An Instrument for Assessing the Learning Environment of a Computer Laboratory

1997 ◽  
Vol 16 (2) ◽  
pp. 179-190 ◽  
Author(s):  
Michael Newby ◽  
Darrell Fisher
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Process ◽  
Student Attitudes ◽  
The Other ◽  
Attitudes Toward Computers ◽  
Computer Laboratory ◽  
Laboratory Environment ◽  
Perceived Importance

Computers have been used in higher education for over thirty years both as a subject of study and as a tool to assist in the learning process within other disciplines. In that time, computer laboratory classes have played a major role in the teaching of computing subjects. Despite the perceived importance of laboratory classes little research has been done on computer laboratory environments and their effect upon learning. This article describes two instruments. One was designed to assess students' perceptions of various aspects of their computer laboratory environments and the other to measure attitudes toward computers and computing courses. These instruments were used to determine associations between laboratory environment and student attitudes.

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

scholarly journals MODELOS REDUZIDOS APLICADOS AO ENSINO DE GEOGRAFIA: A FORMAÇÃO DE DOLINAS E A EVOLUÇÃO DO RELEVO CÁRSTICO

2020 ◽  
Vol 11 (38) ◽  
pp. 01-17
Author(s):  
Péricles Souza Lima ◽  
◽  
Fernando de Morais ◽  
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Early Years ◽  
The Other ◽  
Geographic Education ◽  
Future Studies ◽  
Stochastic Nature ◽  
The Third ◽  
Teaching Learning ◽  
Analog Models

The present study constituted simulations ofthe formation of dolines by using reduced analog models and it looked for contributing to the teaching-learning process of geographic education. The research was carried out using a wooden box, which was adapted with a reservoir that recharged the system,and a space for the superposition of the sedimentary layers. Altogether, four experiments were conducted, which enabled analytical and didactic interpretations. The first two, due to their stochastic nature, encourage future studies. The last two presented doliniform features, with the third coming closer to the natural scenerio. On the other hand, the fourth test was more didactic. Such a test was done under controlled conditions, and could contribute more to the geographic education in the early years, unlike the third, conducive to higher education.

scholarly journals Asynchronous Collaborative and Interactive Learning Support System

2021 ◽  
Vol 6 (3) ◽  
pp. 39-43
Author(s):  
A. Hadiana ◽  
L. Leiliawati ◽  
M. Muslih ◽  
R. Rohmanto ◽  
N. Natalia ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Support System ◽  
Learning Process ◽  
Web Technology ◽  
Shared Knowledge ◽  
Learning Support ◽  
Learning Support System ◽  
Level Of Knowledge

We propose in this paper an educational distance learning support system to provide learning environment in higher education especially it is very important during Covid-19 pandemic. This system provides the collaboration functions among students, in order to make students more active and interactive in learning process based on web technology without any restriction of time and place, and also in order to decrease teachers’ load. In this system students are endorsed to collaborate each other for constructing shared knowledge as much as possible according to their level of knowledge. Students can make discussions or ask some questions collaboratively to acquire more knowledge which cannot be gained through lessons. We describe the concept of this system including its architecture.

scholarly journals De la Licenciatura al Grado en Pedagogía: ¿Cambios en las capacidades cognitivas que desarrollan los estudiantes?

2017 ◽  
Vol 21 (4) ◽  
pp. 315-335
Author(s):  
Maria Luisa García Hernández ◽  
Nicolás Martínez Valcárcel ◽  
Mónica Porto Currás
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Basic Skills ◽  
Research Data ◽  
The Other ◽  
Cognitive Capacities ◽  
Knowledge Domains ◽  
Starting Point ◽  
Thinking Process ◽  
The University

Resumen:El momento de cambio en el que se encuentra inmersa la Educación Superior ha provocado la aparición de numerosos términos (objetivos, competencias, habilidades, capacidades, etc.), que pueden ser evaluados con la finalidad de conocer cómo es el aprendizaje del estudiante.En este sentido, uno de los objetivos de este artículo es mostrar cuáles son las capacidades cognitivas que, según las experiencias de los estudiantes, se han potenciado a lo largo de su formación. Concretamente, para este estudio se han recogido datos vinculados con la titulación de Pedagogía de la Universidad de Murcia, trabajando con tres promociones distintas (dos de ellas de Licenciatura y una de Grado). Asimismo, destacar que la información recogida proviene de la experiencia y vivencia del alumnado, que ha recordado cuáles habían sido las capacidades cognitivas fomentadas en cada materia, por lo que se ha tomado al estudiante como fuente primaria. Para el análisis e interpretación de la información obtenida se ha tomado como referencia el trabajo de Marzano y Kendall (2007), quienes elaboran una taxonomía de capacidades cognitivas partiendo de diferentes propuestas sobre los procesos de pensamiento y los dominios del conocimiento. Por último, del análisis elaborado podemos reseñar, por un lado, el fomento de las capacidades más básicas -la recuperación, comprensión y análisis- en ambos Planes de Estudios. Y, por otro lado, el incremento de capacidades más complejas en el Grado con respecto a la Licenciatura.Abstract:The moment of change in which Higher Education is involved has caused the appearance of multiple concepts (goals, competences, skills, capacities and so on) which can be evaluated with the purpose of knowing in depth the learning process of our students.In this sense, one of the goals of this article is to show, according to the students experiences, which cognitive capacities have been powered in their learning process. More concretely, for this research, data linked with the degree of Pedagogy in the University of Murcia have been collected, working with three different promotions (two of the belong to the Bachelor in Pedagogy and the other one the current degree). In this way we have to highlight that the information collected comes from the experiences and livings of our students, which has remembered the cognitive capacities promoted in each subject, so the student has been taken as a primary source.For the analysis and interpretation of the information collected, the research made by Marzano and Kendall (2007) has been taken as a reference. These two authors elaborated a taxonomy of cognitive capacities taking different proposals about the thinking process and knowledge domains as a starting point. Finally, we can outline from our analysis the promotion of the most basic skills, recovery, comprehension and analysis in both teaching plans. On the other hand, the increase of more complex capacities is more present in the Degree in Pedagogy than in the Bachelor in Pedagogy.

scholarly journals TEACHER’S VOCATION AND STUDENTS’ ATTITUDES TOWARDS A CHOICE OF TEACHER’S VOCATION

2016 ◽  
Vol 1 ◽  
pp. 265 ◽  
Author(s):  
Sandra Zariņa ◽  
Elga Drelinga ◽  
Dzintra Iliško ◽  
Elfrīda Krastiņa
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
Learning Process ◽  
Educational Programs ◽  
Teaching Profession ◽  
The Other ◽  
Training Institutions ◽  
Students Attitudes ◽  
High Standards ◽  
Very High

Research published by Eurydice in 2015„Teaching Profession in Europe: Practices, Perceptions, and Policies” indicates to the significance of teaching vocation in a sustainability-oriented learning environment, but at the same time there is an indication of a low prestige of teaching vocation in Latvia. The situation in Latvia reveals a significant problem teacher trainers need to deal with. There are very high standards set for teachers’ profession, on the other side, the politics of the country is oriented towards a motivation of young specialists to choose teacher’s vocation. In order to train competent teachers this is essential to explore a motivation of learners to acquire teaching profession and to make a decision to work at school and in the kindergarten. The aim of this study is to explore reasons why youth in Latvia choose to study in the educational programs and to explore changes in students’ attitudes during their learning process in teacher training institutions.  

The use of social networking and learning management systems in English language teaching in higher education

2014 ◽  
Vol 31 (4) ◽  
pp. 254-263 ◽  
Author(s):  
Evriklea Dogoriti ◽  
Jenny Pange ◽  
Gregory S. Anderson
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Internet Technology ◽  
Content Type ◽  
Learning Platform ◽  
Learning Management

Purpose – The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is addressed in this case study which examines the student's perceptions of online instruction using Moodle as a learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform. The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning environment. The paper aims to discuss these issues. Design/methodology/approach – Results are drawn from a pre-FB questionnaire after a term using Moodle only, and a post-FB questionnaire following a term using Moodle and FB. Findings – Results suggest that the use of web-based tools and social media changed the way students viewed the role of internet technology in the development of their English language learning. Most students (76 percent) agreed that the addition of FB to the course helped build a sense of community within a learning environment, while 69 percent suggested it enhanced the learning process. Originality/value – Results suggest FB may reinforce communication skills and engagement in the learning process and may support participation and collaborative learning in the formal learning environment provided by Moodle.

scholarly journals Teaching and learning process to enhance teaching effectiveness: literature review

2021 ◽  
Vol 4 (1) ◽  
pp. 1-4
Author(s):  
Afzal Sayed Munna ◽  
Md Abul Kalam
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Learning Strategy ◽  
Positive Impact ◽  
Transformation Process ◽  
Teaching Resources ◽  
Research Findings

Teaching and learning process can be defined as a transformation process of knowledge from teachers to students. It is referred as the combination of various elements within the process where an educator identifies and establish the learning objectives and develop teaching resources and implement the teaching and learning strategy. On the other hand, learning is a cardinal factor that a teacher must consider while teaching students. The paper evaluated various academic journals, pedagogy and inclusive practices to assess the teaching effectiveness within the higher education setting. The objective of the research is to assess the teaching effectiveness in higher education setting. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. The research findings suggests that, providing positive and adequate formative and developmental feedback, introduction of role play have profound positive impact on the confidence and self-esteem of the students. It was also revealed that, active learning environment promotes inclusivity and improve the faculty and student academic performances. The research findings will enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner’s expectation and academic performance.

scholarly journals Development of educational kit for IoT online learning

2020 ◽  
Vol 1 (1) ◽  
pp. 26-32
Author(s):  
Nurulhuda Abdul Rahman ◽  
Muhammad Ridzuan Idris ◽  
Khairul Salleh Baharudin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
The Other ◽  
Face To Face ◽  
Other Hand ◽  
Internet Of Thing ◽  
At Home

Internet of Thing (IoT) is one of the elements that drive the development of the Industrial Revolution (IR 4.0). Therefore, IoT has become the most important agenda in the globalization era including the field of education. The IoT element has been widely engaged in higher education syllabus. However, in COVID 19 pandemic, the teaching and learning process for IoT becomes more challenging and difficult to deliver. As a solution, the Educational Kit for IoT Online Learning has been developed. This online learning kit will help students to practically learn the IoT without a face to face lecture. The objectives of the paper are to provide an overview of existing IoT education solutions and to develop IoT online learning kit. This learning kit consists of IoT development hardware and software which are equipped with a camera that connected to the online conference software. This paper will explain the development of the kit. Compared to other kits, this learning kit can directly be used for online learning and helps students to practice IoT at home, especially during a pandemic. On the other hand, IoT Online Kits is a pioneer in higher education for practical online learning.

scholarly journals Coming to Grips with Bologna: Change and Student Empowerment in Transforming Classes into an Effective Learning Environment

2021 ◽  
Vol 13 (3) ◽  
pp. 43
Author(s):  
Paz Kindelan
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Education Reform ◽  
Student Attitudes ◽  
Real Life ◽  
Academic Culture ◽  
Higher Education Reform ◽  
Student Empowerment ◽  
The European Union ◽  
Effective Learning

With the advent of the Bologna Process to develop higher education in the European Union, university teachers and students have gone through a process of change. This change required an adjustment to the demands of higher education reform governed by European convergence. However, the resulting transformations in pedagogical practice have ostensibly affected not only teacher-student attitudes and relationships but also the academic culture. Within the new educational paradigm, the shift to a student-centered pedagogy has meant the empowering of individual students providing them with the opportunity to direct their own learning. However, the issue now is how to address and exercise student empowerment in the real-life class. This study is an investigation into the role of teachers to strike a balance between the forces pushing them to adapt to the new pedagogical framework and the need to improve student self-reliance and ownership of learning. It concludes by reaffirming the advantages of applying an empowerment-based approach, already recognized by current research, that enhances teacher and students relations in an effective learning environment.

A Model for Competence E-Assessment and Feedback in Higher Education

2019 ◽  
pp. 295-311
Author(s):  
Ana González-Marcos ◽  
Fermín Navaridas-Nalda ◽  
Joaquín Ordieres-Meré ◽  
Fernando Alba-Elías
Keyword(s):  
Higher Education ◽  
Project Management ◽  
Learning Environment ◽  
Learning Process ◽  
Performance Indicators ◽  
Virtual Learning Environment ◽  
Simulation Environment ◽  
Proposed Model ◽  
Individual Project ◽  
Working World

This chapter presents a non-conventional formative initiative which considers the e-assessment and feedback of project management competences in higher education. The proposed model is built upon a virtual learning environment (VLE) that offers opportunities for students to experience situations that are similar to what they will encounter in the working world. More specifically, the simulation environment is used to recreate the reality of an organization dedicated to direct, manage, and organize projects. The designed VLE enables the e-assessment and feedback of individual project management competences by considering a set of performance indicators for each participant in the simulation. That is, the performance and contribution of each student is measured through different pieces of evidence that are pertinent to each assessed competence. Additionally, the analysis and process of the information gathered from the VLE allows to deliver varied and detailed information to the learners with the intention of modifying their thinking or behavior and improving their learning process.

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