Technology-supported Learning Environment Research Articles

University campus as a smart technology-supported active learning arena

Universities are facing many challenges as they are expected to prepare their students in the best possible way to contribute to sustainable societal- and industrial development. Students will become researchers, innovators, entrepreneurs, and role models, and should be able to contribute in the transition to a greener and smarter future. The task is almost impossible. It requires full attention from both students and their teachers. To successfully complete this task, universities explore different approaches, including developing smart technology-supported active learning arenas. This report provides an insight into the technological development of the learning environment and presents wish lists for organizing a smart technology-supported learning environment, both in the physical and in the virtual environment, on campus and online (virtual). In addition, the report presents possibilities for appropriate development of competencies. The infrastructure for teaching, research, and administration must be as good as possible. Universities and other educational institutions around the world are experimenting with various technological solutions to establish a learning and working environment that is adapted to increased expectations and demands from students, employees, and society in general. An active learning arena must consider both physical, hybrid and virtual aspects and might address design and organization of physical and hybrid classrooms on campus, offices on campus, home offices, meeting places on campus, lounges and meeting rooms on campus, collaboration opportunities on campus, virtual rooms and virtual campuses, laboratories, social media, and biophilic areas.

Concept Mapping for Improving Reading Comprehension in Second Language Education: A Systematic Review

Reading is an essential learning tool for students to achieve academic and career success, and the ability to read also has a significant impact on students’ lifelong learning. In the field of ESL/EFL reading teaching, concept mapping has attracted considerable attention as a technique that can be used. To enable researchers and teachers to understand the research focus and application trends of concept mapping in the teaching of ESL/EFL reading, this article provides a literature review of 33 studies published in peer-reviewed journals from 2012 to 2022 on the use of concept mapping in teaching reading comprehension for learners in diverse ESL/EFL contexts. It was found that concept mapping was primarily used and studied among ESL/EFL students at the undergraduate level, serving as an advanced organizer in the pre-reading stage, an instructional medium in the while-reading stage, and a summarizing and evaluation tool in the after-reading stage. It was also found that the application of Kit-Build concept mapping, either in a technology-supported learning environment or with a source connection function, seems to have a promising impact on reading comprehension. Based on these findings, suggestions are provided to ESL/EFL teachers and researchers for better implementation and future research of concept mapping.

Creating Design Principles of a Learning Environment for Teaching Vector Spaces

In this study, determining the design principles of a technology-supported learning environment for teaching vector spaces by taking into account the representation languages defined by Hillel (2000), Harel's (2000) pedagogical principles and Sierpinska's (2000) thinking modes on Linear Algebra teaching were intended to be established. The research is a design-based research and three cycles were conducted to determine the design principles for the learning environment. The study group of the first cycle consists of 51, the second cycle's working group was 44, and the third cycle's study group consisted of 11 teacher candidates. The data of the research were obtained by field notes and video recordings. By analyzing the field notes and video recordings, design principles for the learning environment were determined after the first two cycles in light of the literature. The third cycle was carried out with the determined design principles, and the design principles were revised in line with the opinions of the teacher candidates and the course teacher after the application with the reports obtained during the application process. Design principles in the light of the results obtained from the research are as follows ; the use of technology, usage of modes of description, tasks, worksheets, the role of the teacher and group work. It is thought that a learning environment that will be created by paying attention to these design principles will contribute to the pre-service teachers' differentiation and use of different languages, the development of thinking styles, and to meet the principles of concreteness, necessity and generalizability.

Creating Design Principles of a Learning Environment for Teaching Vector Spaces

In this study, determining the design principles of a technology-supported learning environment for teaching vector spaces by taking into account the representation languages defined by Hillel (2000), Harel's (2000) pedagogical principles and Sierpinska's (2000) thinking modes on Linear Algebra teaching were intended to be established. The research is a design-based research and three cycles were conducted to determine the design principles for the learning environment. The study group of the first cycle consists of 51, the second cycle's working group was 44, and the third cycle's study group consisted of 11 teacher candidates. The data of the research were obtained by field notes and video recordings. By analyzing the field notes and video recordings, design principles for the learning environment were determined after the first two cycles in light of the literature. The third cycle was carried out with the determined design principles, and the design principles were revised in line with the opinions of the teacher candidates and the course teacher after the application with the reports obtained during the application process. Design principles in the light of the results obtained from the research are as follows ; the use of technology, usage of modes of description, tasks, worksheets, the role of the teacher and group work. It is thought that a learning environment that will be created by paying attention to these design principles will contribute to the pre-service teachers' differentiation and use of different languages, the development of thinking styles, and to meet the principles of concreteness, necessity and generalizability.

Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects

The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.

An Assessment of the Technology Supported Learning Environments and Attitude Towards Technology in Selected Naac Accredited Colleges of Education In Jammu

The study assessed students' perceptions of their technology-supported learning environments in teacher education classrooms in NAAC Accredited Colleges of Education in Jammu. The study is quantitative in nature and consisted of a sample of 150 students taken from two NAAC accredited colleges of education. The study utilizes the Technology Rich Outcome Focused Learning Environment Inventory (Aldridge and Fraser, 2003) modified by Gupta (2007). The results of the study reported that the modified TROFLEI was a reliable and valid instrument for assessing the learning environments in a technology-supported teacher education classroom. The assessment of the nature of the psycho-social learning environments revealed that students have a high mean score on all the scales of the TROFLEI and there are significant differences in the actual and preferred learning environments. Results showed that students usually want more teacher support, more cooperation and equity, more involvement and task orientation and more technology teaching than what they perceive is at present in a technology-supported learning environment. With regards to attitude towards technology, the students generally exhibited a positive attitude towards technology. Significant associations were also reported between the students' perceptions of their technology-supported learning environments and their attitudes toward technology. No significant gender differences were observed in the technologysupported learning environments.

Teacher Interaction in Technology- Supported Learning Environment (TSLE): A Social Constructivist Perspective

In the 21st century, the processes of learning are redefined and modified with the advancement in educational technology. The limitations of physical environment are substituted by online environment by providing opportunities to interact and discuss more widely and constructively. Discussion of content, application of content is gaining importance along with knowing the content. In present scenario one can access courses available online and participate in discussions which may result in knowledge accumulation, building professional relationships and exposure to one’s own field. Research shows significance of online interactions in teacher education and how it is closely viewed from the lenses of Social Constructivist theory. But limited research is conducted to know how online platforms and other factors affect interactions of student teachers and in-service teachers. The present research conducts a review analysis to know about the online platform and other factors which impact interactions of both student teachers and in-service teachers in Technology-supported learning environment. Through observations it is concluded that knowledge sharing coupled with knowledge construction in groups/collaborative platforms need to be encouraged keeping in view the factors which influence such process. Social interactions are essential for professional growth but while including them in educational courses the attitudes, motivational levels of course participants should be taken into consideration. This will help adding value to the process.

Peer Feedback in Technology-Supported Learning Environment: A Comprehensive Review

In this paper, a review of literature was undertaken to explore peer feedback studies in technology-supported learning environment. The objectives are to: (1) find out the extent to which technology-supported peer feedback has been studied in different contexts of teaching and learning (2) identify the opportunities/ affordances offered by technology-supported peer feedback activity and (3) summarize the potential challenges/ constraints of technology-supported peer feedback activity. Articles related to peer feedback practices conducted with the use of technology were searched from two databases: ScienceDirect and Taylor & Francis Online from 2015 to 2019. Of the final 33 articles selected for full review, 25 studies (75.8%) were conducted in the context of student writing and the three most productive research lines identified are different types/ characteristics of peer feedback, students’ perceptions on their experience of doing peer feedback activity and the impacts of peer feedback on students’ learning performance. Five most dominant affordances of technology-supported peer feedback activity were identified as follows: (1) opportunities to get high-quality feedback for student learning (2) promoting students’ deep self-reflection (3) convenience and ease (4) creating a safe and supportive learning environment and (5) opportunities to get peer support through interaction. Meanwhile, four main challenges were summarized as: (1) students’ lack of confidence to provide feedback (2) the lack of constructive peer feedback (3) students’ lack of trust in their peers’ ability to provide feedback and (4) students’ lack of active response to peer feedback. Some recommendations arising from the review are also discussed in this paper.

Promoting Technology- Implementation Learning paradigm for online learning in secondary Education

Online learning via educational Technology tools has been used as a paradigm shift in education to transmit knowledge and promote learners’ engagement in secondary learning environments. The emotional, behavioral and the cognitive facets of engagement play an important role in the learning process and social development. Learner engagement refers to the degree of attention, focus, belief, interest, and emotions that motivate learners successfully to practice higher-level critical thinking skills, and to promote meaningful learning experiences to achieve the course’s learning objectives and progress in their education. In this paper, the technology-implementation learning paradigm is proposed for the purpose of promoting learners’ engagement in online learning. This proposed paradigm is composed of four interacted fundamental dimensions, Attitude dimension, pedagogical dimension, social dimension, and technical dimension (APTS) that lead to engage learners emotionally, behaviorally and cognitively in technology-supported learning environment. Attitude dimension is the intentions and the perspectives to understand, interact and manage emotional skills and abilities needed by technology users for the effective usage of educational technology tools. Pedagogical dimension is the active learning process for cognitive development using pre-defined learning objectives and pedagogical theories to identify learning strategies and assessments to achieve planned educational outcomes. Technical dimension intends to create a computer and media literacy that allow learners and instructors to employ online learning without technical difficulties. Social dimension is to create a technology cooperation where learners are Networking with other learners and willing to share positively their experiences with peers and/or with the teacher to attain their emotional, social and cognitive engagement and keeps them motivated, and even inspired.

Visualizing the inner product space ℝm×n in a MATLAB-assisted linear algebra classroom

ABSTRACTThis linear algebra note offers teaching and learning ideas in the treatment of the inner product space in a technology-supported learning environment. Classroom activities proposed in this note demonstrate creative ways of integrating MATLAB technology into various properties of Frobenius inner product as visualization tools that complement the algebraic approach. As implemented in linear algebra lessons in a university in the Unites States, the article also incorporates algebraic and visual work of students who experienced these activities with MATLAB software. The connection between the Frobenius norm and the Euclidean norm is also emphasized.

The ESP Technology-Supported Learning Environment

This paper discusses the implementation of computers and the Internet technology in the learning environment within the ESP context. Designing and implementing digital technology in the teaching and learning process is one of the most demanding tasks. The use of technologies in the ESP classroom enables students to be active and collaborative, which contributes to improving learning achievements and increasing learning outcomes. The ultimate goal is to improve the quality of learning experiences, as well as to produce a highly social and authentic, supportive and productive learning environment that allows students the construction of relevant knowledge. The study examines students’ perceptions towards the implementation of digital technologies in the classroom. The results of the research show that students have very positive attitudes towards computers and the Internet technologies and their integration in the ESP learning environment.

The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

<p>We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers’ motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes.<strong> </strong>Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills.<strong> </strong>Therefore, learning environment plays an important role in preparing pre-service teachers.</p>

New ways of learning to fight fires? Learning processes and contradictions in distance and on-campus firefighter training in Sweden

<p class="Abstract">This article reports on findings from a comparative study on firefighter students' learning processes in a technology-supported distance training course and a traditional campus training course in Sweden. Based on student interviews and observations of exercises, the article aims to describe and analyse the impact on learning processes when exercise-oriented teaching takes place in a technology-supported learning environment instead of face to face on campus. Drawing on the concept of contradiction in activity theory, the findings indicate that distance students encounter several dilemmas and conflicts related to low instructor presence, ambiguities regarding learning requirements and division of labor, as well as shortcomings in the technologies offered. However, the distance students tend to develop strategies for dealing with these contradictions, resulting in the development of self-directed learning and more learner-centered approaches, while the campus students rely to a greater extent on traditional, instructor-centered teaching. During the 2-year training course, however, it appears the established norms and conventions of teaching and learning which characterise the campus mode, counteract changes in the distance mode. The technology-supported learning process with its focus on exercise preparation is thus gradually normalised in the direction of the campus mode, and its face -to-face, instructor-led and exercise-oriented learning process.</p>

Enhanced Learning by Extending Metadata of Learning Objects with Knowledge Objects

Students are given a set of prescribed learning objects within a domain area in a technology supported learning environment. Learning to be effective, the content should address the needs of students with various learning styles, promote adoption of a deep approach to learning, and help students to reach a higher level of intellectual gain. The current learning environment provides an opportunity for standardization of learning objects which can be reused, recombined and adapted through the use of LOs. The quality of the learning content delivered to a user also plays an important role and determination of such quality Learning Objects (LO) involves complex processes. An added knowledge to the existing LO can surely benefit the user in many ways and can improve the quality of an object. Metadata plays a bigger role in the delivery of Learning Objects based on user queries and many metadata standards exist which helps in retrieval of these LOs. A method is proposed to tag a new extended metadata called Knowledge Object (KO) of Knowledge Management System (KMS) with LOs. The LOs and KOs can automatically be classified using data mining approaches. K-nearest neighbour approach is used to find the closest KOs to a particular LOs These KOs are considered as extended metadata to fetch a Knowledge Enabled Learning Object as a specialized Knowledge Content to users; thereby the quality of an object in a learning environment is improved.

Increasing Learning Motivation and Student Engagement through the Technology- Supported Learning Environment

Education is one of the most important elements in our lives because it is a direct way to broaden our knowledge. In order to enhance academic learning experience, an increasing number of instructors are changing their pedagogies to make their students socially active in class participation. In this article, the author describes how the development and implementation of the technology-supported learning environment will be beneficial in student and instructor engagement and the overall learning motivation. The author first provides detailed implementation of the technology-supported learning environment. Next, she explains how to utilize such environment to increase in-class participation and to support collaborative learning. She then examines students’ overall learning and feedback, and analyzes the costs and benefits of this pedagogy. Finally, she concludes that this environment can promote greater classroom engagement and support collaborative learning.

Supporting Scientific Experimentation and Reasoning in Young Elementary School Students

Researchers from multiple perspectives have shown that young students can engage in the scientific reasoning involved in science experimentation. However, there is little research on how well these young students learn in inquiry-based learning environments that focus on using scientific experimentation strategies to learn new scientific information. This work investigates young children’s science concept learning via inquiry-based instruction on the thermodynamics system in a developmentally appropriate, technology-supported learning environment. First- and third-grade students participate in three sets of guided experimentation activities that involve using handheld computers to measure change in temperature given different types of insulation materials. Findings from pre- and post-comparisons show that students at both grade levels are able to learn about the thermodynamics system through engaging in the guided experiment activities. The instruction groups outperformed the control groups on multiple measures of thermodynamics knowledge, and the older children outperform the younger children. Knowledge gains are discussed in the context of mental models of the thermodynamics system that include the individual concepts mentioned above and the relationships between them. This work suggests that young students can benefit from science instruction centered on experimentation activities. It shows the benefits of presenting complex scientific information authentic contexts and the importance of providing the necessary scaffolding for meaningful scientific inquiry and experimentation.

Learning outcomes and processes in massively multiplayer online games: exploring the perceptions of players

Over the past decade research has recognised the learning potential of massively multiplayer online games (MMOGs). MMOGs can be used by the technology-enhanced learning research community to study and identify good educational practices that may inspire engaging, creative and motivating approaches for education and learning. To this end, in this research paper, we aim to explore the learning outcomes and processes emerging in the environment of MMOGs by initially studying the relevant perceptions of the players. Based on a theoretical framework referring to the cognitive, the social, and the affective aspects of a technology-supported learning environment, and through a mixed-method research and the analysis of qualitative data from 22 individual and group interviews, and quantitative data from a wider survey (minimum N = 221), we map and examine the cognitive, the skill-based, the social, and the affective potential impact of MMOGs. More specifically this study presents the perceptions of players on the learning impact of MMOGs, the potential transfer of skills to other domains, the learning practices they employ, and elements of the design of the environment that may present positive conditions for learning. We attempt to contribute to the research field and also provide insights for the design of technology-enhanced learning environments, by examining and mapping elements of MMOGs from the perspective of the design of an effective learning environment and based on empirical data.

Investigating the use of text messages in mobile learning

Nowadays, teaching and learning have been shifted from traditional classrooms to technology-supported learning environment. By offering a convenient, efficient and financially affordable information technology learning environment, mobile learning is a topic that is of considerable interest for education audiences owing to the pervasive nature of text messaging. This study investigated tertiary students’ use of text messaging in mobile learning and related areas such as their literacy levels and years of using text messages. Given the use of such technology in classrooms today, this study is timely and makes its contribution to what is naturally scant literature in this area. Data were gathered by way of a questionnaire and text message exercises. Fifty-three students participated in this study. The results shed light on whether or not text messaging is positively or negatively related to students’ self-rated reading and writing attainment. Also revealed is whether or not there are differences between students at different levels, that is, whether first-year undergraduate students use text messaging differently, and if so in what ways, than undergraduate students who are nearer the end of their studies and postgraduate students. This article offers insight into the implications of successful mobile learning upon a contemporary account of practices and how we educators might use text messaging in mobile learning.

Leveraging Technology for Chemical Sciences Education: An Early Assessment of WebCT Usage in First-Year Chemistry Courses

In this article, early results of combining information technologies with the intent of improving the science-learning environment in terms of student motivation and learning are presented. The assessment focuses on student reactions to these instructional innovations. Results show that students appreciate the scheduling flexibility found in technology supported learning (TSL) and take advantage of this to maximize their scores on online quizzes and exams. Results also show that students perceive a more positive impact on their learning and confidence when using the TSL environment.

Learning Therapy in a Technology-Supported Instructional Environment

There has been an explosion of interest in virtual education in recent years. Learning in a technology-supported instructional environment has meant a shift in the way we conceptualize how trainees are taught and how they learn. This article describes how the principles of a systems-oriented intervention model inspired the development of a step-by-step pedagogical strategy to guide the design and implementation of an effective technology-supported learning environment to train human service professionals for working with troubled youth and their families.