Factors Affecting the Learning Environments and School-Related Outcomes of Australian Adolescents

1995 ◽  
Vol 135 (1) ◽  
pp. 89-95 ◽  
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Learning Environments ◽  
Factors Affecting

scholarly journals Analysis of Factors Affecting the Auditory Attention of Non-native Speakers in e-Learning Environments

2021 ◽  
Vol 19 (3) ◽  
pp. pp159-169
Author(s):  
Nikesh Bajaj ◽  
Jesús Requena Carrión ◽  
Francesco Bellotti ◽  
Riccardo Berta ◽  
Alessandro De Gloria
Keyword(s):  
Learning Environments ◽  
English Language ◽  
Native Speakers ◽  
Sentence Length ◽  
Language Abilities ◽  
Significant Drop ◽  
Factors Affecting ◽  
E Learning ◽  
Listening Task ◽  
The Impact

: One of the most striking characteristics of e-Learning audiences is their diversity. Native and non-native learners can be expected among such audiences and therefore, when developing e-Learning courses it is important to consider the impact of the language level on learning. Specifically, non-native learners are expected to have a diminished auditory perception compared to native ones and hence reduced attention capabilities that could result in a poorer performance. In this study, we assess the impact of linguistic and auditory factors on the attention of non-native learners, namely semanticity, sentence length and noise level. An English language platform mimicking real e-Learning environments is used and attention is quantified by measuring the number of English words correctly identified during a listening task. Our results show that changes in each factor affect the attention score significantly. Interestingly, the effects of semanticity are apparent in noiseless environment, but vanish in noisy ones.  Results also show that in noiseless environments, a change in the length of semantic sentences from small or medium to long causes a significant drop in the attention score. Our results demonstrate the importance of carefully accounting for linguistic and auditory factors when designing effective e-Learning courses, especially when they target global audiences and learners with different language abilities are expected.

Internet-assisted versus traditional distance learning environments: factors affecting students’ preferences

2003 ◽  
Vol 41 (1) ◽  
pp. 65-76 ◽  
Author(s):  
Ruth Beyth-Marom ◽  
Eran Chajut ◽  
Sonia Roccas ◽  
Lilach Sagiv
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Factors Affecting

The Usability of Mobile Devices in Distance Learning

2020 ◽  
pp. 262-278 ◽  
Author(s):  
Fırat Sarsar ◽  
Tarık Kişla ◽  
Melih Karasu ◽  
Yüksel Deniz Arıkan ◽  
Murat Kılıç
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Processes ◽  
New Techniques ◽  
Factors Affecting ◽  
Communication Techniques ◽  
Technological Developments ◽  
Effective Use

Thanks to technological developments, distance education helped new techniques and strategies to emerge in the instruction field. However, these developments may cause problems about integration of the interaction between students and instructors. Communication is seen as one of the biggest problems. Instructors' online communications and their attitudes towards this process affect quality of teaching and learning processes. Other factors affecting this process are learning environment and its effective use. This study is designed to incorporate a mixed method with the aim of reflecting instructors' experiences about different communication techniques and learning environments. In scope of this research, the researchers planned a four-week process using the communication that the researchers have been establishing with Ege University Faculty of Education's instructors. The researchers will use different mobile devices and feedback methods for the process.

Enhancing Personal Professional Development Through Technology Integration

2020 ◽  
pp. 92-105 ◽  
Author(s):  
Özden Şahin İzmirli ◽  
Gökhan Çalışkan
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Adult Learners ◽  
Learning Environments ◽  
New Technologies ◽  
Ubiquitous Learning ◽  
Factors Affecting ◽  
Definition Of

In this chapter, personal professional development trainings, which need to include ubiquitous learning environments, are discussed. First of all, professional development is explained. Then, the authors discussed factors affecting the efficiency of professional development activities and how they can incorporate new technologies into professional development activities to meet the needs of adult learners. After that, based on the definition of ubiquitous learning, ways of using technology in terms of meeting adult needs with professional development are examined. Finally, the process that was evaluated within the framework of technology integration is presented to readers.

Factors Affecting the Design and Development of a Personal Learning Environment

2012 ◽  
pp. 226-236
Author(s):  
Helene Fournier ◽  
Rita Kop
Keyword(s):  
Learning Environment ◽  
Human Factors ◽  
Learning Environments ◽  
Technology Use ◽  
Interface Design ◽  
Design And Development ◽  
Factors Affecting ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments

After speculation in literature about the nature of Personal Learning Environments, research in the design and development of PLEs is now in progress. This paper reports on the first phase of the authors’ research on PLE, the identification process of what potential users would consider important components, applications, and tools in a PLE. The methodology included surveying “super-users” on their use of existing tools, applications and systems and their preferences in learning, in order to enhance the development of a PLE and reach a specification that potential learners will find useful and empowering in their learning. The research resulted in suggestions on factors affecting technology use and uptake, human factors and attitudes, and interface design that need to be factored in the design and development of a PLE.

Factors Affecting Development of Communities in 3D Immersive Learning Environments

2013 ◽  
Vol 4 (3) ◽  
pp. 18-34 ◽  
Author(s):  
Terry McClannon ◽  
Robert Sanders ◽  
Amy Cheney ◽  
Les Bolt ◽  
Krista Terry
Keyword(s):  
Graduate Students ◽  
Learning Environments ◽  
Survey Research ◽  
Sense Of Community ◽  
Graduate Programs ◽  
Factors Affecting ◽  
3D Environment ◽  
Research Questions ◽  
Immersive Environment ◽  
The Relationship

This study is based on survey research conducted in 2010 and 2011, involving graduate students using a 3D immersive environment for their coursework. Investigators examined students’ perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students’ time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments.

scholarly journals Factors affecting the way students collaborate in a wiki for English language learning

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Vida Zorko
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
English Language ◽  
English For Specific Purposes ◽  
Constructivist Approach ◽  
Factors Affecting ◽  
Constructivist Learning Environments ◽  
Collaborative Interaction ◽  
University Level ◽  
Qualitative Exploration

<span>Wikis are believed to be a powerful tool assisting the development of constructivist learning environments, as their very nature supports collaboration. However, not much research has been done into the types of collaborative interaction that take place in wikis when used for learning. The main purpose of this study is to explore the factors that affect the ways students collaborate in the wiki environment. To this end, a qualitative exploration of students' perceptions of collaboration in the wiki was carried out among sociology students at university level who used this environment in blended, problem based learning as part of their </span><em>English for Specific Purposes</em><span> course. The research shows that the wiki promoted many collaborative behaviours among students, such as learning from each other and communicating with the teacher. However, the data indicate that the wiki was less successful in facilitating other types of collaboration, such as communicating with peers and co-constructing products, primarily because the students had the opportunity to collaborate in live meetings and preferred to use </span><em>Messenger</em><span> and email to communicate. Overall, the results obtained here confirm that the wiki can be used to enhance effective collaboration in a constructivist approach to language learning.</span>

Personal Learning Environments in the Workplace

2013 ◽  
Vol 4 (4) ◽  
pp. 44-58 ◽  
Author(s):  
Arunangsu Chatterjee ◽  
Effie Lai-Chong Law ◽  
Alexander Mikroyannidis ◽  
Glyn Owen ◽  
Karen Velasco
Keyword(s):  
Learning Environments ◽  
Decision Makers ◽  
Key Factors ◽  
Complete Control ◽  
Factors Affecting ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Adoption And Diffusion ◽  
The Uk ◽  
And Diffusion

Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain business factors. These factors are being investigated in this paper, through an exploratory study within a variety of private organisations in the UK. Based on the results of this study, 10 key factors affecting the adoption of PLEs in the workplace have been identified. The authors propose a framework for the adoption and diffusion of PLEs, aiming at informing decision makers within commercial organisations about the successful introduction of novel learning methodologies in their respective organisations.

scholarly journals Factors Affecting Students' Usage of Virtual Learning Environments

2002 ◽  
Vol 2 (2) ◽  
pp. 140-141 ◽  
Author(s):  
Rachel Ashby ◽  
Christine Broughan
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Virtual Learning ◽  
Essential Elements ◽  
Virtual Learning Environments ◽  
Factors Affecting ◽  
On Line ◽  
New Form

This report considers the factors that affect students' usage of virtual learning environments (VLE). In particular it explores students' reluctance to engage in the interactive components of the VLE that are essential elements to the learning process. A study at Coventry University found that many students felt embarrassed to use the on-line facilities. In order for students to use the VLE to its fullest potential, it is suggested that students should not simply be expected to embrace this new form of learning without suitable support and guidance from tutors.

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