Positive Learning Environment Research Articles

Facilitators and barriers for implementing the PALS school-wide positive behavior support model in a Swedish municipality: A focus group study.

A research-supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school-wide positive behavior support (SW-PBS), in Scandinavia adapted into "positive behavior, interactions and learning environment in school" (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data-driven) and deductive (theory-driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship-based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

Teaching design and implementation of traffic system simulation course based on a computer virtual reality software under the background of engineering education

AbstractThe further reform and development of engineering education courses can help improve the teaching quality of higher education institutions, implement the fundamental task of talent cultivation, and provide important support and channels for cultivating high‐quality and supportive engineering technical talents. The traffic system simulation course is an applied science closely related to engineering technology. It mainly cultivates senior engineering technical talents engaged in research and development of transportation engineering, analysis of road traffic characteristics, and transportation planning and design. Considering the characteristics of the traffic system simulation course, this study puts forward the course teaching design based on computer virtual reality software. Combined with the training objectives of applied talents in the traffic system simulation course, this study focuses on how to reform the teaching content and teaching mode with the help of Vissim computer simulation software. The course teaching design refines and optimizes the teaching content by the use of computer software. The use of Vissim software in the course enriches the teaching content and methods and stimulates students' interest in learning. Through the guidance of active exploration and self‐directed learning for students, the traffic system simulation course reform has created a more positive and effective learning environment for students, which helps to cultivate their exploratory spirit and innovative ability. The implementation of the course teaching reform has gradually improved students' learning initiative and ability to master course content, as well as their practical problem‐solving abilities. Good teaching results have been achieved.

How to Promote High-school Students’ Foreign Language Enjoyment in Reading Class

Scholarly attention for Foreign Language Enjoyment (FLE) has sharply increased in recent years for its role in facilitating language learning as well as promoting language learners’ well-being. FEL is closely related to learners’ language proficiency. However, there is few studies about some specific language skills, especially reading skills. Therefore, this study mainly discussed the importance of FLE for reading, influencing factors of FLE, and the measures taken to promote high-school students’ FLE in reading class. Through literature research method, the study found out that there is a positive correlation between FLE and reading proficiency. FLE is affected by multiple factors such as individual learners and external environment. It can take measures from teaching content, teaching activity and teaching skill and device to promote FLE in reading class. The measures mainly include: providing diversify reading materials, incorporating games and competitions, celebrating reading achievements, integration of technology and creating a positive learning environment. The research finding can provide beneficial insights for teachers to construct a positive foreign language classroom environment.

Determinants of Classroom Management as Perceived by Female Students at the Secondary Level

Effective classroom management is directly associated with a positive class environment and positive outcomes. In this study, we examined the different determinants of the classroom management. This study was conducted in four secondary schools (private) in the District of Faisalabad in Punjab province. Students from class 10th were considered as the population, thus from each selected school, the total number of students was 350 which served as the population of this study. All the participants were female students. Of the total population, 25 students were chosen from each selected school, thereby the total sample size of the study was 100 female students. A questionnaire was administered for the data collection and was analyzed using Statistical Package for Social Sciences (SPSS). Results revealed that perceived challenges faced by students in the classroom, with mental illness, lack of self-confidence, personal issues, and poor listening emerging as the most prominent concerns. Whereas, factors perceived to significantly affect classroom management, highlighting disabilities, lack of interest, and self-esteem as primary considerations for educators and administrators. Investing in teacher training programs that focus on aspects of classroom management can enhance their ability to create a positive and conducive learning environment.

Implementasi Pengembangan Tenaga Pendidik Guru BK: Studi Kasus di SMP Negeri 2 Sukodono

The arrangement on the advancement of counseling instructors is an imperative perspective of making strides the quality of direction and counseling administrations in present day instructive settings. This brief examines the challenges and prospects of implementing such a policy in the current educational environment. Challenges include limited resources, gaps in access to training and resistance to change. Be that as it may, with the proper approach, there's extraordinary potential to move forward the quality of instructive administrations, back all encompassing understudy improvement and create a positive learning environment. Recommendations include updating curricula, improving accessibility to training, emphasizing practical skills, strong organizational support, building professional networks and continuous evaluation. By actualizing these proposals, it is anticipated that the usage of the counseling instructor teacher improvement arrangement will have a positive affect on the quality of instruction and the welfare understudies.

Applying the master adaptive learner framework to just‐in‐time training of procedures

AbstractBackgroundJust‐in‐time training (JITT) occurs in the clinical context when learners need immediate guidance for procedures due to a lack of proficiency or the need for knowledge refreshment. The master adaptive learner (MAL) framework presents a comprehensive model of transforming learners into adaptive experts, proficient not only in their current tasks but also in the ongoing development of lifelong skills. With the evolving landscape of procedural competence in emergency medicine (EM), trainees must develop the capacity to acquire and master new techniques consistently. This concept paper will discuss using JITT to support the development of MALs in the emergency department.MethodsIn May 2023, an expert panel from the Society for Academic Emergency Medicine (SAEM) Medical Educator's Boot Camp delivered a comprehensive half‐day preconference session entitled “Be the Best Teacher” at the society's annual meeting. A subgroup within this panel focused on applying the MAL framework to JITT. This subgroup collaboratively developed a practical guide that underwent iterative review and refinement.ResultsThe MAL‐JITT framework integrates the learner's past experiences with the educator's proficiency, allowing the educational experience to address the unique requirements of each case. We outline a structured five‐step process for applying JITT, utilizing the lumbar puncture procedure as an example of integrating the MAL stages of planning, learning, assessing, and adjusting. This innovative approach facilitates prompt procedural competence and cultivates a positive learning environment that fosters acquiring adaptable learning skills with enduring benefits throughout the learner's career trajectory.ConclusionsJITT for procedures holds the potential to cultivate a dynamic learning environment conducive to nurturing the development of MALs in EM.

FOSTERING DIGITAL TRANSFORMATIONS IN MILITARY ENGINEERING EDUCATION: INTRODUCTION OF A TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT

Digital tools have become integral to training military engineers, and the introduction of a technology-enhanced learning environment may improve the educational process at higher military educational institutions. This study explores the impact of digital transformations in military engineering education through a technology-enhanced learning environment. To answer the research questions, mixed methodology was used, which involved integration and data triangulation matrices. The survey included 17 experts who possess the competences to evaluate the integration of technology into the learning environment. The results showed that a positive technology-enhanced learning environment is represented through ICT-supported learning, e-learning, blended learning, and virtual learning environments. The researchers distinguished groups of digital tools used at higher military educational institutions (communication tools, content creation tools, Learning Management Systems, collaboration tools, assessment tools, simulation and modelling, and adaptive learning tools). The impact of digital tools applied for the formation of professional competence among future military engineers was evaluated. Then, the algorithm for creating and developing a positive technology-enhanced learning environment was explained as the set of systematic measures used to design and implement a learning environment that integrates technology. The measures to be taken to foster digital technologies while training future military engineers were described during the study. The outcomes can be used to improve the existing system of military engineering education at the Ukrainian military institutions and to maximize the professional training at the active military units. Keywords: digital tools, higher military educational institution, learning environment, professional competence, technology-enhanced learning

OBE 理念下大学英语学生自主学习能力培养策略研究

Under the OBE (Outcome-Based Education) concept, cultivating students’ autonomous learning ability is an important task in College English courses, requiring the joint efforts of teachers and students. Only by creating a positive learning environment, guiding students to set learning goals and plans, inspiring students’ interest in learning and self-motivation, and establishing effective feedback mechanisms, can students’ autonomous learning ability be effectively cultivated. This enhances their English proficiency and lays a solid foundation for their future development. This paper proposes strategies for cultivating students’ autonomous learning ability from the OBE concept perspective and in conjunction with the content of College English courses, aiming for students to continuously improve their comprehensive English learning ability through autonomous learning.

The Influence of Environment and Facilities on Student Learning in Elementary Schools

The learning environment in elementary schools plays an important role in shaping students' educational experiences and outcomes. This research investigates the impact of the learning environment in elementary schools on student performance, behavior, and engagement. A quantitative approach was used to collect data from 30 elementary school students who filled out an open-ended questionnaire. The research results show a significant relationship between students' perceptions of the learning environment and students' academic performance, behavior, and level of engagement. When students report a positive learning environment, significant improvements are seen in their academic achievement, as well as their behavior and level of engagement in the learning process. This research also emphasizes the importance of various factors in the learning environment, such as classroom design, interactions between teachers and students, teaching methods, and the physical condition of the learning space. Creating a conducive learning environment is key to shaping students' positive experiences and encouraging their active participation in the educational process. Learning is a process activity and is a very fundamental element in the implementation of every type and level of education. This means that success or failure in achieving educational goals really depends on the learning process experienced by students, both when they are at school and in their own home or family environment. Dimyanti and Mudjiono (2013:17-18) state.

Implementation Of School Security Patrol (SSP) Activities In Developing Character Education

The School Security Patrol activities at SDN Jaticempaka VI Bekasi showcase the school's dedication to creating a secure and positive learning environment, emphasizing character development. The program involves students actively engaging in security responsibilities, fostering values like responsibility, leadership, cooperation, and community spirit. This integration aligns with the broader goal of character education, aiming to nurture students academically, ethically, and socially. SDN Jaticempaka VI Bekasi's proactive approach combines security measures with character development, highlighting its commitment to shaping well-rounded individuals for success. The study aims to explore the implementation model, the role in national character development, and obstacles faced by the School Security Patrol activities at SDN Jaticempaka VI Bekasi. Findings reveal that the program is executed by class representatives following a set schedule. The role of the school security patrol in character development is crucial, instilling values such as courage, discipline, independence, responsibility, and social concern. However, obstacles include a lack of professional trainers, members not fulfilling duties due to unexpected absences, and student indifference towards patrol members. Final Conclusion is show that, SDN Jaticempaka VI Bekasi's School Security Patrol activities effectively combine security and character development, contributing to a holistic educational experience. Despite facing challenges, the program's positive impact on students' character underscores the school's commitment to nurturing well-rounded individuals.

The power of laughter: a study on humor and creativity in undergraduate nursing education in Egypt

BackgroundCreativity in nursing education is crucial for developing practical problem-solving skills, and humor is a valuable tool for stress management and fostering a positive learning environment. This study explored the relationship between creativity and humor among nursing students.MethodsA cross-sectional survey was conducted with 265 convenient undergraduate nursing students aged 20 to 25. The Short Scale of Creative Self (SSCS) and the Multidimensional Sense of Humor Scale (MSHS) were used to measure creativity and various aspects of humor.ResultsShowed a significant positive correlation between humor and creativity (r = 0.238, p < 0.001). Positive correlations were found between Humor Production, Coping or Adaptive Humor, and Appreciation of Humor with creativity (r = 0.254, 0.230, and 0.461, p < 0.001, respectively). In contrast, Attitudes Toward Humor and Humorous People were negatively correlated with creativity (r=-0.343, p < 0.05). Humor accounted for 16.2% of the variance in creativity.ConclusionThe study concluded a strong link between humor and creativity, with positive correlations observed between creative self-efficacy and creative personal identity with different aspects of humor. The study recommends the incorporation of humor into nursing education and healthcare settings to encourage creative problem-solving and reduce burnout among students and staff.

Implications of clinical simulation in motivation for learning: scoping review.

To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P - undergraduate students attending Nursing or Medicine courses; C - motivation for learning, and C - skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.

Investigating Practical Content Delivery Perspectives among Engineering Students: Insights from Tertiary Institutions in South-West Nigeria

The lack of enthusiasm among students for practical classes is alarming. This prompted the need for an investigation into the issues of engineering education, with a focus on practical content delivery perspectives. An online questionnaire was completed by 325 respondents from tertiary institutions in southwest Nigeria, resulting in responses. This ensured diversity in age, gender, field of study, and academic level, providing detailed insights into the composition of the respondent pool. Notably, the majority of participants (295) are male, with only 30 females, highlighting a gender disparity that is common in most tertiary institutions. The distribution across fields and academic levels illustrates the diversity of engineering disciplines and academic advancement. For instance, electrical/electronics engineering received 153 responses, with ND 1 students being the most represented. A comprehensive evaluation of practical session challenges revealed widespread consensus on issues such as time constraints, insufficient equipment, and overcrowded classes. The mean values revealed the relative importance of each criterion, providing a more comprehensive understanding of respondents' viewpoints. The study concludes with innovative strategies for improving hands-on education while addressing identified shortcomings. The recommendations include improved access to resources, increased industry participation, modernization of equipment, standardized content delivery, technology-enabled learning, faculty development, structured coaching, adaptive assessments, and regular curriculum evaluations. These programs aim to promote continuous improvement and create a positive and productive learning environment for engineering students. This study provides valuable insights and practical solutions for enhancing the delivery of content, bridging gaps, and improving the quality of engineering education.

The Lived Experience of Play and How It Relates to Psychological Wellbeing: An Interpretive Phenomenological Analysis (IPA) Study Amongst Undergraduate Students from Medicine, Nursing, and Allied Health Professions' Programmes in the United Kingdom.

Current literature acknowledges that undergraduate students undertaking programmes in medicine, nursing, and allied health professions experience occupational stress which presents as a detriment to mental health, psychological wellbeing (PWB), and burnout. Strategies to improve the wellbeing of students have been slow to embed and have had limited impact, indeed the issue of declining wellbeing amongst this group is escalating. Studies from the business literature suggest that organisations that foster a playful environment reap benefits in terms of employee wellbeing. This interpretive phenomenological analysis (IPA) study explored the lived experiences of play amongst undergraduate students from medicine, nursing, and allied health professions' programmes in the clinical practice setting. The resultant findings offer some unique empirical insights into the types of play that the students engaged in, ranging from informal banter with peers and patients to artful, sophisticated, cocreated play. The study also revealed insights about the factors which facilitate play, notably the "big personalities" on the ward. The factors which limited play are related to the tension between being a health professional and the enactment of play as well as hierarchical factors. Crucially, the study found that the practice of play induced key hedonic and eudaimonic PWB benefits to the students, ranging from positive affect to improved relationships, a sense of meaning, and a positive learning environment, offering original empirical insights. These findings have not been observed previously and shine a conceptual light on a previously unknown phenomenon.

IJCM_367A: Mapping the Terrain of Learning: A Study on the Association between Self- Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute in Kolkata

Background: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching Objectives: To assess the perceptions of learning environment and self- directed learning readiness and the association between the two among public health students Methodology: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Census method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The collected data was analysed using descriptive and inferential statistics in SPSS, version 16. Ethical approval was taken from Institutional Ethics Committee of AIIH&amp;PH, Kolkata. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week and around 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). SDLRS and perceptions of Learning environment improved with increase in duration of studying. Age(p=0.015) and prior academic qualification(p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS is associated with positive Learning Environment. SDL ability can be improved by changing the learning environment to include new student-centered teaching methods. The duration of studying in the institute is also an important driver to inculcate self directed learning ability among the participants.

Mapping the Terrain of Learning: A Study on the Association between Self-Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute At Kolkata, India

Introduction: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching. Objectives: To assess the perceptions of learning environment and self-directed learning readiness and association between the two among public health researchers and also to elicit the factors associated with SDLRS. Method: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Complete Enumeration method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The data was analysed in SPSS, version 16. Ethical approval was taken. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week, 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. The overall perception of learning environment was more positive than negative. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). Age (p=0.015) and prior academic qualification (p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS was associated with positive Learning Environment. The overall perception of SDLRS was average and the SDL ability improved with duration of study in the institute and deteriorated with age of the study participants

InsightStream: A Real-Time Perspective on Classroom Environment

Abstract: Traditionally, understanding classroom environment relies on subjective observations and post-hoc surveys. "Insight Stream" proposes a paradigm shift, offering a real-time, data-driven perspective through machine learning-powered facial emotion detection. This project leverages AI to analyse student facial expressions during class, capturing the emotional undercurrents in real-time. By delving beyond spoken words, "Insight Stream" aims to: Quantify classroom engagement: Detect emotions like boredom, confusion, and excitement to gauge real-time student engagement and adapt teaching methods accordingly. Identify hidden anxieties: Uncover subtle cues of anxiety or discomfort that may go unnoticed, allowing for proactive support and personalized interventions. Optimize teaching delivery: Track shifts in emotional response to different teaching styles and materials, enabling instructors to fine-tune their methods for maximal impact. Foster well-being: Monitor overall emotional climate to ensure a positive and supportive learning environment, contributing to student well-being and academic success. "Insight Stream" goes beyond just observing the classroom - it delves into the hearts and minds of students, offering a real-time window into their emotional tapestry. This project holds immense potential to revolutionize teaching and learning, creating a dynamic and data-driven environment that caters to the holistic needs of every student.

Public Service Motivation and Factors Affecting Students' Learning Motivation - Research at Lam Dong Medical College

Working in the medical industry requires patience, sacrifice and love for people. People with personalities and awareness aligned with these qualities tend to be more inclined to meet the job demands, thus resulting in higher satisfaction and long-term commitment to their work. This study analyzes the impact of factors such as lecturers’ behavior, students' active learning orientation, positive learning environment, active teaching methods, public service motivation, and perception of future career opportunities on the learning motivation of medical students. The study surveyed 318 students who are studying at the Lam Dong Medical College. The results show that all six factors above have a positive impact on the learning motivation of students. In particular, the public service motivation factor has the strongest impact. Based on the research results, the authors propose some managerial implications to improve students' learning motivation.&#x0D; &#x0D; &#x0D;

THE PECULIARITIES OF INCREASING STUDENTS' MOTIVATION FOR LEARNING ENGLISH BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Motivating students for learning a foreign language can be challenging, but educators can help to foster students’ motivation by employing a series of strategies, such as creating a positive and supportive learning environment and building a positive relationship with the students, using a variety of teaching methods, providing regular feedback and recognition for their efforts, using authentic materials, technology, setting achievable goals, and providing opportunities for student choice and autonomy by encouraging learning outside the classroom. The purpose of our research is to determine the ways how information and communication technologies can increase the level of students’ motivation for learning English as a foreign language. Analysis, synthesis and modelling methods were used to study the state of research. The results of our research were carried out with the help of empirical methods: pedagogical observation, questionnaires, interviews, testing, the method of experimental evaluations. Employing technology in education is becoming a global trend and the majority of students use it in education in general but also in the process of language acquisition. Most scholars view the use of technology as being supportive for the learning environment and as a crucial element in providing a high-quality education, especially for the new generations of students who were born in the digital era and thus can not function without technology. Technology offers students quick access to relevant information, not to mention that it expands their universe of learning. It also allows students to get in contact with a wealth of authentic resources, which can inspire language learners. The paper begins with highlighting the importance of motivation in language acquisition, then it presents the main reasons why we should connect motivation with technology, and finally it reviews some benefits of using technology to enhance language learning.

Status of Instructional Leadership Practices in Botswana's Public Technical and Vocational Education and Training: A Case of Brigades

This qualitative multi-case study explores instructional leadership practices at Botswana's brigades, a key provider of semi-skilled Technical and Vocational Education and Training (TVET) programmes. This study investigated the perspectives of instructional leaders and lecturers at two institutions in the Southern District to understand their experiences with leadership practices. Drawing on Hallinger and Murphy's (1985) framework, this research examines how instructional leadership unfolds within brigades, focusing on defining the mission, managing curriculum and instruction, and fostering a positive learning environment. Furthermore, it explores the collaborative practices of the leadership team, including principals, deputy principals, and department heads. The findings reveal a general understanding of instructional leadership among participants, with some evidence of practices, such as curriculum management and stakeholder involvement. However, concerns have been raised regarding communication gaps, limited shared leadership, and ineffective evaluation. The study also identified essential competencies for instructional leaders, including communication, planning, and resource management. Key challenges include information overload, resource shortage, and staff training gaps. The participants suggested strategies for improvement, emphasizing streamlined expectations, consistent monitoring, leadership development, and adequate resourcing. Overall, the study contributes to a deeper understanding of instructional leadership in Botswana's TVET sector and provides insights for enhancing programme quality and graduate employability.