Perceptions Of Learning Environment Research Articles

Effectiveness of Rapid Transition to Online Teaching during COVID 19: An Online Cross-Sectional Survey of Students’ and Teachers’ Perceptions in a West Indian Dental School

Objectives: The sudden advent of the COVID pandemic resulted in limited face to face interactions and the dental school in the University of the West Indies was challenged to complete the final year with a rapid transition to online teaching. This study examined students’ and teachers’ perceptions of the effectiveness of emergency remote online teaching and challenges experienced. Materials and Methods: Two independent online cross-sectional surveys were administered on the perception of the online learning environment and challenges experienced and effectiveness of strategies used. Overall thirty three dental students and eleven clinical academic teachers participated. Statistical analysis: Reliability of the questionnaire was determined. Chi-squared (χ2) tests were applied for determining the perceptions of students and teachers towards online teaching. Frequencies and percentages were also computed. Results: The majority of students (60.6% - 69.7%) perceived that online teaching strategies enhanced their clinical reasoning and critical thinking skills in clinical practice and found it easy to adapt. However, the majority (87.9%) perceived it to be somewhat or not effective at all in acquiring clinical skills. The main challenge experienced was connectivity to the internet (87.9%). The majority of teachers (72.7% - 92.9%) perceived that they effectively communicated with the students and engaged students in clinical reasoning and critical thinking, but 50% did not think they prepared students to practice clinical skill. Conclusions: Students’ perceptions are similar to teachers’ perceptions in that both are positive to the online teaching strategies but both groups reflected concerns over the acquisition of clinical skills.

Fostering senior primary school students’ understanding of climate change in an inquiry-based learning environment

ABSTRACT This quasi-experimental study explored the impact of inquiry-based instruction on students’ conceptions of climate change and their perceptions of science learning environment. A total of 68 senior primary school students participated into the study. Data sources included Questionnaire on Global Climate Change and Constructivist Learning Environment Survey. Data were coded and analysed using quantitative procedures. Before the instruction, about 25% of the participants were aware of the major consequences of, causes of and possible cures for climate change. Following the instruction, about 50–85% of the participants developed scientific understandings about climate change, but the participants showed slow progress in terms of identifying nonscientific conceptions concerning climate change. In addition, students perceived inquiry-based learning environment more encouraging compared to their regular science classes.

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ICRE Top Research Papers.

Calibration Bias and the Interpretation of Clinical Learning Environment Perceptions Surveys.

The clinical learning environment (CLE) is frequently assessed using perceptions surveys, such as the AAMC Graduation Questionnaire and ACGME Resident/Fellow Survey. However, these survey responses often capture subjective factors not directly related to the trainee's CLE experiences. The authors aimed to assess these subjective factors as "calibration bias" and show how it varies by health professions education discipline, and co-varies by program, patient-mix, and trainee factors. We measured calibration bias using 2011-2017 US Department of Veterans Affairs (VA) Learners' Perceptions Survey data to compare medical students and physician residents and fellows (n = 32 830) with nursing (n = 29 758) and allied and associated health (n = 27 092) trainees. Compared to their physician counterparts, nursing trainees (OR 1.31, 95% CI 1.22-1.40) and allied/associated health trainees (1.18, 1.12-1.24) tended to overrate their CLE experiences. Across disciplines, respondents tended to overrate CLEs when reporting 1 higher level (of 5) of psychological safety (3.62, 3.52-3.73), 1 SD more time in the CLE (1.05, 1.04-1.07), female gender (1.13, 1.10-1.16), 1 of 7 lower academic level (0.95, 1.04-1.07), and having seen the lowest tercile of patients for their respective discipline who lacked social support (1.16, 1.12-1.21) and had low income (1.05, 1.01-1.09), co-occurring addictions (1.06, 1.02-1.10), and mental illness (1.06, 1.02-1.10). Accounting for calibration bias when using perception survey scores is important to better understand physician trainees and the complex clinical learning environments in which they train.

Learning environments preferred by university students: a shift toward informal and flexible learning environments

Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical approaches, the use of information and communications technology (ICT), the diversification of student populations, and new expectations related to working life. This study focused on university students’ perceptions of preferred learning environments and their thoughts about the best learning environments for the higher-education level. The main data consisted of answers to open questions from 230 students. Additionally, a questionnaire was used to gain an overall picture of students’ experiences in the current learning environment. Five main themes emerged: characteristics of the campus; available resources; flexibility of learning opportunities; pedagogy; and implementation of ICT in education. Further, two larger perspectives were highlighted. One was the need for informal learning environments (where students can study alone or with peers or just hang out). The second perspective pertains to the flexibility of learning, demonstrating the need for learning environments that allow participation without the need to come to the campus for face-to-face meetings. The need for resources (particularly ICT and the support and availability of teaching personnel) was also highlighted. The study provides important perspectives for developing appropriate learning environments for higher education.

Medical Students' Perception of the Educational Environment in a Gender-Segregated Undergraduate Program

Background: The environment where education takes place is essential for students’ engagement and motivation. This study aimed at assessing students’ perception of their educational environment at a private medical college and the influence of gender, among other factors, on it. Objectives: The study assessed the students’ perception of their learning environment, determined the gender effect on environment perception, and examined the correlation between different study variables. Methods: This is a cross-sectional study on 340 undergraduate medical students at a private college with gender-segregated programs. The Dundee Ready Educational Environment Measure (DREEM) was used to determine the students' perception of their learning environment. This was correlated with a set of variables, including gender and educational achievement as indicated by students' GPA. Results: The overall DREEM score was ‘more positive than negative’ (114.39/200). The scores of subscales were towards the positive side. This was evident in the perception of learning (26.64/48), perception of teaching (26.36/44), perception of the atmosphere (26.51/48), academic self-perception (19.54/32), and social self-perception (15.33/28). Conclusions: There were statistically significant differences between the perceptions of males and females in both the overall DREEM scale (females: 117.59/200 and males: 111.18/200) and three of the subscales. Female students perceived their learning environment more positively. Moreover, satisfaction with the learning environment was correlated with scholastic achievement. In addition, the more positively perceived learning environment could explain higher scholastic achievement in female students than in male students.

Bralna pismenost v raziskavi PISA 2018 – psihološki vpogled in interpretacije dosežkov slovenskih učencev

Reading literacy in PISA 2018 – psychological insight and interpretation of the results of Slovene students The paper presents an interweaving and analysis of the already published results of the PISA 2018 reading literacy study with our own secondary analysis of the relations between certain factors and achievement in reading literacy in more than 6,000 Slovenian students. The content of the article is divided into three parts. In the first part, we highlight the general achievement in reading literacy amongst Slovenian 15-year-olds in terms of the efforts of the school system (Ministry of Education, Science and Sport) and the National Education Institute Slovenia for the development of this literacy in the last two decades. We also highlight some systemic changes for enhancing the development of reading literacy (e.g., Council Recommendation on Key Competences for Lifelong Learning; the National Strategy for the Development of Reading Literacy for the period 2019-2030). In the second part of the article, we try to explain the substantial differences in reading achievement and motivation in Slovenian students with regard to gender. Using a biopsychosocial model (Halpern, 2012) and research pointing to the origins of gender differences, we point to some critical areas in the development of reading literacy and to possible ways to reduce these differences. Finally, we emphasize some characteristics of a stimulating learning environment in the Slovenian language course for the development of reading literacy, as perceived by students (teacher enthusiasm, perceived learning and emotional support of teachers and providing feedback to students) and compare them with the perceived learning environment of students in other OECD countries. We draw attention to caution in the interpretation of the results, especially in the (direct and causal) relationships between some teacher characteristics and students’ individual variables - reading motivation and achievement in reading literacy. Keywords: reading literacy, Slovenian students, gender differences, reading motivation, stimulating learning environment

Challenges in assessing the nature of effective collaboration in blended university courses

The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis techniques. We examined how student approaches to inquiry, approaches to online learning technologies, perceptions of the blended learning environment, different learning outcomes and configurations of collaboration are related. The methodologies commonly used in student approaches to learning research identified deep and surface approaches to inquiry and technologies, positive and negative perceptions of the integration of the learning environment, and of online workload, which also showed logical alignment with relatively better and poorer academic achievement in the course. Based on approaches, perceptions, and learning outcomes, students were divided into groups orientated towards understanding versus reproducing learning. The social network analysis techniques revealed features of different configurations of collaborations by different groups of students and their choices as to whether and with whom to collaborate during the learning process. Nuanced differences were found amongst different configurations of collaborations.
 Implications for practice or policy:
 
 When assessing student experience of collaboration, social network analysis techniques may be able to describe nuanced differences amongst different collaborative configurations.
 To encourage students’ collaboration, assessment tasks involving a large proportion of mandatory collaborative activities should be considered.
 To help student improve experience of collaboration, teachers may consider pairing students with a reproducing learning orientation with those having a deep disciplinary understanding.

Predicting students’ critical thinking dispositions in science through their perceptions of constructivist learning environments and metacognitive self-regulation strategies: a mediation analysis

ABSTRACT This study investigated the mediator role of metacognitive self-regulation strategies in the relationship between students’ perceptions of constructivist learning environments and critical thinking dispositions in science. The data were collected through self-report questionnaires from 678 Turkish seventh-grade students. Path analysis showed that students’ perceptions of constructivist learning environments and use of metacognitive self-regulation strategies positively predicted their critical thinking dispositions. Moreover, students who reported high levels of constructivist learning environment perceptions also reported using more metacognitive self-regulation strategies. Mediation analysis indicated that metacognitive self-regulation strategies mediated the relationship between constructivist learning environment perceptions and critical thinking dispositions. Findings of the study highlight the importance of constructivist features of the learning environment and metacognitive self-regulation strategies in students’ critical thinking dispositions in science.

EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING

Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers’ characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers’ motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies. Keywords: constructivist learning environment, data mining, learning strategies, motivational belief, pre-service science teacher

Student perceptions of the learning environment in Norwegian occupational therapy education programs

Background To support students’ motivation towards constructive and persistent study efforts, their learning environment needs attention. Aim To develop knowledge about occupational therapy students’ perceptions of the learning environment and assess whether identified differences between education programs were stable or changed across the 3 years of study. Methods Norwegian occupational therapy students completed the Course Experience Questionnaire (CEQ) while in their first, second, and third years of study. Differences between programs were analysed with multivariate and univariate analysis of variance. Results Among the first-year students, perceptions of the learning environment differed significantly between the six programs on five out of six scales. Apart from a continued difference on overall study satisfaction, the initial differences were no longer significant 1 year later. Differences on three scales (emphasis on independence, appropriate workload, and generic skills) were present in the third year of study. Conclusions and significance Students’ perceptions of the learning environment became more similar over time, during the first 2 years of study, possibly reflecting that the students have become more accustomed to the student role and to the culture and requirements of the education programs. However, differences between study sites re-occurring in the third year suggest that group-based comparisons of learning environment perceptions across time may be inconclusive.

Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study

BackgroundBlended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. ObjectivesTo investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. DesignThis was a quasi-experimental pre-post test design. SettingThis study was conducted at an undergraduate university in Alberta, Canada. ParticipantsA total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. MethodsA convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). ResultsThere were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. ConclusionBlended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.

The relationship between students perceptions of the science learning environment on the learning outcomes

The purpose of this study was to describe students` perceptions of the science learning environment in class VII SMP Sepuluh Nopember, to describe student learning outcomes in class VII SMP Sepuluh Nopember, and whether there was a relationship between students` perceptions of the science learning environment and student learning outcomes in class VII SMP Sepuluh Nopember Sidoarjo. This type of research includes quantitative research with comparative causal types with correlation analysis techniques. Data collection was obtained through questionnaires and documentation of students cognitive learning outcomes,the sample used was 29 students. The object of the research was the seventh grade students at SMP Sepuluh Nopember Sidoarjo. The results showed that the students` perceptions of the science learning environment in the high category were 6 students, 18 students in the medium category and 5 students in the low category. And the cognitive learning outcomes of students with complete categories of 15 students and incomplete categories of 14 students. Then the calculation was carried out through the correlation hypothesis test, the results of this calculation obtained significant results, namely 0,237< 0,05 and significant 0,216< 0,05, so this indicated that there was a positive relationship between students` perceptions of the science learning environment and student cognitive learning outcomes.

A Pilot Study of a Physical Therapy Cadaveric Anatomy Course: Assessing the Impact of Examination Format on the Learning Environment.

Anatomy education continues to evolve in health professional programs as curricula shift to competency-based models and contact hours decrease. These changes in curricula may significantly alter the learning environment for students. Importantly, changes in learning environment have been shown to impact student learning strategies and well-being. It follows, then, that an investigation of students' perceptions of the learning environment is key to understand the impact of modern anatomy curriculum alterations. The current pilot study evaluated the impact of modifying examination format on the learning environment of physical therapy students participating in a human cadaveric anatomy course. Two study cohorts of first year (entry-level) physical therapy students were invited to complete a preliminary learning environment questionnaire with 13 visual analog scale items and four short answer items. One study cohort was tested with a viva (oral) practical examination, and the other, with a bell-ringer practical examination. Analysis of quantitative items revealed two significant findings: physical therapy students in the bell-ringer cohort found it was more difficult to prepare for their examination, and that they had inadequate time to respond to questions compared to the viva cohort. Analysis of qualitative items revealed distinct themes that concerned physical therapy student learning environment specific to cadaveric anatomy. These results demonstrate that examination format can influence the learning environment of physical therapy students studying cadaveric anatomy. As a result, care needs to be taken to ensure that modernized curricula align the examination format to the method of instruction and the future application of students' knowledge in clinical practice.

Nursing and midwifery students\u2019 experiences and perception of their clinical learning environment in Malawi: a mixed-method study

BackgroundThe clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. This study aimed to assess the student nurses and midwives’ experiences and perception of the clinical learning environment in Malawi.MethodsA concurrent triangulation mixed methods research design was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while qualitative data were collected using focus group discussions. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. The focus group interview guide had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed.ResultsA total of 126 participants completed the questionnaire and 30 students participated in three focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p = < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment.ConclusionAlthough satisfaction with clinical learning environment subscale had the highest mean score, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that negatively impacted on their clinical learning experiences. Training institutions and hospitals need to work together to find means of addressing the challenges by among others providing resources to students during clinical placement.

Learning environment of a distance and partly-distance postgraduate coursework programs

To provide ongoing learning for busy professionals, universities are increasingly offering postgraduate opportunities by distance and online. This research examined the learning environments of five such subjects. A total of 377 students took part in a wider study into the efficacy of students formally critiquing each other’s work. This article reports students’ preferences for their learning environment, whether the pedagogy met their preferences, differences in preferences by age, gender, previous academic achievement level, distance learning experience, and prior experience in peer critiquing. Research methods involved using direct survey questions on learning preferences, the College and Classroom University Environment Inventory (CUCEI) and qualitative interviews. CUCEI versions were used to measure students’ preferred and then actual perceived learning environment, thereby enabling assessment of environmental fit. We found significant differences in the environment across most demographics. For example, older students preferred more Involvement and Student Cohesiveness and perceived more actual Involvement, Satisfaction and Task Orientation than younger students. Also, students of lower or average prior academic achievement showed significantly better environmental fit compared with students of higher prior achievement. The CUCEI remains a suitable instrument for characterising university pedagogical and demographic differences, even for subjects taught by distance. Encouraged by the incisiveness of the standardised environmental instruments, future work is proposed to benchmark the overall university’s postgraduate distance program using an environment inventory specific to tertiary distance learning and another to online constructivist pedagogy.

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.

Measuring perceptions of school learning environments for younger learners

Students’ perceptions of the learning environment play an important role in their academic achievement and social lives. While most measures of school environment have been developed for middle- and high-school students, they also have been used for younger students, such as 4th and 5th graders. What is unclear is whether these measures are actually valid enough for younger student populations. We investigated whether the measurement invariance of one such measure, the popular 5Essentials of School Culture and Climate Survey, holds for younger learners and middle-school students. Results showed that not all measurement invariances hold across younger (4th and 5th grade) and older learners (7th grade). Moreover, half of the survey questions show differential item functioning (DIF). Findings from this study suggest that younger and older students could perceive school learning environments differently. Accordingly, cautions should be exercised when comparing younger and older students’ perceptions.

Nursing Students’ Perception of the Clinical Learning Environment

Introduction: Clinical learning environment placements provide opportunities for students to develop their skills, socialize to the profession and bridge the gap between academic and workplace learning. This study was conducted to investigate Saudi nursing students’ perceptions of their clinical learning environment and supervision in the hospital setting. Methods: A sample of 90 final year student nurses completing practicums at a tertiary hospital in Riyadh was included in this cross-sectional study utilizing the Clinical Learning Environment and Supervision plus Nurse Teacher scale. Results: Overall, students perceived their clinical learning environment positively. Among sub-scores, that for the leadership style of ward manager was the highest. Supervision types, nursing-teacher teacher-visit frequency and grade point average positively and significantly impacted student’s perceptions, while university type and practicum duration did not. Conclusion: Students confirmed the ward manager’s leadership style as the most significant influencing their perceptions. However, the nursing teacher’s role had the lowest mean score, suggesting the need for its enhancement and clarification and indicating the need for better communication and collaboration between nursing schools and the clinical training hospital.

Integrated curriculum: a contemporary innovation strategy in medical education

In its traditional form, medical education begins with learning basic science disciplines, with subsequent transition to clinical training. The basic sciences are taught as a series of separate academic courses, with no coordination applied at the inter-disciplinary level. During past decades, the integrated curriculum has become increasingly popular as a novel instructional strategy that promotes contextual learning in medical practice. The curriculum breaks down the barriers between basic and clinical sciences (vertical integration), interconnects teaching of various basic science disciplines (horizontal integration) and facilitates the acquisition of critical thinking, problem-solving and team-working skills through collaborative learning. The vertical integration is encouraged with training in clinical and communication skills starting in the first semester, teaching basic sciences at the interface with medical problems and involving clinicians in giving lectures on applied anatomy and clinical physiology. In order to facilitate the horizontal integration, basic science disciplines are taught concurrently within interdisciplinary units aligned around the body organ systems. This contributes to a better understanding of complex interrelations between structure and function and stimulates wider insights into mechanisms of the disease. The integrated curriculum supports conceptual learning rather than simple memorisation of fragmented factual knowledge. As such, it relieves the information overload imposed on students due to a rapid growth of medical knowledge in the contemporary world. With the integrated curriculum, the main emphasis is placed on problem-oriented learning guided by an experienced tutor in a small group of students. In this setting, a realistic medical case is used as a trigger for discussion aimed at linking basic science concepts with the clinical problem. Through collaborative problem-solving, students develop a clinical reasoning and team-working skills. Overall, problem-based learning puts forward a student-centred approach in a sense that students themselves are primarily responsible for identifying relevant learning objectives and self-guided acquisition of medical knowledge. This raises their motivation in learning basic sciences and markedly improves the perception of learning environment. In summary, the integrated curriculum offers a number of benefits to medical students and appears to provide an effective instrument in developing professional competencies required in clinical work.