Successful Learning Environment Research Articles

International nursing students and clinical learning environments: A convergent mixed-methods study

AimTo acquire a comprehensive understanding of the international nursing students' clinical learning environments, comparing and contrasting qualitative and quantitative insights. BackgroundThe influx of international nursing students has increased in Italy and across Europe. These students, diverse in culture and language, encounter significant challenges to their education in clinical learning environments. Designconvergent mixed-methods research. MethodsQualitative and quantitative data were collected concurrently and independently, with equal emphasis, following a QUAL-QUANT structure. Qualitative analysis used descriptive content analysis, while quantitative data were based on descriptive and correlation analyses on surveys using the CALD scale. ResultsOverall 96 international nursing students participated in 24 focus groups. The CALD scale mean scores ranged from 2.7 to 4.5. The qualitative analysis presented two overarching themes: factors that promote a successful clinical learning environment and factors that inhibit a successful clinical learning environment in international students. The integration of qualitative and quantitative data generated four concordant and one discordant meta-inferences about the learning environment. ConclusionsCulturally sensitive clinical learning environments are imperative for the holistic development of international nursing students. Nurse educators must cultivate transcultural competencies and pedagogical skills to enhance the competencies and skills of this student population effectively.

Skills needed for success in online teaching: A qualitative study of experienced instructors

Although opportunities for online learning in higher education have increased, variations in the quality of online teaching are likely. Instructors at some institutions might be new to online teaching and/or may lack the necessary supports for creating successful virtual learning environments. Therefore, the purpose of this qualitative study was to identify the most valuable skills faculty need to teach successfully online. Instructors (N = 33) with ten or more years of online teaching experience at a highly ranked institution for online education were interviewed about their online teaching experiences. Participants’ responses to the question, “What skills do you think are most valuable for online instructors to have?” were analyzed with 6 major themes emerging. These themes are discussed within existing frameworks that have shaped the field of online education, including the Community of Inquiry framework (COI), the faculty readiness framework, and the Technology Acceptance Model.

Sherlock Holmes and the Neurophysiologists: Unraveling the "Mystery" of Active Learning Success.

The Sherlock Holmes (SH) Project is a collaborative problem-solving activity in the form of a murder mystery that is a great resource for upper-level undergraduate courses in neurophysiology that emphasize synaptic transmission and neuromuscular communication. This project, originally described by Adler and Schwartz (2006), has become a central focus of the Neurophysiology course at Allegheny College, along with many complementary activities that work to reinforce the neuroscience material and skills such as creative experimental design and analysis. Active Learning research in advanced levels of undergraduate courses is rare in the pedagogy literature, and this paper adds to that body of research. Formal assessment of the course generally and the SH Project specifically support the hypothesis that the active learning pedagogical strategies employed foster a positive and successful learning environment.

Mentoring Online Composition Instruction (ALP/Corequisite Writing) for Faculty and Student Success

This paper expands previous research discussing a former faculty-mentoring program for new and adjunct faculty teaching ALP (Accelerated Learning Program) / corequisite writing at the Community College of Rhode Island (CCRI) which was a boon to student success during the pandemic and aims to provide mentoring tools to new and adjunct faculty teaching online. The sudden shift to online learning brought multiple challenges, still relevant today, including student engagement, student attendance, and successful completion of work; thus, we also emphasize best digital practices that enable a successful online learning environment. A continuous support system / mentoring program that helps with all facets of distance learning is important for the success and well-being of both faculty and students.

Nurses, midwives and students' reports of effective dedicated education units in five European countries: A qualitative study.

To investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within "Dedicated Education Unit" model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment. A multi-country, phenomenological, qualitative study. Focus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives. Data analysis produced 4 main themes (1) Clinical placement organization, (2) students' clinical knowledge and skill acquisition, (3) students, and nurses/midwives' experiences within the DEU model and (4) factors for creating an effective learning environment. A close educational-service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals' education and development among others, are elements to set up a powerful clinical learning environment. It is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population. Due to the close relationship between students' learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes. Our findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement.

Empowering EFL Learners Engagement through Project-Based Learning Activities

This study investigates how English as a Foreign Language (EFL) learners' engagement and language skills are affected by project-based learning (PBL). In three cycles, twenty-eight seventh-graders participated in the research, which used a classroom action research (CAR) design in partnership with an English teacher. Student surveys, observation checklists, performance evaluations, and qualitative comments from the teacher and the students were used to gather data. According to the findings, PBL significantly increases student involvement; by the end of the cycle, 85% of students had shown consistent participation. Notably, motivation also rose, with 90% of students indicating a greater desire to learn English. There were gains in language proficiency; speaking and writing scores increased from 60% and 55% to 85% and 80%, respectively. Qualitative data showed that students felt more confident and enjoyed their learning, and they valued the PBL activities' applicability to the real world. The study also revealed problems, like lower-proficiency students' issues and initial resistance to group work, resolved with focused scaffolding and assistance. The results demonstrate that PBL can be a proper pedagogical strategy for raising student motivation and language acquisition. They also support the usefulness of PBL in fostering a more dynamic and successful EFL learning environment. Future studies could examine PBL's long-term effects and use in various educational settings.

ROLE OF FOREIGN LANGUAGE TEACHING ENJOYMENT ON BURNOUT AND RESILIENCE: RESULTS FROM EFL TEACHERS

Foreign language teachers often face distinct challenges in their professional journey, which can lead to burnout and decreased resilience. Foreign Language Teaching Enjoyment (FLTE) is an emotion that can help teachers overcome such challenges and difficulties. This study firstly examines the relationship between EFL teachers’ FLTE and their burnout, and secondly explores the relationship between EFL teachers’ FLTE and their resilience. The study also investigates the influence of EFL teachers’ FLTE on their burnout. The participants were 204 Iranian EFL teachers, comprising 140 females and 64 males. In the data collection, the participants responded to three online questionnaires, namely the Foreign Language Teaching Enjoyment Scale (FLTES), the Burnout Scale, and the Resilience Scale. The results of Pearson product-moment correlation indicated that EFL teachers’ FLTE was associated with both their burnout and their resilience. Moreover, the regression analysis showed that EFL teachers’ FLTE significantly predicted their burnout. The findings can help teachers set up a successful teaching and learning environment by boosting their sense of well-being. Education stakeholders can also utilize these findings to improve job satisfaction.

Analysis of the Principal Factors that Affect the English Language Learning Process of 8th-Grade Students

A descriptive study was developed to analyze the principal factors that affect the English language learning process focused on the Speaking ability. The methods used were Analysis and Synthesis, Hermeneutics, Descriptive Statistics, and Inductive-Deductive, through the application of tests, questionnaires, and an observation guide to the 8th grade-students and their teacher of English at Muisne High School in Esmeraldas province, in 2023. The principal results were that the Sociocultural factors present in these students were Affectivity, Motivation, Linguistics and Familiar ones . The teacher's pedagogical strategies were reduced to apply the Cooperative Learning Method and the use of flashcards as a material aid. The 8th-grade students' age range corresponds to adolescence human developmental stage (i.e. individuals normally experience biological and psychological changes that can affect their learning process, including low self-esteem and lack of motivation). On the other hand, their learning styles revealed their interest in communicative aspects, which coincided with some authors mentioned in the report. The study concluded that Sociocultural factors, pedagogical strategies, and students' characteristics and learning styles all play a crucial role in the Teaching-learning process of the English language. Teachers must adapt their teaching methods and materials to enhance the needs of their students, considering their differences and backgrounds. Additionally, teachers must consider the ethical aspect of teaching and build positive relationships with their students to ensure a successful learning environment.

Optimal pedagogical strategies in research methodology: Insights from student experiences

This study embarked on an exploratory journey to understand the nuances of effective pedagogy within the context of a Research Methodology course. With a participant pool of 24 students, qualitative methodologies were employed to delve deep into their experiences, perceptions, and reflections. Several emergent themes underscored the dynamics of a successful learning environment. Collaborative learning stood out as a key facilitator of understanding, highlighting the value of peer interactions and group endeavors. The instructor’s mediatory role emerged as pivotal, acting as a bridge between content and comprehension. Participants highlighted the profound impact of integrating real-world applications to enhance conceptual clarity, making abstract concepts tangible and relevant. Reflective practices and feedback mechanisms were underscored as instrumental in deepening understanding and fostering growth, respectively. The intertwining of theory and practice, along with the instructor’s adaptability, were deemed essential for comprehensive learning. Furthermore, culturally relevant pedagogy emerged as a necessity, emphasizing the symbiotic relationship between culture and cognition. Lastly, the motivational and encouraging role of the instructor significantly influenced the students’ commitment and enthusiasm. While these findings shed light on the intricate dance of effective pedagogy, they also pave the way for future research to further refine our understanding of optimal educational strategies.

Enhancing “HyFlex” Instruction: Best Practices, Criticisms, and Results from a Case Study in Graduate Education

HyFlex learning (a course modality in which students have the week-to-week option to attend either virtually or in-person) has gained prominence due to the increasing demand for flexible education options, especially in master’s programs for working professionals. It is frequently touted as a solution to programs that want to include in-person requirements but struggle with enrollment challenges and need to increase flexibility. This paper discusses the conversion of a traditionally in-person course to a HyFlex Course and the adaption of several active-learning modules to the new course modality, answering the following research questions: 1) What are some identifiable best practices for HyFlex instruction? 2) What type of active learning exercises are appropriate for HyFlex classrooms, and what active learning exercises are difficult to curate in a HyFlex environment? 3) What are the equity concerns in a HyFlex classroom, and how can instructors ensure that students have access to the same high-quality education? This research, which consists of a literature review of best practices and a case study applying lessons to the conversion of active-learning modules to HyFlex practice, found mixed results regarding student success in HyFlex courses, emphasizing the importance of addressing the unique challenges posed by this modality. Some issues that are discussed include concerns about lack of consistency, technical issues, difficulty engaging asynchronously, increased instructor workload, management challenges, and the need for effective communication. In conclusion, it finds that HyFlex teaching offers flexibility but presents challenges that educators and institutions must address to create a successful learning environment that meets the needs of all students. Awareness of potential issues and the implementation of best practices can help mitigate these challenges and enhance the effectiveness of HyFlex instruction.

Exploring Reasons for Learning English and Burnout Among Pre-University Students

English is crucial to achieve academic success and fulfil social needs of the language in today’s society. Several studies have reported that the reasons for learning English could facilitate learners to learn the language more seriously with the aim to be proficient and successful in acquiring the language. However, the reasons for learning the English language may be a factor that could lead to academic burnout. Therefore, this study explored the reasons for learning English and burnout among pre-university students. A quantitative approach was done to investigate reasons for learning English and its relation to students’ burnout. The survey used was derived from Pintrich and De Groot’s (1990) reasons for learning and Campos et al.’s (2011) causes of burnout. A purposive sample of 271 UiTM Centre of Foundation Studies students responded to the survey. The findings of this study revealed the affective component was the most significant cause of academic burnout due to maladaptive perfectionism whereby learners were concerned about making mistakes especially when they focused on learning English to excel in tests and examinations. Conclusively, the relationship between the reasons for learning English language and cause of burnout has prominent implications for academic institutions and educators to foster a positive and successful learning environment by providing resources and assistance programmes for students to manage academic difficulties and social stresses in English language learning.

Searching for Performance Accountability in Higher Education: A Case Study

Accountability is vital in ensuring universities to provide top-notch education to their stakeholders in higher education. Therefore, it is imperative to examine how universities can achieve intended performance accountability. The study analyzes the performance accountability of higher education, considering core, essential, and supporting components to meet stakeholder expectations. Based on the case study design, the data were collected through semi-structured interviews with stakeholders and secondary sources. The study sample was selected through the purposive sampling method, i.e., the University Authority, the Campus chief, three chairpersons of the subject committee, the president of the Professor Union Unit, the Coordinator of the Self-Evaluation Committee, and four faculties. After analyzing the data, it has been concluded that in order to achieve performance accountability in higher education, it is essential to manage the learning process effectively, have a strategic implementation plan, prioritize leadership, and adhere to accountability processes. These crucial elements are key to creating a successful learning environment, improving the quality of education, and ensuring accountability in the higher education sector. I claimed that the seed capital model is developed to enhance quality education by increasing higher education performance accountability. The study findings can help University officials and faculties improve education quality and policy formulation. Additionally, this study contributes to the existing literature on the institutional process and achieving accountability in all components of higher education.

Enhancing Speaking Skills through Storytelling: Perspectives of ESL Teachers from Northern Sindh

This qualitative study investigates the effectiveness of using storytelling as an educational strategy to improve spoken English abilities among secondary ESL students. The research, which was conducted in a Government High School in Sukkur, Sindh, Pakistan, used semi-structured interviews with seven ESL teachers to gather ideas directly from practitioners. The findings indicate that storytelling has a favorable impact on students. Through the storytelling approach students’ engagement increases, and they improve their vocabulary and fluency in the English language. Furthermore, students gain speaking confidence and better pronunciation. Limited resources, access to storytelling resources, and difficulty managing overcrowded classes were the most identified challenges by the teachers. The study's recommendations include resource distribution, class size control, and teacher professional development. The study adds significantly to literature by emphasizing the practical benefits of storytelling in ESL instruction, delivering context-specific insights, and making targeted recommendations for creating a successful learning environment.

“Students’ Preparedness on the Implementation of Flipped Teaching Approach in Davao Central College”

This study focused on the level of preparedness of Davao Central College students on the implementation of the flipped teaching approach among the selected college students coming from different departmental affiliation who are currently enrolled for the second semester of the school year 2022-2023. The study employed descriptive-regression quantitative method in research to describe and differentiate the Students’ Preparedness in Davao Central College towards Flipped teaching approach. The study revealed that students are highly prepared on the implementation of the flipped teaching approach in terms of teaching methods, assessment practices, and the utilization of instructional materials. However, in terms of departmental affiliation, only the College of Education and Liberal Arts has a significant difference among the indicators. Furthermore, the study found that students’ preparedness plays a significant role in achieving a successful teaching and learning environment. Thus, the study recommended that Davao Central College should be ready to implement the flipped teaching approach during emergencies that may put students’ lives at risk especially to those departments that are prepared on this approach. Instructors should focus on producing clear and engaging instructional materials and enhance their skills through training or professional development. They should tailor their teaching methods and assessment practices to suit the differences in student preparedness across different departments. Overall, the study provides a baseline for future research on flipped teaching in higher education institutions in the Philippines.

Pedagogy Designing With Augmented Reality: a Paradigm Shift in Educational Approaches

With Augmented Reality (AR) emerging as a revolutionary tool that reshapes conventional learning paradigms, the fusion of technology and education has given rise to creative educational approaches. This essay offers a thorough examination of augmented reality's place in education, highlighting its potential to improve pedagogy, engage students, and fundamentally alter the educational landscape. The essay starts by defining augmented reality as a link between the real and virtual worlds that provides an immersive and interactive learning experience. It explores the many uses of augmented reality, including anatomy classes with 3D interactive models and historical reenactments that take pupils back in time. These case studies show how augmented reality encourages participation, improves comprehension, and contextualizes learning materials. The fundamental ideas that underpin successful AR-enhanced schooling are presented in this study. It places a strong emphasis on scaffolding learning experiences, interaction, contextual relevance, and alignment with learning objectives. The difficulties of deploying AR are also discussed, giving educators ideas for a successful integration. These difficulties include technology infrastructure, educator training, content quality, and economic considerations. The research focuses on the potential of augmented reality to foster active learning. The relationship between augmented reality (AR) and active learning is examined, emphasizing the ways in which AR supports collaborative activities, problem-solving, and individualized learning paths. By imagining the role that augmented reality (AR) will play in future education, including personalized learning, virtual field excursions, mixed reality collaboration, and AI-driven adaptive learning, the essay demonstrates the revolutionary power of AR. The ethical challenges surrounding AR in the classroom are also covered, with a focus on the importance of addressing data protection, digital literacy, and responsible technology use. In order to prepare students for the challenges of a connected world while nurturing a lifetime love of learning, the study finishes by presenting augmented reality as a cornerstone of educational design. In essence, this article offers a thorough analysis of Augmented Reality's effects on education, highlighting its potential to transform pedagogy, improve learning opportunities, and influence the direction of education in the future. Educators are given a comprehensive grasp of how to use augmented reality to build immersive, successful learning environments by looking at case studies, design principles, difficulties, and future prospects

State vs. private preschool setting: assessing school quality for a successful learning environment

ABSTRACT Child-care researchers agree on the importance of preschool quality as an essential factor in developmental and cognitive outcomes. This study is a first attempt to assess structural and process aspects of Greek private and state preschool settings after the COVID-19 crisis and to provide empirical evidence for efforts to maintain the early childhood education curriculum. Comparisons between state and private preschool settings in two regions of Epirus showed the difference between the two types of preschools. All processes are perfectly in line with the current trends of educational programmes in Greece presented by the Institute for Educational Policy. The Early Childhood Environment Rating Scale-Revised (ECERS-R) in Greek translation was used in schools where children aged 3–5 years are enrolled. The results indicate that the quality of care in private preschools differed significantly from the quality of care in the state samples, although all scored good overall quality. A follow-up study will determine whether the quality of preschool processes is related to the quality of the home learning environment.

A successful learning environment for biology teachers in higher education: Needs assessment

A successful learning environment for biology teachers in higher education: Needs assessment

Neglect as an undefined and overlooked aspect of medical student mistreatment: A systematic review of the literature

Purpose Although the mistreatment of medical students is a well-researched topic, the scope of mistreatment often leaves out neglect, a subtype for which there is no accepted definition based in the published literature. This review sought to summarize the existing data on the prevalence and descriptors of neglect, identify strategies seen in the literature designed to improve it, and offer a synthesized definition of this phenomenon to guide future research. Methods Following PRISMA guidelines, a relevant systematic literature search from 2000 to April 2021 was performed to identify literature on neglect in clinical settings within American medical schools. Results Neglect, a poorly defined phenomenon in medical education related to the suboptimal learning environment, is often excluded from research on medical student mistreatment. Neglect is a barrier to a successful learning environment, yet a paucity of data and the heterogeneous nature of the present literature render it difficult to estimate its true prevalence. Studies that include neglect frequently assess it solely as the result of identity discrimination or stated career interests. Recent interventions include promoting longitudinal relationships between students and clinical faculty and establishing teaching expectations. Conclusions Neglect is the mistreatment of medical students by the medical care team via a lack of meaningful inclusion in the clinical environment such that it has a notable negative impact on learning and student well-being, regardless of intentionality. An established definition that is grounded in the literature is required to create a common point of reference and understand its true prevalence, its associated variables, and the best mitigation strategies, as well as to guide future research, which should examine neglect independently and as a consequence of personal and professional identities.

The impact of biophilic attributes on university students level of Satisfaction: Using virtual reality simulation

Biophilic design is a new approach that can enhance human psychological well-being. Most recent studies focus on applying biophilic design to hospitals or office buildings, not academic buildings. While usually ignored, students' level of satisfaction is one of the most important key indicators for a successful learning environment. This paper aims to identify the biophilic design attributes that can potentially contribute to enhancing the students' level of satisfaction. This will be done through an experimental research design using virtual reality in a design studio at The British University in Egypt. Each participant (N = 52) was exposed to the existing condition and then the virtual experience. Before and following each exposure, cognitive and performance assessments were administered, this assessment was analyzed with the use of SPSS. Results show a highly positive impact of Natural Lighting, Natural Ventilation Greenery, Large Windows, Indirect Connection to Nature, and Natural Finishing Material on the student’s level of satisfaction.

Management of Teaching and Learning Resources Application

Abstract: This paper focuses on the effective management of teaching and learning resources in classrooms using mobile learning and biometric attendance systems. With the creation of mobile applications, learning has become more flexible and accessible. Mobile learning is a strong tool for supporting and increasing learning. Classroom management is also crucial for providing an environment that is favorable to learning, and the integration of proper note-taking strategies can aid in effective learning. Additionally, using biometric attendance can produce precise and trustworthy attendance records, guaranteeing the attendance of all students. Overall, developing a successful learning environment that encourages student engagement and achievement depends on effective management of teaching and learning resources