Perceptions Of Learning Environment Research Articles

Perceptions of the Shared Learning Environment by Vascular and General Surgery Residents

Perceptions of the Shared Learning Environment by Vascular and General Surgery Residents

School Principals’ perceptions on the conducive learning environment and their current practices: An Exploratory Study at Trashigang District, Bhutan

This study aimed to explore principals’ perceptions and current practices in schools to build conducive learning environment. The study employed qualitative research method guided by the constructivist paradigm. The study was conducted in Trashigang District, Bhutan, with 22 principals from February 2022 to July 2022. This study was purely exploratory, and the findings were broadly categorized into six themes: perceptions of a conducive learning environment, current practices in creating a conducive learning environment, managing students’ behavior, organizing the physical ambiance, and managing academic activities. Further, this study presents issues and challenges faced by school leaders. The study’s findings showed that school principals have positive perceptions of a conducive learning environment. The school principals in the study had given some methods to tackle academic, behavioral, and social issues. The study findings will help newly recruited principals create a conducive learning environment. Further, the study’s finding recommends Ministry of Education (MoE) and relevant stakeholders provide professional development to school leaders on behavioral management and enhancement of students’ academic performance. Moreover, the study recommends MoE to see if financial autonomy can be provided to the school. However, study’s finding is from the schools of one District and cannot be generalized. Therefore, future researchers can find the attributes of a conducive learning environment with a more excellent sample to validate the findings.

Improving the Experiences of Sexual and Gender Minority-Identifying Trainees in Gastroenterology and Hepatology

Improving the Experiences of Sexual and Gender Minority-Identifying Trainees in Gastroenterology and Hepatology

The Impact of Principal Attrition and Replacement on Indicators of School Quality

AbstractTransitions to a new principal are common, especially within urban public schools, and potentially highly disruptive to a school's culture and operations. We use longitudinal data from New York City to investigate if the effect of principal transitions differs by whether the incoming principal was hired externally or promoted from within the school. We take advantage of variation in the timing of principal transitions within an event-study approach to estimate the causal effect of principal changes. Changing principals has an immediate negative effect on student test scores that is sustained over several years regardless of whether hired internally or externally. However, externally hired principals lead to an increase in teacher turnover and a decline in perceptions of the school's learning environment, whereas transitions to an internally promoted principal have no such effects. This pattern of results raises important questions about leadership transitions and the nature of principal effects on school quality.

Analysis of Student Perceptions of Teacher Quality and Learning Environment as Predictors of Learning Motivation in High Schools

Learning is an activity that is very important to carry out, especially for high school students. In practice, the student’s motivation often determines success in learning. Therefore, high school students’ motivation needs to be increased to study well. The researcher was then interested in seeing how high school students’ perceptions of teacher quality and learning environment affect their motivation to learn. This research will be carried out using a descriptive qualitative approach. The data to be used in this study comes from various research results and previous studies, which still have relevance to the discussion in this study. The results of this study then found that teacher quality can increase learning motivation for high school students. This is because a good teacher will make it easier for high school students to understand what they are learning, so learning motivation will increase even higher. Then a good learning environment can also increase high school students learning motivation. This is because, with a few distractions, students can focus on learning well. The learning process at home through e-learning often causes a learning environment full of distractions, so high school students learning motivation decreases extensively.

Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study

The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.

Teachers working with students with high and very high needs and their perceptions of Innovative Learning Environments

ABSTRACT In the past 10 years Aotearoa/New Zealand, the educational landscape has experienced a significant shift towards Innovative Learning Environments (ILEs). The paper discusses the perceptions of 79 Aotearoa/New Zealand teachers who work with students with high and very high needs in mainstream Innovative Learning Environments (ILEs), and the aspects of pedagogical practices and classroom environments that have an impact on teaching and learning. An online questionnaire was distributed to teachers and the quantitative findings indicated generally positive views of ILEs for teaching and learning for all students. Innovative learning spaces were considered as beneficial for the teaching and learning of high needs as well as for students with very high needs. Open-ended questions included in the survey, however, enquiring into the benefits and concerns of ILEs for students with additional needs, reported that while overall benefits could be perceived, there were apprehensions about if and how the ILE is the best model for students with significant disability. The results are discussed in terms of applying the findings to a broader argument that supports the inclusion of students with additional needs within ILEs.

Perception of learning environment using the DREEM questionnaire at a North Indian medical college

Background: The educational setting is a crucial element of a curriculum and a gauge of the caliber of its graduates. The educational environment (EE) is shaped by a variety of elements. This study was undertaken to measure the EE of a private non-government run medical college in North India as perceived by its students. Aims and Objectives: Effective student learning is heavily dependent on the EE. A proven approach for evaluating the EE is the Dundee Ready Education Environment Measure (DREEM). This study attempted to identify areas of strengths and shortcomings as well as potential for changes in the current EE. Materials and Methods: After the approval from the Institutional Ethics Committee, the DREEM was used in this cross-sectional assessment at a private non-government run medical college in North India. While protecting their anonymity, the DREEM survey was given to all of the institute’s students spanning various semesters. Non-parametric tests were used to determine the institute’s overall and domain scores for various semesters. Results: The median DREEM score was 126/200 for a total of 202 students who returned the finished questionnaires. The percentage score for “students’ perceptions of academic self” was the greatest 66.5%, and the percentage score for “students’ social self-perception” was the lowest 57.9%. The perspectives of students in various educational years varied non-significantly. Conclusion: The median DREEM score was more favorable than unfavorable. The report outlined the program’s advantages as well as its shortcomings. Corrective actions taken to address the issues found would raise the standard of the learning environment and, by extension, the program.

A Multisite Assessment of Saudi Bachelor Nursing Students' Perceptions of Clinical Competence and Learning Environments: A Multivariate Conceptual Model Testing.

Background: It is thought that students’ perceptions of educational and clinical learning environments improve the effectiveness of curricula and professional standards. It is essential to examine the educational and clinical learning environments in which nursing students learn, as well as how nursing students evaluate particular factors of these environments. Objectives: The objectives of this study were to (1) identify nursing students’ perceptions on professional competence and learning environments in the classroom and clinical settings and (2) test a hypothetical model of variables that influence and predict students’ perceptions of learning environments and professional competencies. Methods: The study employed a descriptive cross-sectional methodological design. Five hundred and eighteen undergraduate nursing students were recruited from three Saudi Arabian universities using a convenient sampling technique. Using valid and reliable self-reported questionnaires, including the Dundee Ready Educational Environment Measure (DREEM), the modified Clinical Learning Environment Inventory (CLEI), and the Nurse Professional Competence Scale-Short (NPCS-SF), data were collected. Results: Perceptions of professional competence and learning environments were positive among nursing students. With satisfactory fit indices, the final model found that students’ perceptions of clinical competence were significantly predicted by their perceptions of the clinical environment (B = 0.43, p < 0.001), students’ perceptions of university environments (B = 0.29, p < 0.001), ward type (B = 0.12, p < 0.001), and students’ year of study (B = 0.11, p < 0.001). The students’ perceptions of clinical environments were significantly predicted by their perceptions of the university environment (B = 0.31, p < 0.001), gender (B = 0.13, p < 0.001), students’ year of study (B = 0.12, p < 0.001), and ward type (B = 0.11, p < 0.001). Moreover, the students’ perceptions of the university environment were significantly predicted by gender (B = 0.11, p < 0.001) and length of training (B = 0.12, p < 0.001). Conclusions: A range of factors might influence students’ perceptions of their professional competence and learning environments. Improving the learning environments and clinical experiences of students could enhance their clinical competence. This study’s findings provide evidence for how to enhance the learning environments in the classroom and clinical settings in order to improve students’ clinical competence, which will ultimately result in better patient outcomes. It is a top priority for nursing educators all around the world to improve classroom and clinical learning settings that foster students’ learning and professional competencies.

Preservice Teacher Perceptions of the Online Teaching and Learning Environment during COVID-19 Lockdown in the UAE

(1) Background: In March 2020, the United Arab Emirates Ministry of Education (MoE) closed all schools and universities in response to the global COVID-19 pandemic. All lessons had to be delivered online. This mixed methods case study explores responses to this change in learning environment from 35 BA Education and Early Childhood Studies preservice teachers at a British university in Dubai. The research sought to understand the impact of the sudden move to home learning and the ways in which it affected student communities alongside student perceptions of the online learning environment. (2) Methods: Quantitative data was collected via questionnaires allowing students to consider past experiences while reflecting on their approaches to the online environment. Weekly focus groups were held online to track the student experience and understand the influence of different pedagogical approaches. (3) Results: The research found most students maintained a ‘deep’ or ‘strategic’ approach to learning. (4) Conclusions: Despite students declaring the period of emergency online learning as successful, there was a strong preference for the traditional lecture format over alternative approaches, stating subjective feelings of belongingness and connectedness to the physical campus.

Perception of Learning Environment among Medical Imaging and Radiotherapy Students at Catholic University of Health and Allied Sciences in Tanzania

Perception of Learning Environment among Medical Imaging and Radiotherapy Students at Catholic University of Health and Allied Sciences in Tanzania

Perception of Educational Learning Environment among Undergraduate Nursing Students

Background: Learning environment have both direct and indirect influence on learning of the students, their engagement in learning and motivation to learn. How teachers interact with students and how students interact with one another affects learning and can be phrased as positive or negative learning environment. This study aimed to find out students’ perception on educational environment of the undergraduate nursing students. &#x0D; Methods: A cross sectional descriptive design was adopted. Maharajgunj Nursing Campus was the study setting. Complete enumerative sampling method was applied. Total sample size was 218 undergraduate nursing students. Structured self-administered questionnaire Dundee Ready Education Environment Measure (DREEM) an international inventory tool was used to collect data. Analysis was done using descriptive statistics such as frequency, mean, and percentage. &#x0D; Results: Most of the respondents were above 20 years (91.7%) of age, female (98.2%), and followed Hindu religion (95%). More than half (54.6%) were studying B.Sc. Nursing, The total mean score of the respondents in Dundee Ready Education Environment Measures was 130.54 + 17.44 with the score ranging from 75 to 186. The mean score on the subscales student’s perception of learning was 32.22+4.987 with the score ranging from 15-48, student’s perception of teachers 28.26+3.93 ranging from 11 to 41, academic self-perception 22.69+3.709 with the score ranging from 13 to 43, perception of learning atmosphere 30.30+5.196 with the score ranging from 11 to 45 and student’s social self perception 17.05+3.735 with the score 8 to 51. Most of the respondents (85.3%) have positive perception towards educational learning environment. &#x0D; Conclusion: The study concludes that most of the respondents have a positive perception on the learning environment as well as a positive perception towards the teachers, followed by a perception of the learning atmosphere as positive. &#x0D;

What Does It Mean To Take Online Classes As An International Student During COVID-19?

Using the Theory of Social Support and the Community of Inquiry as theoretical frameworks, this qualitative study explored international students’ experiences, challenges, and perceptions of online learning environments during the COVID-19 pandemic in the United States. By conducting three virtual focus group interviews with 18 international students, we identified four key themes that encapsulate participants’ challenges and experiences of online learning: social isolation in online learning spaces, difficulties with engaging in online class discussions and activities, limited opportunities for improving English proficiency in the online setting and limited academic support from faculty and advisors. Implications for research and practice to support international students are discussed.

How Do K–12 Students’ Perceptions of Online Learning Environments Affect Their Online Learning Engagement? Evidence from China’s COVID-19 School Closure Period

A learning environment’s quality has crucial influence on a student’s engagement. In this study, we utilized a structural equation modeling approach to explore the structural relationships between students’ perceptions of an online learning environment and their online learning engagement during China’s COVID-19 school closure period by focusing on an online learning environment and the specific features that facilitate student engagement. The online learning environment was conceptualized as a multidimensional structure consisting of four elements: pedagogy, social interaction, technology, and the consideration of home learning conditions. Student engagement was conceptualized as a multifaceted construct comprising behavioral, emotional, and cognitive engagement. The results showed that teaching presence significantly predicted deep behavioral engagement (β = 0.246), emotional engagement (β = 0.110), and cognitive engagement (β = 0.180). Social presence significantly positively predicted cognitive engagement (β = 0.298) and emotional engagement (β = 0.480), whereas its effect on behavioral engagement was not significant. The perceived ease of technology use significantly predicted only emotional engagement (β = 0.324), and the family learning presence significantly predicted only behavioral engagement (β = 0.108). The results also indicated that emotional and cognitive engagement had indirect effects on the predictive power of the online learning environment for behavioral engagement. These findings provide valuable guidelines and effective strategies for teachers and parents to design suitable online learning environments to enhance K–12 student engagement.

Perceptions of undergraduate allied health students of the clinical learning environment and clinical educators’ attributes at the University of Ghana

&#x0D; &#x0D; &#x0D; &#x0D; Background. Clinical education is a vital aspect of the education of health sciences students and consists of two components, i.e. the clinical learning environment and supervision.Objectives. To determine the undergraduate allied health sciences students’ perceptions regarding clinical educators’ attributes and the clinical learning environment.&#x0D; Methods. This cross-sectional study included 169 undergraduate students, randomly recruited from various allied health professions programmes of the University of Ghana. The McGill clinical teacher evaluation tool and the clinical learning environment inventory were used to determine students’ perceptions of clinical educators’ attributes and the clinical learning environment, respectively. The Kruskal-Wallis test and independent t-tests were used to test for relationships between students’ level and programme of study and their perceptions. The level of significance was set at 95%.&#x0D; Results. Of the 169 participants, there were 99 (58.6%) male students, 79 (46.7%) third-year students and 82 (48.5%) medical laboratory science students. Only 16 (9.5%) participants indicated visits by lecturers during clinical rotations. The third-year students had a statistically significant perception of their clinical learning environment (p=0.000), while the differences between perceptions of clinical learning environment among the various programmes were also statistically significant (p=0.028), but not for clinical educators’ attributes (p=0.261).&#x0D; Conclusion. Allied health sciences students have positive perceptions of their clinical learning environment and clinical educators’ attributes. More frequent visits by lecturers to students during clinical rotations may ensure that student innovation is achieved in accordance with their classroom tuition.&#x0D; &#x0D; &#x0D; &#x0D;

Sex and frequency of practical work as determinants of middle-school science students’ learning environment perceptions and attitudes

In this study of 431 Grade 9 and 10 students, we investigated gender and frequency of practical work as determinants of science students’ perceptions of their learning environment and attitudes. We assessed classroom environment with the Science Laboratory Environment Inventory (SLEI) and attitudes with the Students’ Adaptive Learning Engagement in Science (SALES) questionnaire and a scale involving students’ future intentions to study science. The surveys exhibited sound factorial validity and reliability. Interesting differences were found in the learning environment and student attitudes according to student gender and three different frequencies of practical work (namely, at least once a week, once every 2 weeks, or once every 3 weeks or more). More-frequent practical work was more effective than less-frequent practical work in terms of perceived open-endedness, integration and material environment in the laboratory environment and more-positive task value and self-regulation attitudes (with modest effect sizes exceeding one-third of a standard deviation). Although small gender differences existed for some scales, increasing the frequency of practical work was not differentially effective for male and female students.

Booming the Vocabulary Acquisition by Using Flipped Classroom on EFL Learners’ PPA (Performance, Perception and Acceptance)

With the advancement of technology, today’s language teaching and learning are no longer restricted to classroom face-to-face interaction, but it is going beyond a formal classroom. Drawing on this issue, this study sheds some light on the impact of flipped learning instruction on vocabulary acquisition of English learners as a foreign language, their perception of the practices of flipped learning, and their acceptance of the use of the WhatsApp smartphone application to assist the flipped learning activities. An experimental research design was employed by involving 60 EFL learners who were assigned into flipped (N=30) and conventional (N=30) groups. Learners of the flipped group were taught in combined learning activities before the class using WhatsApp and in-class active practices on vocabulary. This study used multiple data collection sources, including pre and post-tests on English vocabulary, a self-report survey, and a Technology Acceptance Model (TAM) questionnaire. The results demonstrated that the EFL learners in the flipped group scored higher in the post-test, and significantly outperformed their counterparts in the conventional group. Moreover, the results of the self-report survey showed that the EFL learners were at a positive perception of the flipped learning environment to study English vocabulary. Furthermore, finding on the TAM questionnaire portrayed that the EFL learners acknowledged WhatsApp as a satisfactory digital platform to assist the activities of English learning through flipped classrooms. This study offers insights for teachers and curriculum developers to begin acknowledging the promising role of digital learning of English beyond the classroom.

ANXIETY LEVEL OF MIDWIFERY CLINICAL STUDENTS DURING COVID-19 PANDEMIC

Introduction: Clinical midwifery students experience higher anxiety than the general population during COVID-19 pandemic. The higher level of anxiety is due to pressure in their clinical learning environment. This study will explore the effect of the clinical learning environment on the increased anxiety in midwifery students during the COVID-19 pandemic. Method: This prospective cross-sectional study was conducted on 82 clinical midwifery students at Airlangga University using an online survey. We excluded students who had not started clinical studies and students with pre-existing medical or comorbid psychiatric conditions that could explain the pain. Information from participants included socio-demographic, clinical learning environment questionnaire, and Hamilton Rating Scale for Anxiety (HRS-A). Results: The study showed that most of the respondents aged 20-27 years (73.2%), in the second semester (76.8%), living in boarding houses/contracts (74.4%), unmarried status (75.6%), the level of family income is very high (68.3%), and the perception of a poor clinical learning environment (51.2%). Participants experienced no anxiety the most (52.4%) and significantly correlated with the age p=0.047, domicile status p=0.076, and clinical learning environment p=0.008. But not their semester p=0.991, marital status p = 0.406, and family income p=0.872. Conclusion: These data indicate that age, domicile status, and clinical learning environment contribute to the incidence of anxiety in midwifery clinic students during the COVID-19 pandemic.

The impact of course format on student perceptions of the classroom learning environment and teamwork

Traditionally, education has been largely delivered in an in-person format; however, an increasing number of courses are being delivered entirely online or with a blend of online and in-person components. These formats differ along various dimensions, such as the quantity and quality of interpersonal interactions and connections, which will likely lead to different student experiences. Using a sample of 200 undergraduate student responses from an online survey, we compared five different course formats (in-person, synchronous online, asynchronous online, blended with alternating weeks and blended exam only) on students’ perceptions of various elements of their learning environment, including teaching presence, cognitive presence, social presence, sense of community and teamwork. A between groups ANOVA demonstrated significant differences for seven of the eight variables examined. In each case, the in-person format was rated the most positively and the blended exam only format tended to receive the poorest ratings. Overall, our results suggest that live interaction among students, and between students and instructors, whether it is from an in-person format or a blended alternating format, appears to be linked to more positive perceptions of the social learning environment.

A Study on Scale Adaptation to Determine Classroom Learning Environment Perceptions

This study aimed to perform a scale adaptation to determine students' perceptions of a classroom learning environment. The sample of the study consisted of 337 students for exploratory factor analysis and 1,639 students for confirmatory factor analysis. The scale known as My Class Activity adapted in this study was developed by Gentry and Gable (2001). The adapted scale is a five-point Likert-type scale consisting of four factors (interest, choice, challenge, and enjoyment). The scale was previously adapted to Turkish culture by Deniz and Saranli (2017), and in this study, we readapted the scale to Turkish culture. Exploratory factor analysis and reliability analysis of the data obtained from the scales were completed with SPSS software and confirmatory factor analysis with AMOS. As a result of the analyses of the adapted scale, it was decided to remove the challenge dimension. After the validity and reliability studies obtained from the three-factor (interest, choice, enjoyment) structure of the scale, it was concluded that the scale could be used in Turkish culture.