scholarly journals Socially shared metacognition in a project-based learning environment: A comparative case study

2021 ◽  
Vol 30 ◽  
pp. 100543
Author(s):  
Nikki G. Lobczowski ◽  
Kayley Lyons ◽  
Jeffrey A. Greene ◽  
Jacqueline E. McLaughlin
Keyword(s):  
Learning Environment ◽  
Project Based Learning ◽  
Comparative Case Study

Virtual Learning Environment (ClassSim) Examined Under the Frame of Andragogy

2010 ◽  
pp. 394-411
Author(s):  
Lisa Carrington ◽  
Lisa Kervin ◽  
Brian Ferry
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Comparative Case Study ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Study Approach ◽  
Online Simulation ◽  
Pre Service Teacher

ClassSim, an online simulation, was developed to support existing teacher education programs by providing pre-service teachers with access to additional classroom experience. This research reports on how pre-service teachers make use of the virtual learning environment to link knowledge from university coursework with field experiences and through this, we are able to examine affordances the virtual environment offers pre-service teacher learning. Andragogy provides a theoretical framework to review and make assumptions about the nature of learning for the participants. A comparative case study approach allows for in-depth comparison of two cohorts of pre-service teachers (first and final year) as they interact with the ClassSim environment.

scholarly journals Design considerations when adopting the OpenEdx MOOC platform in campus-based courses: A comparative case study

2014 ◽  
Author(s):  
Laila Zary ◽  
Patrik Hernwall
Keyword(s):  
Learning Environment ◽  
Online Courses ◽  
Qualitative Content Analysis ◽  
Massive Open Online Courses ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Study Approach ◽  
Learning Content ◽  
Intended Learning Outcomes

Massive Open Online Courses (MOOCs) are an innovation in higher education (Grajek, 2014). Faculty has challenges in designing MOOCs since most have mainly experience in developing campus-based courses. As MOOC platform are introduced in campus-based courses, it is important to investigate how this learning environment impacts on the design of MOOCs in relation to online environments. The aim of this study was therefore to investigate the influence of variations in the learning environment on the design of MOOCs. A comparative case study approach was chosen to investigate two types of learning environments. The focus was on the similarities, differences and trends. The data collection was performed using semi-structured interviews. The answers were analyzed using a qualitative content analysis. The pedagogical approach and learning content were the components that were mostly influenced. The targeted learners and the assessment of the learning activities were partly influenced. The learning environment didn’t impact on the course description, intended learning outcomes and aimed competencies. The study contributed to knowledge on the influence of the learning environment on the design of MOOCs. Increasing understanding of the learning environment among faculty will contribute to a better design, implementation and evaluation of MOOCs and ultimately for the students’ benefit.

scholarly journals Design considerations when adopting the OpenEdx MOOC platform in campus-based courses: A comparative case study

2014 ◽  
Author(s):  
Laila Zary ◽  
Patrik Hernwall
Keyword(s):  
Learning Environment ◽  
Online Courses ◽  
Qualitative Content Analysis ◽  
Massive Open Online Courses ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Study Approach ◽  
Learning Content ◽  
Intended Learning Outcomes

Massive Open Online Courses (MOOCs) are an innovation in higher education (Grajek, 2014). Faculty has challenges in designing MOOCs since most have mainly experience in developing campus-based courses. As MOOC platform are introduced in campus-based courses, it is important to investigate how this learning environment impacts on the design of MOOCs in relation to online environments. The aim of this study was therefore to investigate the influence of variations in the learning environment on the design of MOOCs. A comparative case study approach was chosen to investigate two types of learning environments. The focus was on the similarities, differences and trends. The data collection was performed using semi-structured interviews. The answers were analyzed using a qualitative content analysis. The pedagogical approach and learning content were the components that were mostly influenced. The targeted learners and the assessment of the learning activities were partly influenced. The learning environment didn’t impact on the course description, intended learning outcomes and aimed competencies. The study contributed to knowledge on the influence of the learning environment on the design of MOOCs. Increasing understanding of the learning environment among faculty will contribute to a better design, implementation and evaluation of MOOCs and ultimately for the students’ benefit.

Virtual Learning Environment (ClassSim) Examined Under the Frame of Andragogy

2012 ◽  
pp. 285-302
Author(s):  
Lisa Carrington ◽  
Lisa Kervin ◽  
Brian Ferry
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Comparative Case Study ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Study Approach ◽  
Online Simulation ◽  
Pre Service Teacher

ClassSim, an online simulation, was developed to support existing teacher education programs by providing pre-service teachers with access to additional classroom experience. This research reports on how pre-service teachers make use of the virtual learning environment to link knowledge from university coursework with field experiences and through this, we are able to examine affordances the virtual environment offers pre-service teacher learning. Andragogy provides a theoretical framework to review and make assumptions about the nature of learning for the participants. A comparative case study approach allows for in-depth comparison of two cohorts of pre-service teachers (first and final year) as they interact with the ClassSim environment.

scholarly journals The Smart Classroom as a Means to the Development of ESD Methodologies

2020 ◽  
Vol 12 (7) ◽  
pp. 3010 ◽  
Author(s):  
Gisela Cebrián ◽  
Ramon Palau ◽  
Jordi Mogas
Keyword(s):  
Sustainable Development ◽  
Learning Environment ◽  
Adaptive Learning ◽  
Teaching Practice ◽  
Project Based Learning ◽  
Successful Implementation ◽  
Cooperative Inquiry ◽  
Smart Classroom ◽  
Smart Classrooms

Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms’ transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students’ and teachers’ needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

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