scholarly journals Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment

2021 ◽  
pp. 91-110
Author(s):  
Jonathan D. Schweig ◽  
José Felipe Martínez
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Student Survey ◽  
Student Interactions ◽  
Student Groups ◽  
Additional Information ◽  
Teacher Student ◽  
Instruction And Learning ◽  
Survey Responses

AbstractStudent surveys are increasingly being used to collect information about important aspects of learning environments. Research shows that aggregate indicators from these surveys (e.g., school or classroom averages) are reliable and correlate with important climate indicators and with student outcomes. However, we know less about whether within-classroom or within-school variation in student survey responses may contain additional information about the learning environment beyond that conveyed by average indicators. This question is important in light of mounting evidence that the educational experiences of different students and student groups can vary, even within the same school or classroom, in terms of opportunities for participation, teacher expectations, or the quantity and quality of teacher–student interactions, among others. In this chapter, we offer an overview of literature from different fields examining consensus for constructing average indicators, and consider it alongside the key assumptions and consequences of measurement models and analytic methods commonly used to summarize student survey reports of instruction and learning environments. We also consider recent empirical evidence that variation in student survey responses within classrooms can reflect systematically different experiences related to features of the school or classroom, instructional practices, student background, or a combination of these, and that these differences can predict variation in important academic and social-emotional outcomes. In the final section, we discuss the implications for evaluation, policy, equity, and instructional improvement.

scholarly journals SELF-PRODUCED VIDEOS IN A FLIPPED CLASSROOM FOR ENGINEERING STUDENTS AND NURSING STUDENTS

2021 ◽  
pp. 223-236
Author(s):  
Joar Sande ◽  
◽  
Ingvild Leite ◽  
Lars Kyte ◽  
◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Engineering Students ◽  
The Other ◽  
Student Groups ◽  
Traditional Lectures ◽  
Course Material ◽  
Good Learning

The study investigates the differences in nursing and engineering students’ perceptions of videos made by the teachers as part of a flipped classroom, and whether these videos contribute to a good learning environment. The sample consists of 21 engineering students, 17 nursing students and 17 pre-engineering students. Overall, all three student groups are satisfied with the quality of the videos. The nursing students watched videos more before the learning sessions than the other two groups. All students think videos produced with simple tools are technically satisfactory and make it easier for the students to understand the material, which leads to increased learning outcomes. They express that videos are more motivating, and that they learn more from watching a video than reading course material. Nursing students expressed a higher degree of agreement with replacing traditional lectures in other subjects with videos. All student groups think the learning environment has been good.The results indicate a connection between the learning environment being good and the videos working satisfactorily.

scholarly journals Space speaks: A portrait of an early childhood centre and the affordances provided by the learning environment

2020 ◽  
Vol 24 (2) ◽  
pp. 26-34
Author(s):  
Katrina McChesney ◽  
Jeanette Clarkin-Phillips
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Reggio Emilia ◽  
Children And Families ◽  
Childhood Education ◽  
Education And Care ◽  
Early Childhood Learning

The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape teachers’ practice, and children’s and families’ experiences. This article draws on a written “portrait” of the learning environment created at one New Zealand early childhood education (ECE) centre, capturing both physical and non-physical aspects of the environment and highlighting the affordances the environment offered to children and families/whānau. A Reggio Emilia lens is used to inform analysis of the learning environment and the associated affordances. The portrait (McChesney, 2020) and this article may support practitioners by providing a vision of what can be in terms of early childhood learning environments, and by providing a possible framework for self-review and inquiry.

scholarly journals The impact of student timetables and commuting on student satisfaction

2021 ◽  
Author(s):  
Nigel Page ◽  
Gary Forster-Wilkins ◽  
Mark Bonetzky
Keyword(s):  
Student Satisfaction ◽  
Learning Environments ◽  
Negative Correlation ◽  
Widening Participation ◽  
Student Survey ◽  
Strong Negative Correlation ◽  
Diverse Range ◽  
Student Groups ◽  
The Impact ◽  
Minority Ethnic

Widening participation has encouraged students from a diverse range of backgrounds into university with more students commuting (many being Black and Minority Ethnic, BME). Since timetabling forms a major way by which students identify and interact with their learning environment understanding its influence is important. This project aimed to identify the experiences of students with their timetables using questionnaires and focus groups to determine perceptions and relationship to travel to university by ethnicity, gender, age and level of study. Five hundred and fifty students participated across levels 4 to 6 at Kingston University. There was a strong negative correlation between travel time and ‘the timetable works efficiently for me’ (Question 16, National Student Survey). Students from ethnic backgrounds on average were found to travel double the distances of their White counterparts to get to university. In addition, timetable satisfaction was also reflected in the modes of transport used and in perceptions of expected timetabled hours (i.e., whether too many or too few hours scheduled) based on travel times. We identified a number of inclusive priorities to help improve the timetable for student groups including having later starts to days and one guaranteed day free per week. In addition, the COVID-19 world has temporarily reduced the need for most students to commute and can be regarded as a positive disruptor for future commuting students. Certainly, it will be important to find a new balance in applying the identified priorities and the realised alternative COVID-19 teaching practices for creating more inclusive, flexible and blended learning environments to achieve the ultimate student-centred timetable.

A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2014 ◽  
pp. 60-70
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf

2002 ◽  
Vol 68 (4) ◽  
pp. 485-502 ◽  
Author(s):  
Connie Mayer ◽  
C. Tane Akamatsu ◽  
David Stewart
Keyword(s):  
Teaching And Learning ◽  
First Year ◽  
Pedagogical Practice ◽  
Student Interactions ◽  
Teacher Student ◽  
Communicative Practice ◽  
Teacher Student Interactions ◽  
Dialogic Inquiry ◽  
Education Of Students

The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.

scholarly journals The I’m Learning! intervention methodology for quality learning environments in developing country contexts

2021 ◽  
Vol 5 (3) ◽  
pp. 53-73
Author(s):  
Cameron Ryall ◽  
Lisa Zook
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Longitudinal Research ◽  
Holistic Approach ◽  
Global Learning ◽  
Close Collaboration ◽  
School Interventions ◽  
Cross Country ◽  
Quality Learning

Within the context of the global learning crisis and calls to focus on the quality of education, one international organisation took a systematic and holistic approach to improve learning, wellbeing, and development in schools. Known as the Quality Learning Environment (QLE) Framework, it conceptualised the quality of the learning environment in schools with four guiding principles: emotional and psychological protection of learners, physical wellbeing of children, active learning processes, and close collaboration between school and parents/community. From 2013 – 2017, the framework was piloted in three countries of Cambodia, Uganda, and Zimbabwe to improve learning environments and outcomes while documenting the process, methods, and results of the QLE pilot in their country. The interventions in the three countries were closely tracked by a longitudinal research study. This paper explores the ambition of global and national research firms to carry out rigorous cross-country research alongside contextualized and evolving school interventions.

An Assessment Of Physics Laboratory Learning Environments, Teacher Interpersonal Behaviour And Their Association With Student s ' Attitude Towards Physics In Higher Secondary Schools of Jammu City

2021 ◽  
pp. 241-262
Author(s):  
Swarn Lata ◽  
Adit Gupta
Keyword(s):  
Secondary Schools ◽  
Learning Environments ◽  
Student Attitudes ◽  
Male Students ◽  
Student Interactions ◽  
Interpersonal Behaviour ◽  
Physics Laboratory ◽  
Teacher Student ◽  
Laboratory Learning ◽  
Students Attitudes

This study presents an assessment of the physics laboratory learning environments, teachers' interpersonal behaviour and students' attitudes towardsphysics at thehigher secondary level. Two widely used questionnaires, i.e. Science Laboratory Inventory (SLEI) and the Questionnaire on Teacher Interaction (QTI) along with an Attitude towards Science Scale was used to assess the perceptions of students about physics laboratory learning environments. The sample consisted of300 students taken from six higher secondary schools of Jammu city. The results of the study showed that students had positive perceptions about their physics laboratory learning environment. Students were found to be helpful, cooperative and supportive of each other in the laboratory classes. They rated their teachers in terms of exhibiting helpful and friendly behaviour, understanding of their needs and were giving freedom and responsibility in the classroom. Significant associations between student attitudes towards physics and physics laboratory learning environments were observed. Also, significant gender differences were found, and the results showed that female students felt that they were more cooperative, interested and encouraged in their physics laboratory classroom as compared to male students. No significant associations have been found to exist between teacher-student interactions and attitude towardsphysics.

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