Tools In Learning Environments Research Articles

Appraisal and Evaluation of the Learning Environment Instruments of the Student Nurse: A Systematic Review Using COSMIN Methodology

Nursing education consists of theory and practice, and student nurses' perception of the learning environment, both educational and clinical, is one of the elements that determines the success or failure of their university study path. This study aimed to identify the currently available tools for measuring the clinical and educational learning environments of student nurses and to evaluate their measurement properties in order to provide solid evidence for researchers, educators, and clinical tutors to use in the selection of tools. We conducted a systematic review to evaluate the psychometric properties of self-reported learning environment tools in accordance with the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) Guidelines of 2018. The research was conducted on the following databases: PubMed, CINAHL, APA PsycInfo, and ERIC. In the literature, 14 instruments were found that evaluate both the traditional and simulated clinical learning environments and the educational learning environments of student nurses. These tools can be ideally divided into first-generation tools developed from different learning theories and second-generation tools developed by mixing, reviewing, and integrating different already-validated tools. Not all the relevant psychometric properties of the instruments were evaluated, and the methodological approaches used were often doubtful or inadequate, thus threatening the instruments' external validity. Further research is needed to complete the validation processes undertaken for both new and already developed instruments, using higher-quality methods and evaluating all psychometric properties.

Utilising gamification for online evaluation through Quizizz: Teachers’ perspectives and experiences

During the pandemic, the 2019 novel coronavirus disease (COVID-19) has had a tremendous and massive impact on the entire cross-level education system in Indonesia and the global realm. This study aimed to look at the reflections of gamification activities that are used as a formative assessment tool in learning environments based on academic accomplishment and teachers’ engagement. The existing resource presented in this study in the form of ‘Quizizz’ can effectively transform formal education patterns into online education patterns assisted by virtual classrooms and other online learning media for the evaluation process. The method used in this research is phenomenology to investigate the perspectives and experiences of Indonesian secondary school teachers about remote Quizizz evaluation during the COVID19 pandemic to determine the teacher’s perspectives and experiences for media utilisation strategies in the online evaluation. The results of this study indicate that in learning activities during the COVID-19 pandemic, training is needed for teachers to respond to and overcome problems related to changes in the online evaluation process in the education system. Identifying teachers’ perspectives and experiences for an online-based evaluation process during the pandemic will contribute positively to achieving maximum student-learning goals and outcomes. 
 
 Keywords: Perspectives; experiences; evaluation; online learning; covid-19;

A National Survey of Collaboration Between Nurse Faculty Members and Staff Nurses in the Clinical Learning Environment.

The purpose of this study was to measure collaboration in the clinical learning environment. Clinical learning, which is essential for nursing education, allows students to integrate what they have learned in the classroom in a complex social context with an interactive network of forces. Stakeholders are nursing students, nursing faculty, and staff nurses who must collaborate in providing an effective learning environment for students. Quantitative data were collected via the Collaboration in the Clinical Learning Environment tool, an author-developed 24-item Likert scale designed to measure the amount of collaboration between staff nurses and nursing faculty members in the clinical learning environment. Three groups (n = 882) were surveyed: staff nurses, nurse faculty, and nurses who worked concurrently in academia and practice. This study adds to the literature on collaboration between nursing faculty members and staff nurses. It also highlights areas for improvement for both parties.

Second Grade Students’ Perspectives of Their Classrooms’ Physical Learning Environment: A Multiple Case Study

The study employed a qualitative multiple case study approach to investigate second-grade students’ perceptions of their classrooms’ physical learning environment. Data were collected through interviews, participant-generated photographs, and observations. Participants in the study were 16 students in four classrooms in three school districts. A physical learning environment tool, Assessing the Pillars of the Physical Environment for Academic Learning (APPEAL), developed by Evanshen and Faulk and published in 2019, was used to select classrooms to participate in the study. According to the scale, the top-scoring classrooms were more learner-centered (more constructivist) than the lowest-scoring (more traditional) classrooms. Generally, participants believed that classroom physical learning environments that were best for them were meaningful, offered easy access to resources and materials, and provided active learning and social engagement opportunities. Both physical and emotional comfort were important to participants. There were more similarities than differences between the participants’ perceptions in the classrooms that scored highest on the APPEAL and the classes that scored lowest. The findings suggested that young children’s perceptions of the environment can be influenced by their experiences or contexts and their differences. The results encourage teachers of young children to think about their students as actively affected by their environment and challenge them to design classroom physical learning environments that support the diverse needs of students within these spaces.

WEB 3.0 IN LEARNING ENVIRONMENTS: A SYSTEMATIC REVIEW

Web 3.0 technologies have inevitably affected educational research. Many studies have been conducted on the use of Web 3.0 tools in learning environments. The synthesis and summarization of the results of these studies with a systematic review is considered important in terms of being the source of future research and helping to spread the use of these technologies in education. Hence the purpose of this systematic review is to obtain a better understanding of how Web 3.0 technologies can be used to enhance quality of educational settings. The systematic analysis was conducted by 81 papers from 2005 to 2020. The PRISMA Statement was used in the research and report generation process. Papers related to semantic, augmented reality, intelligent tutoring system, 3d visual environments, 3d games and ontologies is included in the study. The results show that in 2008 and 2013 there was an increase in the number of studies. In addition, most experimental studies have been conducted in this literature and the studies in the discipline of science education are more than other disciplines. When the data collection tools used in the studies were examined, it was found that the majority of the studies were quantitative and most benefited from surveys, questionnaires and observational information in the data collection process. In addition, the majority of studies focus on the learning usefulness and learning outcomes of the software used in the research. Furthermore, suggestions for future researches were made in line with the limitations and results of the study.

RETRACTED: Development of smart english classroom system based on FPGA software and hardware co-simulation test

Improving English proficiency for professional students is a significant challenge in the AEC and the Renaissance. The problem found in the Polytechnic Gland Shipping Research Institute is the lack of time motivation and insufficient time for students to study outside the classroom lack of time. Therefore developed an Android-based “Technical English” application that supports PPN, English teaching, and learning processes. Development and Smart Classroom List (SCI) Verification. SCI is a learning environment tool that integrates existing technologies, including TROFLEI, TICI and CCEI (ergonomics). SCI is included to learn the functions, materials to describe flexibility, and experience factors in the smart classroom. The information technology detail used in some projects has also been adapted to the elegant classroom environment. Older classmates check the tool and reveal ten balances: body design, flexibility, and use of technology, learning data diversity, inquiry, collaboration, student drive, honesty and learning experience. The results of the Acid Ceasefire Agreement prove that is a simple tool for assessing the learning environment in a smart classroom. Student Differences, Flexibility, Technology Application, and Learning Data Factors There are four significant practical priority differences in the learning environment in a smart classroom. FPGA has received a lot of attention from the nuclear industry as an alternative platform for logical programming controllers for digitalization and control. The FPGA development software feature includes several steps for integration and refinement, and each such step requires a different simulation verification step. This research proposes an integrated software testing framework that simulates all the glitches created by FPGA software and evaluates whether it can work in general, using the standard Oracle programs for all glitches simultaneously.

Distance learning during COVID-19 pandemic: opportunities and challenges for Moroccan public high school students

The outbreak of the Novel Coronavirus compelled countries and governments to declare emergency states in order to control the spread of the pandemic. In response to that outbreak, several measures were undertaken by the Moroccan government since the declaration of a state of emergency in the kingdom on March 20th, 2020. The implementation of urgent preventive policies also includes university and school closures to prevent teachers and students’ infection. Consequently, distance learning replaced conventional classrooms to ensure the continuity of the lessons. As to many countries, the shift to online learning was not preceded by adequate strategies to guarantee a successful distance learning phase. Availability of educational technology, mastery of learning environment tools and teacher-student readiness to deal with the new teaching and learning procedures represent extraordinary challenges for Moroccan educational system. In this context, the present paper aims at analyzing challenges encountered by public high school students during distance learning experience. Those challenges are related to home situation, course and technology use, and distance learning platforms. It also sheds light on opportunities offered to students through online learning that allow them to improve their technical skills, enhance their learning abilities and promote their learning strategies. Despite the challenges encountered by high school students, the study reveals interesting opportunities which have made the students benefit from distance learning and created an urgent need to reconsider the national policy of ICT implementation in education.

Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

Abstract Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.

Structure or Nurture?

How can instructors group students into teams that interact and learn effectively together? One strand of research advocates for grouping students into teams with "good" compositions such as skill diversity. Another strand argues for deploying team-building activities to foster interpersonal relations like psychological safety. Our work synthesizes these two strands of research. We describe an experiment (N=249) that compares how team composition vs. team-building activities affect student team outcomes. In two university courses, we composed student teams either randomly or using a criteria-based team formation tool. Teams further performed team-building activities that promoted either team or task outcomes. We collected project scores, and used surveys to measure psychological safety, perceived performance, and team satisfaction. Surprisingly, the criteria-based teams did not statistically differ from the random teams on any of the measures taken, despite having compositions that better satisfied the criteria defined by the instructor. Our findings argue that, for instructors deploying a team formation tool, creating an expectation among team members that their team can perform well is as important as tuning the criteria in the tool. We also found that student teams reported high levels of psychological safety, but these levels appeared to develop organically and were not affected by the activities or compositional strategies tested. We distill these and other findings into implications for the design and deployment of team formation tools for learning environments.

Burnout and the learning environment of anaesthetic trainees.

Burnout has a high prevalence among healthcare workers and is increasingly recognised as an environmental problem rather than reflecting a personal inability to cope with work stress. We distributed an electronic survey, which included the Maslach Burnout Inventory Health Services Survey and a previously validated learning environment instrument, to 281 Victorian anaesthetic trainees. The response rate was 50%. We found significantly raised rates of burnout in two of three subscales. Ninety-one respondents (67%) displayed evidence of burnout in at least one domain, with 67 (49%) reporting high emotional exhaustion and 57 (42%) reporting high depersonalisation. The clinical learning environment tool demonstrated a significant negative correlation with burnout (r=-0.56, <i>P</i> <0.001). Burnout was significantly more common than when previously measured in Victoria in 2008 (62% versus 38%). Trainees rated examination preparation the most stressful aspect of the training program. There is a high prevalence of burnout among Victorian anaesthetic trainees. We have shown a significant correlation exists between the clinical learning environment measure and the presence of burnout. This correlation supports the development of interventions to improve the clinical learning environment, as a means to improve trainee wellbeing and address the high prevalence of burnout.

Students’ perceived impact of learning and satisfaction with blogs

PurposeStudents’ use of blogging tools in learning environments is increasing across the world. The purpose of this paper is to contribute to the literature by examining the effects of relevant factors that engender satisfaction and positive impacts of the technology for learning.Design/methodology/approachA cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems course. The partial least squares technique of structural equation modelling was used to test the reliability and validity of the data, and the study’s hypothesised relationships or paths.FindingsThis study revealed that perceived enjoyment, compatibility, usefulness, ease of use, and confirmation have positive influence on students’ satisfaction with blog use. Perceived enjoyment had the greatest influence on students’ satisfaction with blog use for learning. Perceived impact on learning was positively influenced by perceived ease of use, enjoyment, and satisfaction.Originality/valueA limited amount of empirical research has focussed on students’ perceptions of satisfaction and perceived impact on learning through blog use in higher educational contexts. This study adds to the growing literature in this area of study.

A SURVEY STUDY OF PERSONAL LEARNING ENVIRONMENT TOOLS FOR ENGLISH LANGUAGE LEARNING OF THAI EFL UNDERGRADUATE STUDENTS

This paper aimed to explore Personal Learning Environment tools for English language learning of Thai EFL undergraduate students. The study used the questionnaire as an instrument to gather the information from the first year public university students studying in foundation English course. These were administered to 150 learners. The data received from the questionnaires were analyzed using the descriptive analysis in percentage. The results indicated that Google and YouTube were mainly used to learn and improve all skills of English, while Facebook was used to focus on learning and improving reading and writing skills. These tools conformed to the key characteristics of Personal Learning Environment (PLE) which were learner control, lifelong learning and various tools. Most students used Google to learn and improve every skill of English since it has been considered as a valuable resource for support independent language learning. It contributed learners to search for the information they desired through the use of keywords. Like Google, YouTube was used to learn and improve all skills of English because it provided a rich resource for learners to explore together with discover educational content. Besides, it offered fast and fun access to language, culture-based videos as well as instruction from all over the globe. For Facebook, it assisted learners to learn and improve their reading and writing skills as well as their collaborative learning. They could share, collaborate or work as a team and critique on each other’s work with easy access. Keywords: Personal Learning Environment, Personal Learning Environment Tools, English Language Learning

Development and Testing of the Collaboration in the Clinical Learning Environment Tool.

This study was done to develop and psychometrically test the Collaboration in the Clinical Learning Environment (CCLE) tool. The researcher acknowledged 2 distinct populations that required input into this particular tool development: staff nurses and nursing faculty members. Both have influence into student learning. Research followed the 8-step methodology for tool development as defined by DeVellis. Reliability testing was done on the 24-item CCLE, which confirmed a Cronbach's alpha of .96. Exploratory factor analysis with principal component factor analysis was done to examine the structure of the instrument. Validity was supported through the content expert review, along with concurrent validity. Although collaboration has been emphasized for many years in the clinical learning environment, the construct has never been successfully operationalized. Implications for nursing education, practice, and theory are discussed.

The Effects of Smartphone Use on Organic Chemical Compound Learning

As a result of rapid technological advances, smartphones have recently enjoyed widespread use. The basic purpose of this study is to examine the effects of smartphones when they are used as educational tools in learning environments. To assess the effects of smartphone use on learning, this study uses smartphones as educational tools in a chemistry course that focuses on naming organic chemical compounds. Text and multimedia messages that are sent to students’ smartphones include the names, formulas, pronunciations, and usage areas of compounds, along with questions related to these compounds. These messages are supported with audio-visual content to make the information more permanent. In the second stage of the study, questions are sent via text message to evaluate the students’ levels of understanding in the field of naming and writing compounds. In addition to this evaluation, students’ attitudes about this method have been researched. As a result of evaluating the gathered data, this study has made a statistically significant contribution to the literature on students’ learning of chemical compounds. Students showed positive behaviours when using smartphones as educational tools and said that learning with smartphones was easier than with other learning methods.

An Open-Access Web-based medical image atlas for collaborative Medical image sharing, processing, Web Semantic searching and analysis with uses in medical training, research and second opinion of cases

Objetivo: Desarrollo de un atlas Web para el intercambio colaborativo, procesamiento y análisis de imágenes diagnósticas. Materiales y Métodos: Uso de herramientas Web 2.0 para desarrollo de Ambientes de Aprendizaje Personalizado para el aprendizaje social y la construcción e intercambio del conocimiento. Resultados: La plataforma permite subir, visualizar, procesar y comentar las imágenes médicas de forma colaborativa. El sistema posee un módulo de red social, módulo de Webinars para análisis de casos en tiempo real, y módulo de visualización, anotación, análisis y procesamiento de imágenes. El sistema tiene usos como un gran repositorio de imágenes diagnósticas creado y validado por la comunidad médica y utilizado para la formación, la investigación, así como referencia y segunda opinión de casos.

Acceptance Factors and Current Level of Use of Web 2.0 Technologies for Learning in Higher Education: a Case Study of Two Countries

The use of Web 2.0 technology tools or social media in educational context is being emphasized in recent times in different parts of the world and this has brought about a significant increase in the number of educational institutions who are aware of their usefulness when either implementing them as a separate system or incorporating them into their learning management systems. However, there is little research on the acceptance and how much these tools are currently being used for learning hence the need for more empirical studies to investigate factors that would influence acceptance and increase the use of these technologies. The study developed hypotheses and a research model which was operationalized into a questionnaire administered to academics and students in Scotland and Nigeria. 317 responses were received from Nigeria and 279 from Scotland. Analysed data was used to validate the research model that is aimed at explaining acceptance and present level of use of Web 2.0 technology tools in learning environments.

The Bricolage Approach of Teaching in a Blended Learning Environment

The proliferation of technology in various areas in our society can be compare to flowing water that supplies energy to each part of its system. In the field of education, technology pours its strength not only to the process of teaching and learning but also to the continuous improvement of delivery of education. Unfortunately, not all academic institutions are enjoying the benefits provided by technological innovations in education. Various academic institutions have been suffering for several years since the advent of technological innovations in education. Poor academic institutions are far left behind in this educational innovation. This study presented the development of Bricolage Approach of teaching using four types of ICT sustainability. Technology Acceptance Model (TAM) of Davis (1989) was adapted in this study using a customized blended learning environment tool to gauge the students’ acceptability of the Bricolage Approach of Teaching in a blended learning environment. The findings of the study resulted to the increase of students’ knowledge in e-learning tool. Furthermore, result demonstrated concrete evidence of students’ favorable acceptability of Bricolage Approach of teaching in a blended learning environment using TAM’s factor perceived usefulness, perceived ease of use, attitude towards usage and behavior intention to use. Keywords: Bricolage approach; Bricola; Blended learning; Technology Acceptance Model (TAM)

Integrating Social Media Technologies In Higher Education: Costs-Benefits Analysis

Social networking and electronic channels of communication are effective tools in the process of teaching and learning and have increasingly improved the quality of students’ learning outcomes in higher education in recent years. The process encourages students’ active engagement, collaboration, and participation in class activities and group work, and provides a flow of information dissemination in a sophisticated method that yields measurable results. Faculty can monitor collaborative and independent activities of their students and can also provide timely feedback. Studies identified some issues associated with social networking and students’ learning ability, but argue that performance assessment and learning outcomes can be adequately managed as a result of social networking mechanism. This paper concludes that electronic media enhance collaborative learning activities, enabling students to engage in an ongoing communication with one another in the process of learning. Effective use of social networking tools in learning environments by faculty can sustain the quality of instructions and skills-development in business education.

Social Networking And Pedagogical Variations: An Integrated Approach For Effective Interpersonal And Group Communications Skills Development

Electronic communication and social networking are effective and useful tools in the process of teaching and learning and have increasingly improved the quality of students’ learning outcomes in higher education in recent years. The system encourages and supports students’ active engagement, collaboration, and participation in class activities and provides a process of information dissemination in a unique method that yields measurable results. Faculty members are capable of monitoring and evaluating collaborative and independent efforts and activities of students and can provide immediate and timely feedback to students. While there are some issues and concerns regarding social networking and students’ learning, numerous studies indicate that performance assessment and learning outcomes are adequately and objectively measured and managed as a result of social networking mechanism. Additionally, electronic media enhance collaborative learning activities and experiences. Effective and selective use of electronic and social networking tools in learning environments by innovative-minded and interactive faculty can sustain the quality of instructions and skills-development in communications disciplines.

A service‐oriented virtual learning environment

PurposeThe purpose of this paper is to present a prototype pluggable service‐oriented virtual learning environment, enabling teachers to create an integrated teaching environment using tools that have been chosen to best meet their academic requirements.Design/methodology/approachThis is an implementation of a WAFFLE Bus. A microkernel software design pattern is used to enable tools to be added and removed from the system. An enterprise service bus is used to provide workflow and message transformation functionality. Tools are managed through web service interfaces and Shibboleth is used to effect interoperability at the web application user interface. The initial services for the prototype were chosen to implement a simple web service teaching workflow.FindingsFirst, Shibboleth is shown to provide a solution to the virtual learning environment tools' interoperability problem. Second, the service‐oriented virtual learning environment naturally leads to the ability to operate with many different types of information channels in and out of the system. This leads to a multiplicity of possible types of context‐dependent user interface. Third, immersive 3D, possibly the most interesting interface, will provide a context amenable to even the smallest development teams for the introduction of artificial intelligence into teaching. Finally, web service workflow is shown to provide a viable option for the implementation of learning designs with advantages and disadvantages compared to existing approaches.Research limitations/implicationsDifferent types of information channels are associated with different security problems. It will be important to determine what the best ways are of establishing secure channels to student personal learning environments. The present web service workflow design tools are of the highest quality and usability, but the design process is still a job for a specialist. It might be possible, however, to modify these open source tools to bring the design process within the grasp of non‐specialists.Originality/valueThe software system presented herein represents one possible path leading away from VLE monolithy using a service‐oriented approach. A new solution to the tools' interoperability problem is presented along with a multi‐faceted approach to the user interface. The enterprise service bus creates a flexible platform for the delivery of web service teaching and learning workflows. It is posited that the use of an immersive 3D user interface will create a context that facilitates the introduction of an artificial intelligence layer into the virtual learning environment that can serve robot teaching avatars.