Supporting computer-mediated learning: A case study in online staff development and classroom learning environment assessment

Students’ feedback about their classroom learning environment can be used to provide information about the strengths and problems that need to be addressed. This study assessed the students’ perceptions of their biology learning environment. The difference between male and female students’ perceptions of their learning environment was also investigated. Learning environment instrument What is Happening in this Class (WIHIC) questionnaire was employed to evaluate the perception of 437 Form Four students who took Biology as one of their subjects in a local district. The data were analysed based on the Rasch (1961) measurement model using the Winsteps software. Overall, the students perceived quite favourably on their biology classroom learning environment. Apart from that, there is no difference between the boys and girls in their general perception of the biology classroom learning environment. Further analysis on each scale showed the scales of Students Cohesiveness and Cooperation were perceived positively in the Biology classroom. However, students find it difficult to agree on the scale of Investigation and Involvement. DIF analysis of the items revealed some differences in their perceptions in the scales as well as some of the items between male and female students. Several suggestions were given in the hope of improving and create an effective classroom learning environment. With such feedbacks, Biology teachers and the school administration can strive to improve and create an effective classroom learning environment, provide useful background information for further evaluation phases and inform on the best approach to carry out Biology lessons in the classroom.

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Multilevel Investigation of Students’ Self-regulation Processes in Learning Science: Classroom Learning Environment and Teacher Effectiveness

International Journal of Science and Mathematics Education ◽

10.1007/s10763-018-9921-z ◽

2018 ◽

Vol 17 (1) ◽

pp. 89-110 ◽

Cited By ~ 6

Author(s):

Sündüs Yerdelen ◽

Semra Sungur

Keyword(s):

Learning Environment ◽

Teacher Effectiveness ◽

Science Classroom ◽

Self Regulation ◽

Learning Science ◽

Classroom Learning Environment ◽

Classroom Learning

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THE LIVE-CLASSROOM LEARNING ENVIRONMENT – PROTOTYPE AND PRACTICAL EVALUATION RESULTS

INTED2017 Proceedings ◽

10.21125/inted.2017.2252 ◽

2017 ◽

Author(s):

Georg Mittenecker ◽

Georg Schweizer

Keyword(s):

Learning Environment ◽

Classroom Learning Environment ◽

Classroom Learning ◽

Practical Evaluation

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Computer Mediated Learning

Handbook of Research on Computer Mediated Communication ◽

10.4018/978-1-59904-863-5.ch007 ◽

2011 ◽

pp. 73-86

Author(s):

Alison Ruth

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Environments ◽

Learning Theory ◽

Computer Mediated Communication ◽

Online Learning Environment ◽

Mediated Learning ◽

Mediated Communication ◽

Computer Mediated ◽

Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

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Identities, Borders, Change

International Journal of Virtual and Personal Learning Environments ◽

10.4018/jvple.2012070104 ◽

2012 ◽

Vol 3 (3) ◽

pp. 60-80

Author(s):

Sébastien Dubreil

Keyword(s):

Learning Environment ◽

Learning Communities ◽

Developmental Process ◽

Mediated Learning ◽

Culture Learning ◽

Conditions Of Possibility ◽

Sense Of Identity ◽

Dynamic Trajectory

The purpose of this case study was to examine one learner’s (Keira) personal trajectory in an online, transnational telecollaborative learning environment, focusing on how she negotiated (1) her own sense of identity, (2) her perspective on French and American cultures, and (3) the possibility of a transcultural dialogue. The data (observations, journals, interviews) showed that early on, Keira’s expectations of the class shifted drastically. Consequently, she began to engage her own conception of self and being American through introspection and, ultimately, a redefinition of her own subjectivity. Keira progressively developed her own transcultural stance and reached a point where her sense of the conditions of possibility of culture learning and the transcultural encounter, buttressed by a much deeper and nuanced knowledge of both culture(s), led to a completely new understanding and repositioning of her posture in this encounter, which she called “an opportunity for liberation.” This study supports the effectiveness of technology-mediated learning communities (MLCs) in fostering transcultural learning seen as a developmental process, a dynamic trajectory.

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