How Young Adolescents Draw Themselves: A Comparison Across Three Ecosocial Contexts in Southern Madagascar

2018 ◽  
Vol 53 (1) ◽  
pp. 33-57 ◽  
Author(s):  
Gabriel Scheidecker ◽  
Ariane Gernhardt ◽  
Hartmut Rübeling ◽  
Jona Holtmannspötter ◽  
Heidi Keller
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Formal Education ◽  
Large City ◽  
Southern Region ◽  
Emotional Expressions ◽  
Young Adolescents ◽  
Rural Villages ◽  
Modern Media ◽  
The Impact

The present study investigated the impact of young adolescents’ learning environment on their culturally mediated view of themselves as expressed in their self-drawings. The sample consisted of 83 young adolescents, 35 male and 48 female, aged 10 to 14 years with an overall average of 12 years living in three diverse ecosocial contexts within the Southern region of Madagascar: 28 participants were recruited in rural villages, 14 adolescents lived in a small town, and 41 adolescents were raised in a large city. The participants did not differ in age or gender distribution. The analyses revealed significant differences in the adolescents’ emotional expressions, drawing styles, visual appearances, and figure sizes in their self-depictions, which were in line with ecosocial variations in their learning environments. The findings are interpreted in light of the participants’ varying socialization experiences, access to formal education, and exposure to modern media and a Western lifestyle.

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 426-447
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

Some Insights into the Impact of ICTs on Learning Agency and Seamless Learning

2011 ◽  
pp. 64-75
Author(s):  
Hitendra Pillay ◽  
John A. Clarke ◽  
Peter G. Taylor
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Cultural Background ◽  
Dynamic Learning ◽  
Learning Capacity ◽  
Innovation Transfer ◽  
Seamless Learning ◽  
Diverse Learning ◽  
Learning Competencies ◽  
The Impact

The learning capacity of individuals is becoming recognised as the most valued commodity in a knowledge and information society and this has fostered an increased attention on the innovation, transfer, and management of knowledge. To explain these processes, it is necessary to move beyond what has traditionally been conceived of as a learning environment and to develop alternative models that acknowledge and accommodate the learning competencies required to successfully engage with a contingent and dynamic learning culture, the changing nature of knowledge, and the influence of the cultural background of learners. Such models need to explain the lifelong and continuous nature of learning as learners move seamlessly among a range of diverse learning environments. This chapter proposes the concept of learning agency which incorporates the intelligence inherent in learning environments as a mechanism to explain seamless learning within and across environments, particularly those that are rich in technology.

scholarly journals The Impact of Outdoor Views on Students’ Seat Preference in Learning Environments

Buildings ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. 96 ◽  
Author(s):  
Zhonghua Gou ◽  
Maryam Khoshbakht ◽  
Behnam Mahdoudi
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Gold Coast ◽  
Occupancy Rate ◽  
University Library ◽  
Good Learning ◽  
The Impact ◽  
Support Students ◽  
Seat Preference

A Good learning environment should support students’ choices and attract them to stay. Focusing on outdoor views, this research explores two questions: How important outdoor views are in seat selection in learning environments? How do the view elements influence students’ seating behaviors in learning environments? A seat preference survey and view elements and occupancy rate measurements were conducted in a university library building in Gold Coast, Australia. This study not only echoes the previous research indicating that territory and privacy are important factors for choosing seats in a learning environment; more importantly, this study contributes to the literature with evidence that outdoor views might be an important factor for seat preference. Specifically, sky views and shading views were found positively related to occupancy rate. Based on this point, open views with appropriate shading were found as an optimal outdoor view composition. The singularity of greenery views would less likely be attractive to building occupants.

The Role of Culture and Caregivers’ Formal Education for Babies’ Learning Environments: The Case of Two Costa Rican Communities

2020 ◽  
pp. 002202212098171
Author(s):  
Frederike Aschemeyer ◽  
Mariano Rosabal-Coto ◽  
Sina Storm ◽  
Heidi Keller
Keyword(s):  
Learning Environments ◽  
Formal Education ◽  
Costa Rican ◽  
Formal Schooling ◽  
Cultural Groups ◽  
Chi Square ◽  
Body Contact ◽  
Socialization Goals ◽  
Different Cultures ◽  
The Impact

The aim of our study was to explore young children’s social and learning environments in contexts that are different from the predominant Western lifestyle. We expected different cultural groups, both living in Costa Rica, to provide their 6- to 18-months old children with different learning environments. Our sample consisted of 26 Bribri families and 24 Guanacastecan families. To test the impact of formal education we additionally divided the whole sample into a higher schooling sample (18 families; at least one parent had completed secondary school) and a lower schooling sample (32 families). We used a multi method design including interviews, questionnaires and spot observations and analyzed the data following the qualitative approach of thematic analysis. Additional chi-square tests showed that Guanacastecan caregivers and caregivers from families with higher formal education provide their children with a more distal socialization style (verbal and object-centered behavior). Caregivers from families with lower formal education engage more in proximal behavior (primary care, body contact, and stimulation). Bribri families also put more emphasis on interdependence-oriented socialization goals. Guanacastecan caregivers highlighted independence-oriented socialization goals. Our study confirms socialization strategies and children’s learning environments respectively emphasizing more distal or more proximal experiences and indicates that sociodemographic profiles (especially formal schooling) must be taken into account when studying children’s development across different cultures.

Different Shades of Virtual Learning Environments

2021 ◽  
pp. 809-824
Author(s):  
Arshia Ayoub ◽  
Zahid Ashraf Wani
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Formal Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Virtual Objects ◽  
Current Trends ◽  
Computer Based

The emergence of the internet has opened a wealth of new, network-based applications, from digital music stores to new venues for scholarly publishing. It has replaced the physical learning environments with virtual ones. The virtual learning environments are utilized for not only imparting informal but formal education as well. A collaborative virtual learning environment is a computer-based, distributed, virtual space or set of places. In such places, people can meet and interact with others, with agents, or with virtual objects. Collaborative virtual learning environment might vary in their representational richness from 3D graphical spaces, 2.5D, and 2D environments to text-based environments. In this milieu, the proposed study shall make an endeavor to time travel and identify various virtual learning systems, services, and tool that are being used and adopted by virtual learners. In addition, the study shall also anticipate the future virtual learning environments based on current trends and future requirements.

scholarly journals The impact of developing a system of personal learning environments in developing the skills of employing some Web 2.0 applications in the teaching of computer teachers

2018 ◽  
Vol 2 (6) ◽  
Author(s):  
 Ahmed bin Mustour bin Saleh Al Ghamdi - Akram Fathi Mustafa
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Web Applications ◽  
Arithmetic Mean ◽  
Experimental Sample ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Remote Observation ◽  
Level Of Significance ◽  
The Impact

The aim of the research was to identify the impact of developing a system of personal learning environments on developing the skills of employing web applications in teaching teachers. The research sample consisted of (33) computer teachers in Unaiza governorate. The experimental sample was taught through a learning environment Personalized on Netvibes platform (Netvibes). The results of the study showed that there were statistically significant differences at the level of significance (0.05) between the arithmetic mean of the observation card and the arithmetic mean of the remote observation card in favor of the remote observation card.

Some Insights into the Impact of ICTs on Learning Agency and Seamless Learning

2008 ◽  
pp. 405-412
Author(s):  
Hitendra Pillay ◽  
John A. Clarke ◽  
Peter G. Taylor
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Cultural Background ◽  
Dynamic Learning ◽  
Learning Capacity ◽  
Innovation Transfer ◽  
Seamless Learning ◽  
Diverse Learning ◽  
Learning Competencies ◽  
The Impact

The learning capacity of individuals is becoming recognised as the most valued commodity in a knowledge and information society and this has fostered an increased attention on the innovation, transfer, and management of knowledge. To explain these processes, it is necessary to move beyond what has traditionally been conceived of as a learning environment and to develop alternative models that acknowledge and accommodate the learning competencies required to successfully engage with a contingent and dynamic learning culture, the changing nature of knowledge, and the influence of the cultural background of learners. Such models need to explain the lifelong and continuous nature of learning as learners move seamlessly among a range of diverse learning environments. This chapter proposes the concept of learning agency which incorporates the intelligence inherent in learning environments as a mechanism to explain seamless learning within and across environments, particularly those that are rich in technology.

scholarly journals Adaptive e-learning environment based on learning styles and its impact on development students' engagement

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Hassan A. El-Sabagh
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Environments ◽  
Control Group ◽  
Learning Approach ◽  
Quasi Experimental ◽  
E Learning ◽  
Research Experiment ◽  
The Impact

AbstractAdaptive e-learning is viewed as stimulation to support learning and improve student engagement, so designing appropriate adaptive e-learning environments contributes to personalizing instruction to reinforce learning outcomes. The purpose of this paper is to design an adaptive e-learning environment based on students' learning styles and study the impact of the adaptive e-learning environment on students’ engagement. This research attempts as well to outline and compare the proposed adaptive e-learning environment with a conventional e-learning approach. The paper is based on mixed research methods that were used to study the impact as follows: Development method is used in designing the adaptive e-learning environment, a quasi-experimental research design for conducting the research experiment. The student engagement scale is used to measure the following affective and behavioral factors of engagement (skills, participation/interaction, performance, emotional). The results revealed that the experimental group is statistically significantly higher than those in the control group. These experimental results imply the potential of an adaptive e-learning environment to engage students towards learning. Several practical recommendations forward from this paper: how to design a base for adaptive e-learning based on the learning styles and their implementation; how to increase the impact of adaptive e-learning in education; how to raise cost efficiency of education. The proposed adaptive e-learning approach and the results can help e-learning institutes in designing and developing more customized and adaptive e-learning environments to reinforce student engagement.

scholarly journals A review paper of: the impact of daylight on students‟ learning performance

2013 ◽  
Vol 1 (1) ◽  
pp. 62-68
Author(s):  
Sanaz. A. Samani ◽  
Soodeh. A. Samani ◽  
Masoud Parasteh
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Review Paper ◽  
Learning Performance ◽  
Natural Light ◽  
Direct Impact ◽  
Health And Wellbeing ◽  
Master Thesis ◽  
Physiological Benefits ◽  
The Impact

The purpose of this study is to identify the impact of daylight on students‘ learning performance within learning environments. Since, learning plays an important role in people‘s life; having suitable and appropriate learning place seems very important an essential. It can motivate people to learn more and better. Learning environment includes all schools, universities or other places even libraries where people study there. Well designed learning palaces make students happy and energize and vice versa. In general, lighting in an environment is one of the necessary and important elements which have direct impact on people‘s performance. Apart from all indoor (artificial) light profits, natural light itself has more benefits on peoples‘ health and wellbeing. Having aptwindows in classrooms are very important for having appropriate daylight, and also outside viewing. This connection with outside can provide significant physical and physiological benefits for users especially students. In this study the researchers try to identify the importance of daylight in learning places and discover the influence of that on students‘ learning performance. The result that comes from this study indicates that applying daylight in learning environment is very essential, but students feel and understand that while they involved with that. This paper is a review paper which came for a master thesis. Researchers review that to find support for the hypothesis that applying daylight in classrooms affects and enhances students‘ learning performance.

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 1335-1357
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

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