Quality Of Learning Environment Research Articles

Manajemen Efektif Pendidik dan Tenaga Kependidikan untuk Menciptakan Pembelajaran yang Berkualitas

Management of educators and education personnel is a key aspect of personnel management in educational institutions, with strategies for managing teacher and educator staff being the main focus for achieving quality learning. Professional development is also crucial in improving the competence and quality of trainers, while evaluation of their activities is necessary to monitor and improve performance. This study uses the literature method, with data collected through library data, reading, and managing research materials. The findings of this study show that effective human resource management strategies involve careful planning, thorough training and development, and regular performance evaluation. The implementation of education policies that focus on quality learning requires cross-departmental cooperation and active participation from various stakeholders. Environmental and organizational factors, including management, regulation, human resources, infrastructure, relationships, collaboration and changes in the external environment, also influence the effectiveness of HRM in educational institutions. By understanding the importance of educator and education personnel management and implementing effective HRM strategies, educational institutions can create a quality and competitive learning environment. This will positively impact the quality of education provided to students and help achieve broader educational goals.

Managing social-educational robotics for students with autism spectrum disorder through business model canvas and customer discovery.

Social-educational robotics, such as NAO humanoid robots with social, anthropomorphic, humanlike features, are tools for learning, education, and addressing developmental disorders (e.g., autism spectrum disorder or ASD) through social and collaborative robotic interactions and interventions. There are significant gaps at the intersection of social robotics and autism research dealing with how robotic technology helps ASD individuals with their social, emotional, and communication needs, and supports teachers who engage with ASD students. This research aims to (a) obtain new scientific knowledge on social-educational robotics by exploring the usage of social robots (especially humanoids) and robotic interventions with ASD students at high schools through an ASD student-teacher co-working with social robot-social robotic interactions triad framework; (b) utilize Business Model Canvas (BMC) methodology for robot design and curriculum development targeted at ASD students; and (c) connect interdisciplinary areas of consumer behavior research, social robotics, and human-robot interaction using customer discovery interviews for bridging the gap between academic research on social robotics on the one hand, and industry development and customers on the other. The customer discovery process in this research results in eight core research propositions delineating the contexts that enable a higher quality learning environment corresponding with ASD students' learning requirements through the use of social robots and preparing them for future learning and workforce environments.

Blended Learning Environment in EFL Class: Role of face-to-face and online learning

Blended learning has become a promising alternative to provide equitable access to quality learning environment. This mixed-method study investigated EFL learners’ perceptions of blended learning environment (BLE) in College English. It aims to identify the roles of F2F and online components, learners’ preference for the learning mode, and seek suggestions for improvement of BLE for College English. The study found that the students preferred the blended learning mode although the majority favoured F2F learning over online learning. Both F2F and online component have their advantageous roles. Effective integration and interaction hold the key to successful BLE.

Exploring the Role of Individual Differences on Instructors’ Technology Acceptance in Online Education through a Motivational Perspective

The present study aims to investigate the potential variables that influence the faculty members’ intention to continue using online learning systems during and after the pandemic based on extended Technology Acceptance Model (TAM) and Self Determination Theory (SDT), and to study individual differences between these variables. The methodology of the study was based on survey research and causal comparative methods. Convenience sampling method was used to identify the participants of the study, who are 302 faculty members working at twelve different state universities. Explanatory and confirmatory factor analysis (EFA-CFA) were used to test the factor structure of the data collection tool and to validate the tool through examining the model fit. Descriptive statistics were used to examine the distribution of the dependent variable scores of the participants, and one-way MANOVA was used to compare the variables based on individual differences. The findings indicated that CMP had the highest mean score, followed by the constructs of SDT (competence, autonomy, relatedness). A significant difference for male participants was observed in perceived ease of use and competence variables based on gender. No significant difference was found between the variables based on academic title. The present study established that all variables except relatedness indicated a significant difference that favors instructors with high and medium level online learning experience. It was concluded that the comparison of the motivational variables based on the individual differences of the instructors, which have critical importance in online education as well as in higher education, can contribute to the establishment of effective and sustainable quality learning environments (distance or hybrid) and to the existing literature.

Enhancing a Quality Teaching and Learning Environment in Large Classes in South African Universities: a Theoretical Exposition

The perpetual increase in students’ enrolment in higher education institutions, worldwide, has recently emerged as a key concern for both students, educators, parents, policy makers and educational policy analysts alike. This phenomenon has been borne out of a global trend of massification of higher education as many countries begin to consider the importance of education and skills development in economic growth and social development. On the other hand, it has been triggered by the perceived pattern of commodification of higher education services in which student intake and teaching outputs are intricately linked to the financial sustainability of higher education institutions. In this paper, a critical examination of literature pertaining to Large Class Pedagogy and Learning Theories is undertaken with a view to determine how one could teach and ensure quality learning in large classes within a South African higher education context. Anchored within a critical qualitative frame of analysis, the assessment draws from existing literature on Large Class Pedagogy (LCP), learning theories, teaching approaches and learning styles to provide a conceptual lens in which the challenges associated with large class environments can be mitigated to offer an educational experience of acceptable quality. The paper provides a synthesis of pertinent issues that have arose in the critical examination of LCP and appropriate Learning Theories in a developing country context as that of South Africa. It appears that government funding to higher education institutions should be increased through adoption of large class size reduction policies, equitable allocation of resources to faculties and academic departments by universities, rigorous assessment of staff-student ratios and infrastructure when new academic programs are introduced, monitoring of adherence to approved yearly student enrolment targets in academic programme, adoption of collaborative learning methods by academic staff in which self-directed learning styles in students are encouraged and supported, optimal use of educational technologies through systematic integration of digitization in the learning and teaching environment, enhanced administrative psycho-social support to students and lecturers are some of the macro, mesa and micro level strategies required to enhance quality teaching and learning with increasing class sizes.

Synergy between School Principals and Foundation Chairs in Building a Quality Learning Environment

This research aims to determine the synergy of top management within the educational foundation in the school's efforts to create a quality educational environment at Albuhari Labuhanbatu Vocational School. The research was conducted using qualitative descriptive methods at Albuhari Labuhanbatu Vocational School 2023. Data collection methods in this research used interview, observation and documentation techniques. Research shows that funds play a role as supervisors, mentors and coaches in implementing the development of a quality learning environment. This is seen in the selective decisions of administrators and the selection of teaching staff. The principal is the engine that drives the process of creating a quality learning environment. Creating a quality learning environment in schools requires three elements: input, process, and results. These three things are interdependent. Without good implementation and learning processes, the results of an educational institution will not be optimal. There are many obstacles in developing a quality learning environment, but with the cooperation and involvement of all parties in the school, such as the foundation and the principal, all of these can be overcome. Foundations, principals, and staff must work together to overcome the challenges that hinder the development of quality learning environments. It can be concluded that the role of the foundation in creating a quality educational environment at Al-Bukhari Labuhan Batu Vocational School has been quite effective. This shows that the Foundation plays an important role and synergizes well with the school principal in developing a quality learning environment at Albuhari Labukhanbatu Vocational School.

Effect of different teaching methods (reciprocal and shelf-check TS) on learning and performance of traditional Greek dance

ABSTRACT This study investigated the effect of reciprocal, self-check, and command TS on the learning and dance performance of Greek traditional dances. A total of 128 university students, were divided into three groups and taught six dances. The reciprocal experimental group, the self-check experimental group and the command control group. A two-way MANOVA indicated that in the Zonaradiko, Tsamiko and Pentozali dances, reciprocal and self-check TS scored higher (p < 0.05) than the command TS on individual criteria and overall performance. In the Xassapia and Tik-Double dances, only the criteria ‘dance recognition’, ‘qualitative movement elements’ and ‘expressiveness’ were superior. In the Enteka dance no differences (p > 0.05) were observed. Similarly, reciprocal, and self-check TS did not differ from each other, except of ‘qualitative movement elements’ and ‘expressiveness’ in the Pentozali dance, where reciprocal showed higher values (p < 0.05). The females’ dance performance was better than that of male students, regardless of the TS. The use of reciprocal, and self-check TS effectively contributes to the learning of Greek dance. A quality learning environment is promoted, where decision-making initiatives are delegated to students, enhancing the skills of collaboration, observation, heteroevaluation, self-assessment, and self-regulation, necessary in their lives, in general.

Role of Youth in Education and its Impact on Development in District Doda, Jammu and Kashmir

The mountainous region of India has been at the mercy of political turmoil for years, and on-going conflicts have limited access to quality learning environments. Without proper access to education and resources, many of Doda District's youth are unable to reach their fullest potential or even participate in basic levels of development. In this , we're exploring the impact of education on youth and development in Doda District, Jammu and Kashmir. We're going to uncover how lack of education has impacted the region's economic and social growth while examining current initiatives that are creating change. The on the title focuses on how to improve the development and participation of youth in the field of education. There are so many challenges faced by the people in the area in the shape of terrorism that stops the youth’s participation in the system of education and development that is why we need to protect both the development and education so we can get the peace, prosperity, brotherhood, harmony, tolerance and defence. It is the education through which we gain peace that leads to development and awareness of the positivity. The government has also introduced the New Education Policy Model which is a curriculum-based educational programmed for the betterment of children. This programmed focuses on developing the cognitive, physical and social skills of children. The region has also developed a Child Friendly School (CFS) concept, which seeks to provide quality education to children from lower-income families. CFSs are supported by the government and have teachers who are specially trained in early childhood education. Jammu and Kashmir has taken significant steps to ensure that all children have access to quality education. The initiatives mentioned above have helped the state to become one of the leading providers of ECE in India.

Enabling environment and support as determinant of quality in ECCD centres in Bhutan: An analysis of the findings of quality monitoring of ECCD centres in Bhutan

Quality in Early Childhood Care and Development (ECCD) centres is central to the effectiveness of programmes they provide but it is not limited to what early educators do with children on a daily basis emphasize that quality in early childhood education encompasses such facets as how engaging and safe the centre is, if there is a range of strategies and activities employed to make learning experiences meaningful, whether families and communities engage in the educational process, and if there is a systemic support from the larger community for the effective functioning of the centre. Recognizing the centrality of a holistic definition of early childhood education, the design of centres in Bhutan is founded on internationally accepted concepts and approaches that integrate critical aspects of quality learning environment. The Bhutan Quality Framework, with four specific domains and 29 indicators, define quality in terms of not just focusing on learning activities and strategies, but also encompassing child safety and well-being, quality of interaction and communication, and family and community involvement.This paper is essentially a report on the state of ECCD centres across the country, generated on the basis of assessment carried out using the quality monitoring tool for ECCD centres. The paper highlights the status of ECCD centres in terms of quality of learning in general and analyzes the levels of attainment in each of the four domains of quality. The paper further specifies the state of quality in ECCD centres by districts and types of centres to illustrate their strengths and weaknesses in varying situations and environments. The paper analyses the key findings of the survey and provides a number of recommendations that could contribute to heightening quality of ECCD programmes by addressing shortfalls in the different aspects of quality in ECCD centres

Perspectives of Visible Learning for Quality Learning Environment: A Case Study

A quality learning environment calls for learning to be visible for both lecturers and students. This study aimed to investigate the students' perspectives of the Ten Mindframes and the predictor mindframes of Visible Learning, which significantly contribute to students' academic achievement. Using a mixed-methods research approach, this study involved 416 students in undergraduate programmes. The findings revealed students valued the constructivism construct and the social-emotional aspects of Visible Learning mindframes. The results suggest that a more significant consolidation effort is required to promote a quality learning environment through visible teaching and learning.

School Excellence and Acceleration Policy: A Review of Theory and Implementation

This research aims to describe the advantages, disadvantages, and ideal picture of superior schools and acceleration programs. The research method used is descriptive qualitative with literature study. The results of the theoretical review present concepts and definitions of excellent schools and acceleration programs. The advantages of excellent schools include a quality learning environment, skilled teachers, and a curriculum focused on critical skills. Disadvantages of excellent schools include high competition and lack of involvement in non-academic aspects. The strengths of accelerated programs are that the academic challenges match the abilities of gifted and bright students. Disadvantages of accelerated programs include social and emotional gaps and a lack of focus on non-academic skills. The ideal picture of excellent schools and accelerated programs includes a balanced approach between academic and non-academic needs, emotional and social support for students, and flexibility in the curriculum. In conjunction with the curriculum reform in Curriculum 2013 (K13), a school policy with an SKS (Satuan Kredit Semester) system was created that emphasizes students' independent and collaborative learning abilities based on Independent Learning Activity Units (UKBM).

Evaluation on quality learning environment of an Islamic-based child care and education centre

Quality learning environment of early childhood setting has long been debated and discussed, foreseeing the impact on children’s physical, cognitive, emotional and social outcomes. The widespread usage of global quality measures such as the Early Childhood Environment Rating Scale–Revised (ECERS-R) has led to a new perspective of assessing the quality. Therefore, this paper focuses on an evaluation on quality learning environment of an Islamic-based child care and education centre using four subscales of ECERS-R, namely space and furnishings, personal care routines, language reasoning and programme structure. The findings indicate that the daily planning and implementation of activities do reflect the quality. To a certain extent, by using ECERS-R as a reference, it was noted that the subscales of language reasoning and programme structure are closely followed, even though there is a gap in terms of some items in space and furnishings and personal care routines. In addition, there are significant practices exclusively practised by the centre with the aim of inculcating religious values among the children. This preliminary study adds to the small but growing literatures on Islamic-based early child care and education centre in Malaysia.

Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

This study was carried out to uncover the pedagogical gaps by characterizing the teaching practices of chemistry within a teacher education institution and subsequently, identifying the prevalent, non-prevalent and unobserved teaching practices. Accordingly, this implementation study employed the classroom observation method. The one-semester implementation of 11 chemistry lessons of a university lecturer was observed using a psychometrically-validated observation checklist comprises 50 items or indicators that measure six principles (dimensions). The use of the observation checklist entails checking whether each indicator is observed or otherwise during classroom observations. With a frequency of more than 25% to be considered prevalent, the findings indicate that the lecturer prevalently “maintained a scaffolding of instructional alignment” (62.5%), “offered quality learning environments, resources, and technology” (57.1%), and “promoted positive beliefs, attitudes, and behavioral patterns” (54.5%). However, it was a non-prevalent practice in “encouraging intellectual curiosity” (8.3%), and “promoting an atmosphere of critical thinking and inquiry” (14.3%). The practice of “offering a varied learning atmosphere” was, regrettably, non-existent (0%). The pedagogical gaps uncovered are discussed in terms of the needed customized staff development on teaching and learning in teacher education, particularly the content coverage of pedagogy (or teaching models), and the pedagogical coverage of pedagogy.

Sustaining Students’ Quality Learning Environment by Reviewing Factors to Graduate-on-Time: A case study

Research reveals that several factors affect the quality of learning environments. Therefore, this study investigated significant factors that affect postgraduate students’ learning environment with regard to graduate on time (GOT). The study was conducted in a private Malaysian university involving 50 PhD students. Data were collected via tests, a questionnaire, and focus-group interviews. The findings revealed that critical reading skills and supervisory factors were significant factors affecting students’ ability to GOT. This implies that universities should integrate early intervention training programs to hone students’ critical literacy skills and provide effective supervisory practices for a sustainable quality postgraduate learning environment.

Student Learning Engagement with Emerging Technologies in the EFL Classroom in China: A Case Study

This study investigated learner engagement with emerging technologies as a viable teaching and learning tool. This explorative study was conducted in a public university located in Sichuan Province, China involving 160 sophomore students. Data were collected via a questionnaire consisting of open and close-ended questions. The findings revealed that EFL students frequently used Tencent as the preferred platform for online distance learning. Besides that, the findings demonstrated students' positive perception of learner-to-learner, learner-to-instructor, and learner-to-content interaction through the support of emerging technologies. Thus, it implies that emerging technologies have the potential to boost a quality learning environment.

A quality learning environment: an assessment of spaciousness of architectural design studios of Iraqi Kurdistan region universities using fuzzy logic

PurposeSpaciousness is defined as “the feeling of openness or room to wander” that has been affected by various physical factors. The purpose of this paper is to assess the spaciousness of space to determine how spacious the space is. Furthermore, the study intends to propose a fuzzy-based model to assess the degree of spaciousness in terms of physical parameters such as area, proportion, the ratio of window area to floor area and color value.Design/methodology/approachFuzzy logic is the most appropriate mathematical model to assess uncertainty using nonhomogeneous variables. In contrast to conventional methods, fuzzy logic depends on partial truth theory. MATLAB Fuzzy Logic Toolbox was used as a computational model including a fuzzy inference system (FIS) using linguistic variables called membership functions to define parameters. As a result, fuzzy logic was used in this study to assess the spaciousness degree of design studios in universities in the Iraqi Kurdistan region.FindingsThe findings of the presented fuzzy model show the degree to which the input variables affect a space perceived as larger and more spacious. The relationship between parameters has been represented in three-dimensional surface diagrams. The positive relationship of spaciousness with the area, window-to-floor area ratio and color value has been determined. In contrast, the negative relationship between spaciousness and space proportion is described. Moreover, the three-dimensional surface diagram illustrates how the changes in the input values affect the spaciousness degree. Besides, the improvement in the spaciousness degree of the design studio increases the quality learning environment.Originality/valueThis study attempted to assess the degree of spaciousness in design studios. There has been no attempt carried out to combine educational space learning environments and computational methods. This study focused on the assessment of spaciousness using the MATLAB Fuzzy Logic toolbox that has not been integrated so far.

Implementasi Teori Organisasi Berbasis Nilai Spiritual Islami dalam Praktik Pendidikan

The implementation of Islamic spiritual values-based organizational theory in educational practices is an interesting concept to be used as a guideline in managing educational institutions. This concept combines modern organizational theory principles with Islamic spiritual values to create a quality, conducive, and dignified learning environment. This article discusses the basic concepts of organizational theory, the principles of Islamic spiritual values-based organizational theory, as well as education practices based on Islamic spiritual values. In addition, this article also explains the benefits of implementing Islamic spiritual values-based organizational theory in educational practices, such as producing students with strong character, improving the moral quality of students, increasing students' social awareness, enhancing teaching effectiveness, increasing teacher job satisfaction, and improving the reputation of educational institutions. By applying the concept of Islamic spiritual values-based organizational theory in educational practices, educational institutions can improve the quality of education, create a conducive learning environment, and produce a generation with strong character and high moral qualities.

Architecture Students Self-Report Wellbeing Assessment Based On Quality Learning Environment in Design Studio

Higher education students’ difficulties, especially students in architecture education lead students to health problems. The design studio is the heart of architecture education and students spent most of their time with staff. Students tend to do various activities in the studio such as demonstrating, model-making, drawing, and lecturing. Therefore, the learning environment in the studio should attract students to spend most of their time in the studio happily. This research focused on a mixed method to assess the relationship between students’ wellbeing and the quality learning environment in the design studio. The students’ self-report assessment for the wellbeing situation has been used that depends on students experience in the design studio. For this reason, architecture design studios at private universities in Erbil city have been selected as a case study. The statistical program SPSS has been used to test hypotheses and analyze data. The findings of this study represent the significant positive relationship between students’ wellbeing and the quality learning environment in the design studio. Furthermore, the study illustrates the significance of the quality learning environment in the design studio and its role in the development of the student’s wellbeing.

An impaired learning environment: Resident physicians' experience of the transition to pandemic care during the first wave of the COVID-19 pandemic in Sweden.

Extensive studies regarding the COVID-19 pandemic have shown negative effects on physicians-in-training. Besides a high workload, their learning environment has been affected. A quality learning environment is vital for residents' physician's clinical development and also their health. Nevertheless, few studies have explored this. The aim of this study was to explore resident physicians' experiences of transition to pandemic care during the first wave of the COVID-19 pandemic in Sweden. In this qualitative study, 12 Swedish resident physicians were interviewed using a semi-structured interview guide. They were interviewed between June and October of 2020 and asked to reflect on the pandemic and, more specifically, the first wave. The empirical material was analysed using qualitative content analysis. The analysis resulted in one theme and four categories. The theme identified was An impaired learning environment which signifies the disruptions the resident physicians experienced during the first wave of the pandemic. The four categories, Professional role insecurity, High expectations but little influence, Stagnant clinical development, and Professional growth through experience, describe in what way the learning environment was impacted.

Investigating Learning and Improving Teaching in Engineering Thermodynamics Guided by Constructive Alignment and Competency Modeling: Part 1. Improving Our Learning Environment - How We Support Student Learning

How is it possible to create and continuously improve a quality learning environment for our students? We present our one-year course on engineering thermodynamics as a case study in which we investigate the learning environment based on a competency model from the students' perspective. Based on the analysis of our course structure and exam design, as well as a survey among students on their learning preferences, we propose several strategies to support student learning.