Relationships Among Epistemic Beliefs, Perception of Learning Environment, Study Approaches and Academic Performance: A Longitudinal Exploration with 3P Model

2018 ◽  
Vol 27 (4) ◽  
pp. 267-276 ◽  
Author(s):  
Wincy Wing Sze Lee ◽  
Carol Kuai Kuen Chan
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Epistemic Beliefs ◽  
Environment Study ◽  
3P Model

scholarly journals Student Preferences within a Holistic Blended Learning Environment

2019 ◽  
pp. 276-290
Author(s):  
Bernice Beukes ◽  
Karin Barac ◽  
Lynette Nagel
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Mixed Method ◽  
Student Preferences ◽  
Performance Levels ◽  
Residential University ◽  
The Subject ◽  
Method Approach

Extant research shows that blended learning environments are widely accepted by students mainly because of the flexibility it offers. However, there is very little research that focuses on students’ preferences within a holistic blended learning environment and the contribution that a component makes to the learning of the subject matter, especially in large class settings. The purpose of this study is to investigate students’ perceptions of blended learning components in a holistic blended learning environment and whether these perceptions vary for students with different academic performance levels. A mixed method approach was used in this study performed at a residential university in South Africa and the results indicate that auditing students do have a clear preference for specific components within the environment and significant differences exist between the preferences of different academic performance levels. Such insights allow lecturers to adjust the resources and focus of the different components implemented in a blended learning environment.

scholarly journals Intelligent learning environment for better student’s academic performance

2021 ◽  
Vol 343 ◽  
pp. 11010
Author(s):  
Anca – Elena Vişan’ ◽  
Mihai – Victor Zerbes ◽  
Ştefania Kifor
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Virtual Environment ◽  
Performance Indicators ◽  
Scientific Literature ◽  
Conceptual Modeling ◽  
Learning Space ◽  
Environment Model ◽  
Modeling Process ◽  
Intelligent Learning Environment

In this paper, the authors aim to develop an intelligent learning environment model designed to improve students’ academic performance. Methodology: Referring to the litarature, the authors identified and analyzed a number of relevant issues that influence the specific components of an intelligent learning environment. These aspects were quantified using performance indicators defined on the basis of the specific objectives of each aspect chosen. Results: Following the analysis, the authors developed a model of intelligent learning space, and for its representation, we used conceptual modeling. Conclusions: Finally, the authors propose the prevalidation of the model using the dynamic modeling process and then the model will be piloted for final validation in both physical and virtual environment. These aspects are proposed because in the present study, the model was validated only based on the results from studies in scientific literature.

scholarly journals Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
T. Bonsaksen ◽  
T. A. Magne ◽  
L. Stigen ◽  
A. Gramstad ◽  
L. Åsli ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Background Information ◽  
Cross Sectional ◽  
Surface Approach ◽  
Course Experience Questionnaire ◽  
Occupational Therapy Students

Abstract Background Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics. Method A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.

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