From Chaos to Safe Transformation: The Emotional Intelligence Learning Environment Model

2015 ◽  
Vol 12 (3) ◽  
pp. 257-286
Author(s):  
Lesley J Gill ◽  
Philip L Ramsey ◽  
Sarah I Leberman
Keyword(s):  
Emotional Intelligence ◽  
Learning Environment ◽  
Environment Model

Validating Learning Environment Model Using Factor Analytical Procedures

2015 ◽  
Vol 21 (7) ◽  
pp. 2226-2229
Author(s):  
Nurulhuda Md. Hassan ◽  
Tajulashikin Jumahat ◽  
Saemah Rahman
Keyword(s):  
Learning Environment ◽  
Environment Model ◽  
Analytical Procedures

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 INTRODUCING STUDIO ORIENTED LEARNING ENVIRONMENT (SOLE) IN UPM SERDANG: ACCESSING STUDENT-CENTERED LEARNING (SCL) IN THE ARCHITECTURAL STUDIO

2018 ◽  
Vol 12 (1) ◽  
pp. 241
Author(s):  
Mohd Zairul
Keyword(s):  
Learning Environment ◽  
Peer Assessment ◽  
Learning Opportunities ◽  
Exploratory Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Autonomy ◽  
Environment Model ◽  
Design Perspective ◽  
Initial Results

This article reports the initial results of the exploratory research related to student-centered learning (SCL) in final year Architecture studio education in Universiti Putra Malaysia (UPM). SCL is defined as an approach to empower students in their own learning. Although studies on the adaptability of this concept in education has increased, there are few studies conducted for the benefits of architectural education from studio design perspective. In this article, we define SCL as an approach to increase student autonomy in learning curve especially in making decisions related to design subjects using a summative and formative approach. The objective of this article is to experiment the SOLE model and how it can move forward. The SOLE (Studio Oriented Learning Environment) model encompasses lecturing, sharing and peer review that is inspired by self-regulated theory. However, several problems and difficulties were identified namely, a lack of tutor input and problems in discussion dynamic in addition to resistance to peer assessment. This article suggests a number of improvements for future recommendations. The study will benefit educators in the architectural field in contributing to helping students to build on unique background knowledge and at the same time let the students generate learning opportunities and reconstruct knowledge dynamically in an open-ended learning environment to implement SCL in the studio module.

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