Traditional Learning Environments Research Articles

Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana

Smart learning environment (SLE) modules are rapidly expanding with the advancement of technology. However, the concept is still new to many educational institutions in developing countries, with scant studies conducted using the African context. To avoid being left behind in the steps towards modernization, the qualitative study proposes the need to migrate from a traditional learning environment (TLE) to a SLE. Thirty-eight (38) teachers in Ghana who transitioned from TLE to a SLE were recruited to explore their pedagogical experiences in instructing in TLE (old classrooms) and SLE (new classrooms). Generally, teachers favoured SLE compared to TLE. Teachers were motivated to instruct in smart schools because of the affordances of smart technologies. They considered the ambience created in SLE as conducive to promoting their psychological well-being, facilitating their professional development, fostering good assessment strategies, and building twenty-first-century skills in learners needed in the labour market. However, a majority of the teachers perceived self-regulation and social interactions to be more effective in TLE. The key challenges in the SLE included network lag, limited funds to purchase data bundles, malfunction of learning management systems (LMS), and difficulty in designing a Smart App tailored to instructors’ and students’ interests. It is recommended that school administrators and policymakers continually revise SLE frameworks for a successful smart education. Future researchers can investigate how to promote personalized and adaptive learning in SLE and promising tools to assist instructors in technology-enhanced learning environments.

Exploring the Influence of Perceived Usefulness and Perceived Ease of Use on Technology Engagement of Business Administration Instructors

The increasing prevalence of technology in educational settings, driven by advancements in digital tools and changing pedagogical paradigms, has made its integration vital, particularly in business education, to prepare students for success in dynamic environments. The pandemic further accelerated the adoption of flexible learning modalities, emphasizing the necessity for increased adaptability and resilience in traditional learning environments, and underscoring technology's indispensable role in education. The research methodology involves a quantitative descriptive design, utilizing surveys administered to twenty-nine (29) faculty members of the Negros Oriental State University, Main Campus 1. The study used descriptive statistics and structural equation modeling. The findings indicate a strong agreement among respondents regarding the usefulness and ease of utilizing technology in teaching contexts, with mean scores reflecting high levels of agreement across various statements. Notably, instructors perceived technology as highly useful in teaching and generally find technology easy to use. However, the cognitive challenges associated with its integration are acknowledged, particularly concerning the mental effort required. The study reveals widespread adoption of technology for instructional purposes among respondents, with video conferencing, learning management systems, and collaboration platforms being the most commonly used tools. Furthermore, the analysis of the relationship between technology engagement and technology utilization suggests that perceived usefulness and ease of use do not significantly impact engagement with technology in educational settings. The recommendation is to establish technology integration committees, implement clear standards, invest in infrastructure, offer innovation incentives, foster openness to avoid technology hesitancy, integrate technology into curriculum design, facilitate online collaboration, emphasize data privacy, build community partnerships, and prioritize continuous evaluation.

Blended Learning for Aviation School

Blended learning has been identified as a highly promising instructional approach within vocational education institutions. The objective of this study is to examine the disparities in speaking skills learning strategies between traditional (face-to-face) instruction and blended learning. Additionally, the study seeks to ascertain the impact of these learning strategies on students' speaking abilities in both traditional and blended learning environments. The present study employs a quantitative research approach, utilizing an experimental design. The sample for this study comprised 120 cadets, with 24 cadets representing the Medan Aviation Polytechnic and 96 cadets representing the Surabaya Aviation Polytechnic. The results of this study suggest that the mere adoption of technology and the removal of the traditional classroom setting do not suffice in establishing an optimal learning environment for individuals learning a second or foreign language. Nevertheless, there exists a considerable opportunity to amalgamate conventional educational settings with contemporary technological advancements in order to enhance students' academic achievements across various abilities and sub-skills, with a particular emphasis on oral communication proficiency. Based on the results obtained from the study, it is possible to draw the following conclusions: 1) A statistically significant disparity exists in the proficiency of English speaking skills when employing the blended learning approach. 2) A statistically significant discrepancy is observed in the proficiency of English speaking skills for the experimental group, thereby corroborating the efficacy of post-implementation learning strategies.

Assessing Student Performance in Digital Signal Processing (DSP) Subjects: A Comparative Study of Traditional and Online Learning Environments

Assessing Student Performance in Digital Signal Processing (DSP) Subjects: A Comparative Study of Traditional and Online Learning Environments

Perceptions of Medical Students Concerning Online Education

Background: The COVID-19 pandemic necessitated a rapid shift to online education systems worldwide, significantly affecting traditional learning environments. This study examines the perceptions and experiences of medical students at Liaquat University of Medical & Health Sciences (LUMHS) during the enforced online education period, exploring the efficacy and challenges of this sudden transition. Objective: The main objective of this study was to assess medical students' perceptions of online education, their engagement with various digital tools, and the effectiveness of online learning during the COVID-19 lockdown. Methods: A cross-sectional study was conducted using a non-probability convenience sampling method at LUMHS. The study spanned one month and included undergraduate medical students who consented to participate. A structured questionnaire was employed to collect data on students' demographics, their experiences with online classes, and the challenges faced. Ethical approval was obtained from the Institutional Ethical Review Committee of LUMHS. Data analysis was performed using SPSS version 25, employing descriptive statistics, frequency distributions, and Chi-square tests to assess the relationships between variables. Results: The study comprised 328 participants with a gender distribution of 40.55% male and 59.45% female. Age groups were 18-20 (30.48%), 21-22 (33.55%), and 23-24 (35.97%). Most students preferred online sessions of 40-45 minutes, with significant dissatisfaction reported regarding the educational effectiveness of online learning compared to traditional methods. Technical issues, internet connectivity, and inadequate electrical supplies were significant barriers encountered. Conclusion: The findings highlight the challenges and limitations of sudden transitions to online learning. Despite the proactive measures by educational institutions and government bodies, students faced significant hurdles that impacted their learning experiences. Future educational strategies should consider these insights to enhance the design and delivery of online education, ensuring it is more robust and effective.

Design and evaluation of multimodal learning resources in blended teaching of college English

Higher Education (HE) is transforming towards embracing global pedagogical standards, particularly emphasizing student-centered learning models. In conjunction with these progressive initiatives, the incorporation of the Internet is aimed at enhancing course flexibility for both university instructors and students. Blended Learning (BL), a synthesis of online and face-to-face instruction, emerges as a methodology capable of leveraging the advantages inherent in both traditional classroom learning and online learning environments. The research being examined discovers the HE sector's application of globally recognized educational ethics and student-focused teaching. Online access has better-quality course flexibility. This type of education, which participates in classroom teaching with Online Education (OE), is being verified for communication skills. The research uses Moodle and a predictable informative setting to deal with several modes of education. The 49 HE pupils shared in a pre and post-test. Combining teaching improves communication skills, increasing the relationship between students and educators for a more practical education practice.

Virtual reality and gamification in education: a systematic review

AbstractThis study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students’ achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students’ immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students’ learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students’ academic performance, active involvement, and satisfaction were improved. Students’ curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts.

The emergence of autonomy in intertwingled learning environments: a model of teaching and learning

ABSTRACT Nelson and Nelson (1987) coined the term “intertwingularity” to express the complexity of interrelations between the various facets of human knowledge. This theoretical paper explores the intertwingularity of learning environments by proposing a model for understanding and operationalising the relationship between learning environments and their relative degrees of cooperative freedoms and the learning technologies used by teachers and students. Two case studies demonstrate that these types of learning environments generate far more complexity, in the form of recursion and iteration, than do traditional learning environments. While these types of distributed learning networks have been observed in adult learning settings, they have only been rarely observed in K-12 classrooms. Implications for teacher education and teacher education research are discussed.

Experiential Learning in Daylighting Course through Performance Measurements

The main objective of this study is to adapt research studies on performance measurements for daylighting design to education. An experimental course has been introduced in Missouri University of Science and Technology, and the curriculum was developed by including active learning beside the traditional learning environment. The parameters used in the schematic design and design development stages are presented, and the curriculum topics and practical experience are explained in the study. Particularly performance measurements are associated with course assignments. Curriculum results are evaluated qualitatively with assignment results and quantitatively with surveys. Current and emerging metrics are included in lab assignments and results of course assessments show that emerging metrics in daylighting technology and practical experience had attraction over participants. As a result of the evaluation of two sample courses, differences emerge regarding the courses that can be given at undergraduate and graduate levels. These differences are grouped into traditional lecture learning environments and experiential learning environments. The learning outcomes of the course curricula are summarized as gaining the knowledge and skills to communicate technically at the level of design practitioner for the student aiming for undergraduate graduation and at the level of the research community for the student aiming for graduate level.

Revolutionizing Medical Education: the Impact of Virtual and Mixed Reality on Training and Skill Acquisition

This review explores the integration of Virtual and Mixed Reality in medical training. The advent of immersive technologies has revolutionized traditional methodologies, offering immersive, interactive, and flexible learning environments. This study aims to assess the impact, efficacy, and potential of Extended Reality (XR) in medical education. Methods included a comprehensive analysis of current Metaverse’s applications in various medical fields, including surgery, diagnostics, and patient care. Results indicate a significant enhancement in learning outcomes, practical skills, and student engagement. Conclusions suggest that Virtual Reality is a valuable tool for medical training, providing realistic simulations and improving both theoretical knowledge and practical skills. The intersection of virtual reality and cognitive neuroscience presents an exciting frontier for under-standing the human brain's response to immersive environments. This review explores how VR impacts learning, with a particular focus on the activation and engagement of the prefrontal cortex during immersive experiences. It delves into various studies that highlight the transformative potential of VR in educational settings and therapeutic applications, demonstrating how VR can facilitate deeper and more effective learning experi-ences. The review will present a dedicated section on the current methodologies used to analyze the brain's response while immersed in a virtual environment

Flipped Classroom; Inovasi Pengaturan Lingkungan Belajar dalam Pembelajaran Matematika

Innovation in learning can be done by changing the paradigm of mathematics teaching and inspiring teachers to provide alternative learning environment settings and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has the opportunity to transform mathematics learning in the future. The tasks given by teachers, teacher feedback and scaffolding, as well as the changing teaching and learning environment at FC provide a new paradigm for mathematics teachers in learning to meet student characteristics that are different from previous times. The aim of this research is to theoretically and conceptually reveal the Flipped Classroom as a learning environment setting in mathematics learning with a blended form of learning that reverses the traditional classroom learning environment by delivering teaching content, via video or other sources outside the classroom. This research uses a conceptual literature review with a descriptive approach. FC-based learning environment settings, students will watch learning material via videos on online platforms or other, students can collaborate in discussions or individually, or carry out experiments at home and be actively involved in applying concepts in the classroom guided by a teacher. Well-designed FC offers great opportunities to improve students' mathematical thinking and understanding. In this regard, FC is recommended for teachers to use as a setting for a mathematics learning environment in the future, which is appropriate to the characteristics of students in the digital era.

Nursing Students' Learning Engagement Experiences During the COVID-19 Pandemic in Namibia: Implications for Nursing Education.

Ensuring strong student engagement in both traditional and virtual learning settings was essential for achieving positive educational results during the COVID-19 pandemic. However, fostering student engagement in both the traditional (face-to-face) and virtual learning environments has been accompanied by distinct challenges. There has been a lack of research specifically addressing the issue of nursing students' engagement within a blended learning setting in Namibia. To explore and describe nursing students' learning engagement experiences at a university campus in Namibia during the COVID-19 pandemic. A qualitative, descriptive, phenomenological study was employed to collect data from 10 purposively selected nursing students at a university campus in Namibia. Data from in-depth, face-to-face, individual interviews were collected using a semistructured interview guide. Data were analyzed using Colaizzi's seven-step method. The findings of the study describe students' learning engagement experiences under four distinct themes: (a) conditions and contexts of engagement; (b) student acts of engagement: positionality of teacher- and student-facilitated engagement; (c) consequences of engagement in a blended learning environment; and (d) student engagement dispositions: students' initiatives. The research findings revealed that despite mental health challenges, both teacher-facilitated and student-facilitated engagement were necessary for positive learning engagement in the blended learning environment. Student-facilitated engagement was significantly responsible for enabling students to maintain focus, adhere to guidelines, and adapt to the blended learning environment. These findings are useful in understanding the challenges faced by students during the COVID-19 pandemic. The findings thus provide valuable data for future studies seeking to address challenges associated with the blended learning environment.

Exploring the Impact of Artificial Intelligence (AI) on Learner-Instructor Interaction in Online Learning (Literature Review)

The utilisation of Artificial Intelligence (AI) technology has caused remarkable changes that have taken place in the educational landscape. Through the integration of AI in online learning systems, an entirely new educational experience has been introduced, altering the ways learners and educators can interact. The emergence and evolution of AI technology have increased efficiency and productivity, enhancing teaching and learning outcomes. AI in online learning provides a distinct advantage by providing real-time feedback to learners. Traditional learning environments often suffer from the limitation of delayed feedback, impeding learners’ progress and demotivating them. However, AI-powered online learning systems excel in delivering immediate feedback to learners, enabling them to promptly identify and rectify mistakes and enhance their performance in real-time. This timely feedback fosters a supportive learning environment that encourages learners to engage in the learning process actively. The research by Vanlehn, Lynch, Schulze, Shapiro, Shelby, Taylor et al. (2005) on the Andes physics tutoring system serves as a valuable resource for understanding the lessons learned from utilising AI to support learner-instructor interaction. In contrast to traditional learning environments that offer delayed feedback, impeding the progress of learners and possibly dampening their motivation, AI-powered online learning systems provide real-time feedback. With real-time feedback, learners can instantly correct mistakes and improve their performance, thereby advancing their learning outcomes (Zhou & Mei, 2021). This literature review explores the impact of AI on learner-instructor interaction in online learning environments. The review considers how AI technology enhances and diversifies the learning process, focusing on personalised learning, real-time feedback provision, and content delivery.

Enhancing Online Teaching and Learning Through Machine Learning and Learning Analytics

Online learning environments are gaining popularity as an alternative to traditional learning environments during times of global pandemic. The traditional classroom setting has given way to online learning in recent educational developments. To employ it as a classifier in online education, the goal of this work is to construct a real-time face emotion detection system that recognizes and categorizes emotions of a human. It uses machine learning to identify, forecast, and analyse a learner's facial expressions, and it further maps those expressions to a learning affect that categorizes the emotions of those who are seen on camera. Academic feelings can have a significant impact on learning outcomes. Students typically show their emotions through their facial expressions, voice, and behavior. A spontaneous facial expression database is created in light of the inference algorithm's lack of training samples. It consists of two subsets: a video clip database and a picture database, and it includes the typical emotional facial expressions. The database contains 1,274 video clips and 30,184 photos from 82 pupils. The parameters for student facial detection can be used to gauge each learner's rate of concentration. The performances of the SVM and RF classifier in facial expression for the image are presented. The results of testing this with the RF algorithm and a 90.14% accuracy rate produced extremely good results.

Application of Edutainment Concepts and Tracking Emotions Based on Transient Emotion Peak in Online Education Systems

Edutainment concepts such as Game-based learning (GBL) and ‘gamification’, pave the way for students to learn by experience by going beyond the traditional teacher-centred learning environment concepts. This paper is an attempt to investigate the feasibility of implementing a virtual learning environment by using “Edutainment” concepts to teach Computer Science subjects to undergraduate students in the Sri Lankan context while finding the most effective way out of GBL and gamification approaches in teaching and facilitating an online test environment to have frequent formative assessments to self-evaluate themselves. The first goal was to identify this student cohort’s preferred way out of GBL and gamification in learning. In this study, a game and a similar gamification approach were designed to teach a subject. Next, a qualitative analysis was conducted by collecting students’ feedback on each approach and a quantitative analysis was done to compare the effectiveness of the two approaches based on answers given to a quiz based on that subject. Under the second goal, it was found that effective feedback should address the emotional level of the student too. Hence, this study proposed a systematic way to track the emotional changes based on the transient emotion peak. We conclude, that adult students mostly tend to grab the core concepts rather than playing sophisticated games and though the proposed emotion tracking algorithm the emotions can be tracked at a promising accuracy level. In future work, we suggest that it would be better to use the proposed time interval to track the concentration level based on corresponding facial features.

IMMERSIVE LEARNING ENVIRONMENT: A COMPARATIVE ANALYSIS

The article is devoted to the current problem of development of the educational environment of general secondary education institutions (GSEI) in the conditions of digital technologies that are intensively developing. The purpose of the article is to carry out a comparative analysis of traditional, immersive learning environments and distance learning. The article justifies the main components of the immersive learning environment: virtual reality, augmented reality, mixed reality 360-degree video, multiplayer games, interactive simulations. Eleven characteristics were chosen to compare the traditional, immersive learning and distance learning environment: physical environment, teacher role, student role, advantages, disadvantages, technology, experience, knowledge acquisition, motivation, capture features/immersion, availability, depth of immersion in learning. The general problems of using an immersive learning environment are highlighted, in particular: discomfort, inaccuracies in tracking objects, difficulties in using equipment. Reasoned factors that hinder the effective introduction of immersive learning in educational practice, namely: the complexity of the content of natural and mathematical objects and the abstractness of theoretical material, a limited number of hours to study topics and consolidate skills and build competencies, a long period of distance and mixed learning, which is the result of modern educational challenges. Further research requires justification of the digital impact on the educational process in general secondary education institutions, justification of the concept of immersive learning, principles and approaches of immersion in learning, stages of immersion, forms and methods of implementation of immersion.

Eğitim Teknolojilerinin Öğrenmedeki Rolü ile Bilişim ve İletişim Açısından Çok Kültürlülük ve Çok Dillilik

Abstract Within the framework of learning, online learning pedagogy and technology-assisted learning (online or electronic learning) are known to help create effective and rich learning environments and processes by eliminating space and time barriers. In such an environment, there is a question of the emergence of a new pedagogy. It has often been discussed how different electronic learning is from traditional learning environments. A large number of pedagogical approaches have been developed on electronic learning, which underlie the learning and teaching processes and practices carried out in schools, universities, home environments. Since computers and the Internet are involved for any learning and teaching method, electronic learning covers a wide pedological approach from problem-oriented learning to Simulator learning. Attention should be paid to how learning technologies will provide individual students with basic pedagogy and guidance on learning performances, where real learning difficulties and feedback are concerned. Proponents of the structural view assert that learning is a process that takes place through activity and advocate that feedback should be provided individually. Learning experience with a constructive, comparative and exploratory nature thanks to new technologies, motivation to learn is increasing, and self-confidence and independent learning are supported with the new virtual reality. While there is a direct one-sided interaction related to the subject to be learned in the traditional learning method, a two-sided learning process is achieved with other learners and learning material thanks to new technologies. New learning models developing in parallel with different approaches have discovered the constructivist learning method (constructivism), arguing that learning will happen spontaneously, with participant-centered and computer-aided education and knowledge creation processes, individuals should no longer worry too much about their own learning. Key Words: Educational Technologies, Informatics, Communication, Multiculturalism, Multilingualism

Students’ Perceptions of acoustic comfort in traditional and flexible learning environments: a study in Chile

The acoustic quality of educational spaces has an important impact on well-being and occupant performance. This study investigates noise perception and hearing ability among primary students in traditional learning environments (TLE) and flexible learning environments (FLE). A survey was conducted in Santiago de Chile, involving 21 teachers and 315 children from 13 schools, to gather responses on acoustic comfort. Additionally, a checklist was used to inspect the physical spaces. The analysis of students’ responses revealed that self-reported complaints related to indoor environmental quality (IEQ) predominantly focused on noise discomfort in both types of learning environments. A significant relationship was found between the type of space and children’s perception of noise from their peers. Although students in TLE reported greater annoyance with noise, those in FLE experienced slightly more listening problems. Interestingly, in FLE, students with an occupancy density greater than 2.1 m2 per student did not feel bothered by the noise produced by their classmates speaking. Although further research is needed, these findings highlight the crucial role of acoustic conditions in ensuring the comfort and hearing abilities of young students. Adequate acoustic treatment and enough space per student are important to mitigate potential indoor noise issues.

The Effects of a Constructively Aligned Virtual Reality Setting on Professionals' Knowledge, Motivation and Perceptions

Although previous research on Virtual Reality (VR) demonstrated the effects of particular learning environment characteristics on learning, none of these studies constructed their virtual learning environment from a constructive alignment perspective. Therefore, this experimental study aims to investigate the impact of a constructively aligned virtual classroom setting, adopting an Artificial Intelligence (AI) training, on professionals’ knowledge on AI. This experimental condition was compared with a control condition, consisting of a similar constructively aligned AI-training within a traditional face-to-face setting. Learning outcomes were measured using a pre-test post-test validated multiple-choice test. Additionally, motivation and perceptions, which are considered as crucial intermediate variables, were assessed using questionnaires. Results revealed significant improvements in learning from pre-test to post-test with no statistical difference between the conditions. Following the principle of constructive alignment, professionals perceived the VR classroom environment as motivating as the traditional setting. As a result, professionals perceived the VR classroom setting to the same extent as the traditional learning environment. These findings reveal that improvements in learning outcomes of professionals can be realized if environments are designed based on the principle of constructive alignment irrespective of the VR or traditional settings.

Flipped Classroom – A novel breakthrough in learning

Flipped classroom alters the conventional learning environment and brings out innovation and creativity in the teaching-learning process. The flipped classroom has begun to enhance the way the students receive information from their mentors. Audiovisual aids create a virtual classroom at home. Classroom time is more focused on student-centred learning activities, such as concept mapping, process-oriented guided inquiry learning, peer-led team-based learning, game-based learning, critical pedagogy. This improves better understanding of the subject, develop cognitive skills and enhance the conceptual learning of the students. Academic performance of the students exposed to flipped videos integrated with iBooks was evaluated and com- pared with the traditional learning environment.