before and after the coronavirus outbreak in terms of QPT mean scores, implying learning loss partially caused by the pandemic. Learners’ perceptions of online L2 learning had positive correlations with FLE and subjective task value. Last, the perceptions of online L2 learning were predicted by FLE and gender. Pedagogical implications are discussed in the conclusion.

Learning to Love Endoscopy: Lessons from the Five Love Languages About Creating an Optimal Learning Environment for Endoscopic Trainees.

Learning to Love Endoscopy: Lessons from the Five Love Languages About Creating an Optimal Learning Environment for Endoscopic Trainees.

Training Future Family Physicians to Become Master Adaptive Learners.

This article examines the use of a concept that teaches learners how to learn in the context of family medicine residency training. We describe the four phases of this master adaptive learning framework and its place in educational theory and adaptive expertise, its implications for graduate medical education training and Accreditation Council for Graduate Medical Education competencies, as well as its role in imprinting family medicine residents for career-long learning. We lay out pragmatic strategies supporting this concept with a proposed curricular format for training in family medicine, including small group teaching methods, didactics, the clinic visit, faculty development and an optimal learning environment.

Dental Foundation Training (DFT): does it meet the Francis Report Recommendations?

This study evaluates Dental Foundation Training (DFT) in the context of the Francis Report recommendations. Results of questionnaires sent to trainees and educational supervisors involved in DFT highlighted the importance of an educational supervisor as a positive role model, the value of the informal curriculum in developing an organisational culture of professionalism, leadership and ethics, and the developmental benefits of experiential learning. DFT needs to create an optimal learning environment which should promote the benefits of reflection, positive role modelling and active participation by foundation trainees in their professional community and organisational culture. The findings of this study confirm the crucial role DFT plays in the development of safe, ethical and effective practitioners. It also underlines the need for clear and consistent UK wide standards of DFT supported by strong leadership and management, underpinned by skilled, professional educational supervisors, and effectively quality assured.

Number and type of toys affect joint attention of mothers and infants

Establishing joint attention with a caregiver on a physical object provides an optimal environment for language learning for infants. In the present study, we investigated whether 12-month-olds and their mothers establish higher quality joint attention interactions in the presence of fewer compared to more toys. As a secondary goal, we investigated how different types of toys affect how mother-infant dyads establish joint attention. In a five-minute free play setting, mothers and infants participated in either Five Toy (n = 48) or Twelve Toy (n = 33) groups. They were given organizational (i.e., toys that require arrangement of parts), responsive (i.e., toys that emit sounds via manipulation), and symbolic toys (i.e., toys that elicit pretend play). Results showed that compared to the Twelve Toy group, joint attention interactions in the Five Toy group were less frequent, lasted longer, were more likely to be initiated by maternal following than by maternal directing of infants’ attention, and more likely to be coordinated in which infants demonstrated awareness of the mothers’ simultaneous attentional focus by looking at their mothers, vocalizing, or turn-taking. We further found longer joint attention durations on organizational compared to symbolic toys, which were preferred to a lesser extent by the dyads. With responsive toys, mothers were more likely to initiate joint attention by following their infants’ attention. Joint attention interactions lasted longer and were more likely to be coordinated in the second half compared to the first half of the play session, suggesting that over time it became easier for the mothers and infants to settle on certain toys for more elaborate play. In sum, mothers and infants establish higher-quality joint attention with fewer toys in general and with organizational toys in particular.

Instructional strategies: Teaching nursing in today's diverse and inclusive landscape

In today's university and college programs, it is crucial for nurse educators to value and embrace diversity and inclusion. Positive student learning outcomes result when all learners are valued, respected, and appreciated. Therefore, faculty training on the importance of diversity and inclusion and the use of evidence-based instructional strategies in the classroom setting is vital towards encompassing a learning environment that embraces diversity and inclusion for all. Additionally, faculty training that incorporates self-reflection with the purpose of gaining insight into one's cultural views and upbringing, is valuable to identifying any potential biases. This article benefits nurse educators at all program degree levels and settings as it provides insight into creating a diverse and inclusive learning environment. Furthermore, aids in discovery of own potential stereotypes and biases, and equips educators with evidence-based strategies to manage, foster, and promote optimal learning environments for all students.

Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

BackgroundUndergraduate students’ clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students’ clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives.MethodsWe employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants’ responses to the Consolidated Framework for Implementation Research construct questions.ResultsAlthough Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators.ConclusionsThis study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.

The Impact of Online Class in Learning Satisfaction among Optometry Students

Purpose : Due to COVID-19, the institution has made all its learning remote. Hence, this study aimed to investigate how the quality of online learning, learning environment and factors impacting grades impact student satisfaction among optometry students. Methods : An online survey was conducted from 18 January, 2020 until 29 January of the same year, and analysis was conducted on a total of 112 current student responses out of 120 students (61 males, 51 females). The correlation between satisfaction for online learning and other factors were analyzed, and a multiple regression analysis was conducted in order to ascertain the causative influences of these factors. SPSS was used as the analysis program. Results : One of the biggest advantages of online learning identified in this study was the ability to repeat learning (31 responses, 27.7%). The biggest disadvantage, on the other hand, was loss of focus (52 responses, 46.4%). The quality of lessons depending on the year of study and the impact of online lessons on grades were identified as statistically significant factors (p=0.011). There was a statistically significant correlation between the quality of lessons, environment of online learning, factors impacting grade and student satisfaction (p<0.001), and it was found that lesson environment had the biggest impact on student satisfaction (p=0.002). Conclusion : In conclusion, the study has identified learning environment as a significant factor in student satisfaction. Therefore, an improvement in learning environment, including improving the quality of sound and video of lectures, LMS system and notifications will be needed to ensure an optimum learning environment and student satisfaction. In addition, although it can‘t represent the satisfaction of online classes for optometry students nationwide, it is necessary to increase learning satisfaction by considering environmental factors in a situation where online classes must be continued due to COVID-19.

Physiotherapist-led musculoskeletal education: an innovative approach to teach medical students musculoskeletal assessment techniques.

Implication StatementWe developed physiotherapist-led interprofessional (IP) workshops for medical students each dedicated to a specific anatomical region. The workshops alternated between theoretical presentations from a physiotherapist about basic musculoskeletal (MSK) assessment techniques and hands-on practice in small groups with feedback from Master’s-level physiotherapy students (MPT). The workshops created an optimal IP learning environment where medical students can learn MSK assessment techniques and MPTs can apply their knowledge and clinical skills. Academic institutions with physiotherapy and medical programs seeking to develop IP learning activities should foster opportunities for IP collaboration between physiotherapy and undergraduate medical education.Énoncé des implications de la rechercheNous avons créé, à l’intention des étudiants en médecine, des ateliers interprofessionnels (IP) dirigés par un physiothérapeute, chacun axé sur une région anatomique spécifique. Des ateliers théoriques sur les méthodes d’évaluation de base de l’appareil musculo-squelettique (MS) sont donnés en alternance avec des travaux pratiques en petits groupes, lors desquels des étudiants à la maîtrise en physiothérapie (M. Pht.) offrent une rétroaction aux participants. Les ateliers fournissent un environnement optimal pour l’apprentissage IP qui permet aux étudiants en médecine de se familiariser avec les méthodes d’évaluation de l’appareil MS, et aux étudiants M. Pht. d’appliquer leurs connaissances et leurs habiletés cliniques. Les établissements d’éducation offrant des programmes de physiothérapie et de médecine de premier cycle qui cherchent à mettre en place des activités d’apprentissage IP devraient favoriser la collaboration entre ces deux programmes.