scholarly journals Remote elementary education: a comparative analysis of learner development (part 1)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stefan Kleinke ◽  
David Cross
Keyword(s):  
Elementary Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Standardized Test ◽  
Local Politics ◽  
Group Differences ◽  
Content Type ◽  
Significant Difference ◽  
Subject Areas ◽  
Remote Learning

PurposeThe purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part one, presented in this paper, examined achievement differences between learners in a fully remote learning environment and those in a hybrid setting.Design/methodology/approachA quantitative, quasi-experimental study with factorial design was used to investigate group differences in student achievement between the different learning environments. Ex-post-facto data from standardized test scores were utilized to examine in which ways the learning environment may have affected learner progress in two distinct subject areas crucial to elementary education: English language (ELA) and math.FindingsFindings revealed a significant difference between the two learning environments in both subject areas. While preexisting group differences, selection biases and testing inconsistencies could be effectively ruled out as potential causes for the observed differences, other factors such as developmental and environmental differences between the learning environments seemed to be influential. Therefore, the follow-on research aimed at further investigating and confirming the influence of such factors and will be presented in a Part 2 paper.Practical implicationsKnowledge of the observed differences in learning achievements between the different environments, as well as the factors likely causing them, may aid educators and school administrators in their decision processes when faced with difficult circumstances such as during the pandemic.Originality/valueWhen the SARS-CoV-2 virus started to rapidly spread around the globe, educators across the world were looking for alternatives to classroom instruction. Remote learning became an essential tool. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education. Lacking this type of information, it seems that educators and administrators are facing difficult decisions when trying to align the often conflicting demands of public health, local politics and parent pressure with what may be best for student learning.

Perception of sustainability competencies amongst Spanish pre-service secondary school teachers

2019 ◽  
Vol 20 (7) ◽  
pp. 1171-1190 ◽  
Author(s):  
Gisela Cebrián ◽  
David Pascual ◽  
Álvaro Moraleda
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Real Life ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Content Type ◽  
Significant Difference ◽  
Teacher Students ◽  
Subject Areas ◽  
The Subject

Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.

Exploring the use of authentic learning strategies in designing blended learning environments

2015 ◽  
Vol 6 (2) ◽  
pp. 127-142 ◽  
Author(s):  
Heidi, Yeen-Ju Tan ◽  
Mai Neo
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Authentic Learning ◽  
Content Type ◽  
Learning Modules ◽  
Web Technologies ◽  
Class Project ◽  
Learning Principles

Purpose – The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended learning environment in a Malaysian classroom at the tertiary level and students’ perception towards this learning environment was studied. Design/methodology/approach – This study was conducted using a mixed-method approach and consisted of two parts. Part A: the learning environment was designed to be student-centred, supported by multimedia and web technologies, consisting of online learning modules, blogs and social media, as well as being driven by a class project. Part B: qualitative and quantitative data were collected to solicit student feedback on the learning environment. Findings – Results of the study indicated that students responded positively towards the authentic blended learning environment, as it was found to be relevant to their learning. In an authentic blended learning environment, students became more engaged with the content and actively involved in their learning process. These results show strong and encouraging support for the use of authentic learning principles in the development of blended learning environments. Originality/value – Universities in Malaysia are only beginning to move towards a more blended approach in designing learning environments. This paper provides some insights to one possible way of designing a blended learning environment in a Malaysian tertiary setting.

Intersections of Micro-Level Contextual Factors and Technological Pedagogical Knowledge

2021 ◽  
pp. 170-193
Author(s):  
Meredith J. C. Swallow ◽  
Mia L. Morrison
Keyword(s):  
Learning Environments ◽  
Teacher Development ◽  
Pedagogical Knowledge ◽  
Traditional Schools ◽  
Grade Levels ◽  
Subject Areas ◽  
Micro Level ◽  
K 12 ◽  
The Impact ◽  
Remote Learning

Context is an essential component of educator knowledge development and practice. When K-12 learning environments shifted from traditional schools and classrooms to remote learning, teacher knowledge of context was challenged as students were situated in varied and unpredictable settings. In this chapter, researchers examine the ways in which purposeful attention to technological pedagogical knowledge in teacher development and practice can influence the impact of fluctuations in micro level teaching contexts in remote learning environments. To provide direction in enhancing knowledge across contexts, the authors focus on the cross curricular learning skills of critical thinking, communication, collaboration, and creativity. Particular attention is given to learning activities that can span across contexts, grade levels, and subject areas.

scholarly journals Understanding millennial perceptions of human and nonhuman brands

2018 ◽  
Vol 32 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Junaid ul Haq ◽  
Mark A. Bonn
Keyword(s):  
Generational Differences ◽  
Structural Equation ◽  
Group Analysis ◽  
Social Implications ◽  
Equation Modeling ◽  
Group Differences ◽  
Content Type ◽  
Brand Credibility ◽  
Significant Difference ◽  
Hospitality Managers

PurposeThe purpose of this paper is to obtain perceptions from three distinct millennial segments about human and nonhuman brands related to travel. Specifically, inter and intra relationships between human and nonhuman brand credibility and equity constructs were investigated.Design/methodology/approachThree millennial generational segments representing 571 respondents familiar with human and nonhuman brands, were investigated to explore their human and nonhuman brand credibility and equity perceptual issues. Structural equation modeling was employed to test the study hypotheses. Multi-group analysis was used to observe group differences.FindingsSelected millennial segments were found to have differences in their behavior pertaining to human and nonhuman brand constructs. All hypotheses of the overall model were accepted. For group differences, a significant difference was observed. Gen Z was found to be different in emulating humans and their linked nonhuman brands when compared to both younger and older Gen Y segments.Research limitations/implicationsStudy findings contribute to the marketing and tourism branding literature, as do findings related to generational differences.Practical implicationsThe authors suggested implications for hospitality and tourism marketing professionals under the headings of emotional attachment, entertaining content, use of social media and exploring brands online. Implications including multicultural, brands with strong values and engaging with brands can be helpful for hospitality managers in attracting millennials.Social implicationsSocial implications suggest behavioral differences related to three sub-groups of generational cohorts involving millennials.Originality/valueThis is the first study dedicated to observing millennial perceptions for human and nonhuman brands.

scholarly journals 英語リスニング力における学習環境の差異：PC教室と普通教室の比較 - A study under the different learning environments for English listening tasks: Comparison of PC-equipped classroom and regular classroom

2006 ◽  
Vol 28 (2) ◽  
pp. 159
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Test Scores ◽  
Significant Interaction ◽  
Repeated Measure ◽  
Regular Classroom ◽  
Listening Tests ◽  
Significant Difference ◽  
Post Test ◽  
Level Group

In this paper, we attempted to investigate the following issues: (a) how different learning environments may cause different interactions in classroom; (b) how such differences may affect learners’ attitudes towards listening tasks and test results. We compared the results of tests and questionnaires in two types of learning environments of PC-equipped classroom and regular classroom. Participants were all Japanese undergraduate university students majoring in English. The experimental group (PC-group) consisted of 116 participants (PCL: lower level group, 51; PCH: higher level group 65), while the control group (regular classroom-group) consisted of 117 participants (RGL: lower level group, 56; RGH: higher level group 61). Materials used in the present study were several series of VOA Special English news. The participants in the PC-group were allowed to listen to the materials recurrently using an application on the individual PC. The application enabled real-time feedback of their performances and their individual ranks in the classroom for their tasks. By contrast, the participants in the regular classroom-group had recurrent but teacher-controlled chances to listen to the same materials and were given overall feedback for their performances. We conducted two types of the same paper tests and questionnaires in both the pre and post phases of this research project. ANOVA, multiple comparison Scheffe and Wilcoxon signed rank test with Bonferroni adjustment were used for analysis. As for the fill-in-the-blank tests, the ANOVA repeated Measure detected a significant difference between the pre and post test scores (F (1,231) = 184.77, p = .01), and a significant interaction between two groups (F (1,231) = 45.00, p = .01). The average score of the PC-group was significantly higher than that of the regular classroom-group. As for the TOEIC listening tests, the ANOVA repeated Measure detected a significant difference between pre and post test scores (F (1,231) = 52.84, p = .01), but no significant interaction between two groups. The significant interaction between two groups was detected only for the fill-in-the-blank tests. This means that learning environment with PCs may have impact on learners’ attitudes and improved results of listening tasks at perception level. In addition, the ANOVA repeated Measure among four groups (PCL, PCH, RGL, RGH) detected a significant difference between the pre and post test scores: the fill-in-the-blank tests (F(3,229)＝15.231, p=.01), the TOEIC listening tests (F(3,229)＝18.10, p=.01). Multiple comparison Scheffe revealed the significant interactions among following groups: the fill-in-the-blank tests :PCH and RGL, RGL and PC/RG H; the TOEIC listening tests: PCL and RG/PC H, PCH and RG/PC L, RGL and RG/PC H, RGH and RG/PC L. This means that learning environment with PCs may have influence on listening performance at perception level (rather shallow cognitive processing level) but not at comprehension level (rather deep cognitive processing level). Wilcoxon signed rank test with Bonferroni adjustment detected significant differences on the pre and post questionnaires as follows: two items for the PC-group and eight items for the regular classroom-group. This means that learners’ awareness of their listening skills and learning strategies did not affect the results of the tests. In other words, it was different learning environments that caused differences in interactions in the classroom. In conclusion, learning environment may have affected learners’ learning attitudes. Focusing on less numbers of listening skills and learning strategies in the PC-equipped classroom had a positive impact on the scores of the listening perception test. The learning environment with PCs might have facilitated learner autonomy. 本研究では、学習活動の場である教室内に備えられた人工物（PC）の有無により、学習者が経験する学習行為に差が生じるのか、また、学習者のリスニング力伸長や学習意識に差異をもたらすのかを調査する目的で、同じ教材で同じ教育目標によるPC設置有無の二条件（PC教室と普通教室）での授業を実施し、その影響を検証した。教室環境の差により「課題遂行」と「結果表示」の方法などにおいて教師－学習者間の役割遂行配分が異なり、PC教室ではより学習者中心型の授業を展開し、普通教室ではより教師主導型の授業を展開した。この授業展開の差異がリスニング学習の意識変化に影響を及ぼし、結果としてリスニングの知覚レベル（深い意味判断を要求しない）でのテスト得点増加に影響があり、PC教室群が有意に高かった。教室環境固有の条件－PC教室では自己ペース学習が可能である状況、普通教室では教師主導が生み出す状況－がそれぞれの学習者の着目するリスニング技術や学習方略に影響を与えたものと考えられる。

Start-up competitions as learning environment to foster the entrepreneurial process

2017 ◽  
Vol 23 (3) ◽  
pp. 426-445 ◽  
Author(s):  
Renato Passaro ◽  
Ivana Quinto ◽  
Antonio Thomas
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Statistical Tests ◽  
Structural Features ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Start Up ◽  
Starting Point ◽  
Italian Context ◽  
Private Actors

Purpose The purpose of this paper is threefold: first, to shed light on the increasing start-up competitions (SUCs) phenomenon; second, to provide an interpretive framework to understand whether the SUCs have the potential to be effective entrepreneurial learning environment; third, to analyse the different roles of public and private actors in organizing SUCs. Design/methodology/approach The paper presents a cross-section analysis of the Italian SUCs population. In total, 77 competitions are analysed on the basis of different criteria which should properly mirror their distinguishing structural features, helping understand the potential of SUCs as learning environments. Findings The recent increase in the number of SUCs has been mainly fuelled by private actors. Moreover, Italian SUCs show some features that make them rich learning environments. Private and public actors play different roles, as confirmed by statistical tests performed. Privately organized SUCs follow mainly a market-oriented approach, while publicly organized ones are more education oriented. Research limitations/implications The findings cannot be easily generalized mainly due to the peculiarities of the Italian context. Practical implications Soft forms of regulation should be defined to strengthen those features which could potentially support the entrepreneurial learning processes. In this view, SUCs should be part of a start-up friendly ecosystem where actors (startuppers, incubators, venture capitalists) are effectively coordinated with each other. Originality/value Despite the remarkable diffusion of SUCs, there are significant gaps in literature about this phenomenon. Given the lack of a systematic and comprehensive analysis of SUCs as effective entrepreneurial learning environments, the paper represents an important starting point.

Stakeholders’ responses to school-based management in Indonesia

2018 ◽  
Vol 32 (6) ◽  
pp. 1082-1098
Author(s):  
Agustinus Bandur
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Learning Environments ◽  
School Council ◽  
Content Type ◽  
Effective Implementation ◽  
School Based ◽  
Student Achievements ◽  
School Based Management ◽  
Teaching Learning

Purpose The purpose of this paper is to explore the key determinants of effective school-based management (SBM) for improved teaching−learning environments and student achievements, while identifying the major reasons as to why poor implementation of SBM is associated with lower student achievements. Design/methodology/approach Both dimensions of quantitative and qualitative research were applied for the purpose of this study with active participation of 334 school stakeholders, including principals, teachers, parents, and school council members. In addition to the survey, 33 Interviews and FGDs were conducted with the participation of 61 key informants. These were followed by an examination of school documents, including students’ national examination results. Findings This study concludes that SBM drives the emergence of decision-making authority of principals, the presence of participatory school decision-making, and high involvement of school council for better teaching and learning environments. In turn, effective implementation of SBM policy is associated with healthier teaching−learning environment and better student academic achievements. However, less effective implementation of SBM is due to lack of proper understanding of the school stakeholders that resulted in lower academic achievement. Practical implications Adequate provisions of training on the part of school council members and school principals are required for significant results of SBM policy and programs for improved teaching–learning environment and increased student achievements. The training focuses on, among others: school leadership, school development planning and changing roles of school leaders under SBM reform. Originality/value This study builds on global and Indonesian developments of the decentralized education through SBM model. This study is highly significant in addressing the current debates in existing literature about whether or not SBM has resulted in school improvements and higher student achievements. Practically, this study provides adequate insight to educational leaders, policy makers and international donor agencies in demonstrating why SBM is effective in particular school settings as well as why SBM policy and programs are not effectively implemented in other schools that resulted in lower student achievements.

scholarly journals Mind the gap: the reality of remote learning during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah Osborne ◽  
Kate Hogarth
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Sense Of Community ◽  
Tertiary Education ◽  
Full Potential ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Expectations Gap ◽  
Difficult Time ◽  
Remote Learning

Purpose Students, faculty staff and universities thrive and reach their full potential through planning and a sense of community. In a few short weeks, COVID-19 unravelled months of planning, separated the university community and shifted tertiary education to remote learning. This created a triangulated expectations–performance gap as to what could be reasonably implemented to support student learning, support educators and provide a continued sense of community. The purpose of this paper is to consider how educators could implement strategies to close the expectations gap created by COVID-19 remote learning. Design/methodology/approach The authors consider the expectations gap through pre-COVID-19 pedagogical strategies and teaching methods, then outline how we modified them into COVID-19 teaching approaches and designs. Findings The authors found that although expectations differ between university administration, students and faculty staff, there are a number of paths educators can take to close the expectations gap, facilitate interaction and engagement while gently encouraging self-driven student learning in a difficult time. Originality/value The practical exemplars identify steps educators can take as support mechanisms for student learners to embrace and take control of their own education in the remote learning environment and convey the importance of maintaining a sense of belonging. This creates an improved teaching environment for educators and an enhanced learning environment for students.

Gamma knife radiosurgery for intracranial metastatic melanoma: a 6-year experience

2002 ◽  
Vol 97 ◽  
pp. 494-498 ◽  
Author(s):  
Jorge Gonzalez-martinez ◽  
Laura Hernandez ◽  
Lucia Zamorano ◽  
Andrew Sloan ◽  
Kenneth Levin ◽  
...  
Keyword(s):  
Prognostic Factors ◽  
Brain Metastases ◽  
Metastatic Melanoma ◽  
Gamma Knife Radiosurgery ◽  
Tumor Control ◽  
Karnofsky Performance Scale ◽  
Content Type ◽  
Significant Difference ◽  
The Mean ◽  
Fine Print

Object. The purpose of this study was to evaluate retrospectively the effectiveness of stereotactic radiosurgery for intracranial metastatic melanoma and to identify prognostic factors related to tumor control and survival that might be helpful in determining appropriate therapy. Methods. Twenty-four patients with intracranial metastases (115 lesions) metastatic from melanoma underwent radiosurgery. In 14 patients (58.3%) whole-brain radiotherapy (WBRT) was performed, and in 12 (50%) chemotherapy was conducted before radiosurgery. The median tumor volume was 4 cm3 (range 1–15 cm3). The mean dose was 16.4 Gy (range 13–20 Gy) prescribed to the 50% isodose at the tumor margin. All cases were categorized according to the Recursive Partitioning Analysis classification for brain metastases. Univariate and multivariate analyses of survival were performed to determine significant prognostic factors affecting survival. The mean survival was 5.5 months after radiosurgery. The analyses revealed no difference in terms of survival between patients who underwent WBRT or chemotherapy and those who did not. A significant difference (p < 0.05) in mean survival was observed between patients receiving immunotherapy or those with a Karnofsky Performance Scale (KPS) score of greater than 90. Conclusions. The treatment with systemic immunotherapy and a KPS score greater than 90 were factors associated with a better prognosis. Radiosurgery for melanoma-related brain metastases appears to be an effective treatment associated with few complications.

Gamma knife radiosurgery for metastatic brain tumors from lung cancer: a comparison between small cell and non—small cell carcinoma

2002 ◽  
Vol 97 ◽  
pp. 484-488 ◽  
Author(s):  
Toru Serizawa ◽  
Junichi Ono ◽  
Toshihiko Iichi ◽  
Shinji Matsuda ◽  
Makoto Sato ◽  
...  
Keyword(s):  
Lung Cancer ◽  
Brain Tumors ◽  
Gamma Knife ◽  
Gamma Knife Radiosurgery ◽  
Small Cell ◽  
Metastatic Brain Tumors ◽  
Cell Lung Carcinoma ◽  
Content Type ◽  
Significant Difference ◽  
Fine Print

Object. The purpose of this retrospective study was to evaluate the effectiveness of gamma knife radiosurgery (GKS) for the treatment of metastatic brain tumors from lung cancer, with particular reference to small cell lung carcinoma (SCLC) compared with non-SCLC (NSCLC). Methods. Two hundred forty-five consecutive patients meeting the following five criteria were evaluated in this study: 1) no prior brain tumor treatment; 2) 25 or fewer lesions; 3) a maximum of three tumors with a diameter of 20 mm or larger; 4) no surgically inaccessible tumor 30 mm or greater in diameter; and 5) more than 3 months of life expectancy. According to the same treatment protocol, large tumors (≥ 30 mm) were surgically removed and the other small lesions (< 30 mm) were treated with GKS. New lesions were treated with repeated GKS. Chemotherapy was administered, according to the primary physician's protocol, as aggressively as possible. Progression-free, overall, neurological, qualitative, and new lesion—free survival were calculated with the Kaplan—Meier method and were compared in the SCLC and NSCLC groups by using the log-rank test. The poor prognostic factors for each type of survival were also analyzed with the Cox proportional hazard model. Conclusions. Tumor control rate at 1 year was 94.5% in the SCLC group and 98% in the NSCLC group. The median survival time was 9.1 months in the SCLC group and 8.6 months in the NSCLC group. The 1-year survival rates in the SCLC group were 86.5% for neurological survival and 68.9% for qualitative survival; those in the NSCLC group were 87.9% for neurological and 78.9% for qualitative survival. The estimated median interval to emergence of a new lesion was 6.9 months in the SCLC group and 9.8 months in the NSCLC group. There was no significant difference between the two groups for any type of survival; this finding was verified by multivariate analysis. The results of this study suggest that GKS appears to be as effective in treating brain metastases from SCLC as for those from NSCLC.

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