THE SCHOOL AND THE TEACHER: CHANGES IN STUDENT PERCEPTION DURING THE PANDEMIC

The relationship between the learning environment and the learning behaviours has long been of interest in educational literature. When addressing the socioemotional stages, Erickson raises awareness of the psycho-social influence of school by way of diligence vs inferiority (Harwood et al., 2010), while Galos and Aldridge (2020) explore how designing a learning environment focused on student self-efficacy triggers statistically significant differences in 4 (out of 9) areas of analysis: fairness, task clarity, learning responsibility and task achievement. The aim of the present study is to highlight the significance and the differences in the main student psychosocial representations of school and teachers before and during the pandemic, the latter being characterised by government-imposed restrictions as well as changes in the student-teacher interaction, both during the second school term of 2019-2020 and the two school terms of the academic year 2020-2021. The areas we intend to explore are: overall attitude to school and student emotional states, the perception on teacher and peer relations, the perception on school as an organisation but also as a learning environment, the parents as a filter on schoolrelated perceptions, and the projective dimension on school life. The resulting statistical analysis (both nonparametric tests for independent groups and correlation) reveals major changes in the student perception on school and teachers, which will require systematic future intervention, as well as an upgrade of educational strategies, considering that the approaches designed and applied during the pandemic proved unable to compensate for the changes brought about by the restrictions on learning.

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Peer relations and tensions in the school life of Finnish and Korean students: a cross-cultural perspective

Pedagogy Culture and Society ◽

10.1080/14681366.2018.1538161 ◽

2018 ◽

Vol 27 (4) ◽

pp. 537-554 ◽

Cited By ~ 1

Author(s):

Junghyun Yoon

Keyword(s):

Peer Relations ◽

Cross Cultural ◽

Cultural Perspective ◽

School Life ◽

Korean Students

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Transforming the Learning Environment of Undergraduate Physics Laboratories to Enhance Physics Inquiry Processes

Scientia in educatione ◽

10.14712/18047106.754 ◽

2017 ◽

Vol 8 ◽

Author(s):

Gregory P. Thomas ◽

Al Meldrum ◽

John Beamish

Keyword(s):

Learning Environment ◽

Early Years ◽

First Year ◽

First Semester ◽

Physics Laboratory ◽

Physics Classes ◽

Mixed Method Design ◽

Physics Laboratories ◽

First Time ◽

Academic Year

Concerns persist regarding the lack of promotion of students’ scientific inquiry processes in undergraduate physics laboratories. The consensus in the literature is that, especially in the early years of undergraduate physics programs, students’ laboratory work is characterized by recipe type, step-by-step instructions for activities where the aim is often confirmation of an already well-established physics principle or concept. In response to evidence reflecting these concerns at their university, the authors successfully secured funding for this study. A mixed-method design was employed. In the 2011/2012 academic year baseline data were collected. A quantitative survey, the Undergraduate Physics Laboratory Learning Environment Scale (UPLLES) was developed, validated, and used to explore students’ perceptions of their physics laboratory environments. Analysis of data from the UPLLES and from interviews confirmed the concerns evident in the literature and in a previous evaluation of laboratories undertaken in 2002. To address these concerns the activities that students were to perform in the laboratory section of the course/s were re/designed to engage students in more inquiry oriented thinking and activity. In Fall 2012, the newly developed laboratory activities and tutorials, were implemented for the first time in PHYS124; a first year course. These changes were accompanied by structured training of teaching assistants and changes to the structure of the evaluation of students’ laboratory performance. At the end of that term the UPLLES was administered (n = 266) and interviews with students conducted (n = 16) to explore their perceptions of their laboratory environments. Statistically significant differences (p<.001) between the students in the PHYS 124 classes of 2011/2012 and 2012/2013 across all dimensions were found. Effect sizes of 0.82 to 1.3, between the views of students in the first semester physics classes of 2011/2012 and 2012/2013, were also calculated suggesting positive changes in the laboratory inquiry orientation. In their interviews, students confirmed and detailed these positive changes while still noting areas for future improvement.

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Personal Learning Environments and Social Networks in the Traditional School System

The Social Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4904-0.ch021 ◽

2014 ◽

pp. 417-440

Author(s):

Christos Manolis ◽

Eleni Kalaitzidou

Keyword(s):

Social Networks ◽

Learning Environment ◽

New Technologies ◽

Daily Basis ◽

Electronic Format ◽

Ministry Of Education ◽

School Life ◽

Constructive Learning ◽

Personal Learning ◽

Personal Learning Environment

An effort to integrate new technologies in learning and school life in general has been put forward by the ministry of education in Greece with an action known as “Digital School.” One of the components of “Digital School” is the digital platform that includes all schoolbooks converted to an electronic format (e-books), enhanced with additional interactive educational material. This research focuses on how the enhanced 10th grade mathematics books could comprise a constructive learning environment beyond the classroom, facilitating pupils studying on their own and at their own pace. The results of the research show that social networks, digital tools, and the resources that pupils use on a daily basis can pave the way in this direction on condition and that they are utilized for the configuration of a PLE (Personal Learning Environment) by each pupil, which ensures the required communication and feedback between the community of pupils and teachers.

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Emotional Intelligence and Burnout of Teachers of Higher Education Institutions

Journal of Intellectual Disability - Diagnosis and Treatment ◽

10.6000/2292-2598.2021.09.05.3 ◽

2021 ◽

Vol 9 (5) ◽

pp. 442-450

Author(s):

Vitalii Y. Bocheliuk ◽

◽

Serhiy S. Shcherbyna ◽

Anastasiia V. Turubarova ◽

Iryna Yu. Antonenko ◽

...

Keyword(s):

Emotional Intelligence ◽

Structural Changes ◽

Emotional States ◽

Emotional Life ◽

University Teachers ◽

Professional Stress ◽

Emotional Burnout ◽

And Control ◽

Academic Year

Emotional intelligence is an important resource for overcoming professional stress in members of socionomic professions. The research objective is to determine the role of its components in the development of emotional burnout. A natural experiment was conducted, which determined the manifestations of emotional burnout of 56 university teachers at the end of the academic year. The author used the questionnaire. Two experimental groups were identified in the general sample: teachers with burnout and those resistant to burnout (16 and 30 people, respectively). At the end of the academic year, signs of burnout were detected in one-third of university teachers. The leading symptoms are emotional exhaustion and depersonalisation, with no reduction in professional achievement. The dynamics of emotional life during the annual professional cycle are shown. The integrated indicator of emotional intelligence (EI) remains at the same level, but there are structural changes in the components of intrapersonal intelligence. At the end of the year, teachers' attention to their emotional states, work roles, and communication increase significantly. At the same time, there is a decrease in the ability to manage their own emotions. Resistance to burnout is accompanied by a high ability to realise and control their own emotions with a relatively vague focus on the emotional states of others. It was concluded that individual components of EI (intrapersonal and interpersonal, understanding and management) have different effects on burnout symptoms.

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ANALISIS MODEL MENTAL SISWA DALAM PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE 8E PADA MATERI HIDROLISIS GARAM

JRPK - Jurnal Riset Pendidikan Kimia ◽

10.21009/jrpk.071.06 ◽

2017 ◽

Vol 7 (1) ◽

pp. 38-51

Author(s):

Waskitarini Darmiyanti ◽

Yuli Rahmawati ◽

Fera Kurniadewi ◽

Achmad Ridwan

Keyword(s):

Learning Environment ◽

Mental Model ◽

Chemistry Education ◽

Model Development ◽

Deep Understanding ◽

Learning Cycle ◽

First Semester ◽

Before And After ◽

Academic Year ◽

Depth Interviews

This study aims to analyse the studentsâ€™ mental model of students in SMA 42 Jakarta in the implementation of Learning Cycle 8E learning model on salt hydrolysis learning. This research was conducted in first semester of 2016/2017 academic year. There are 36 students of year XI in MIPA 5 was involved in the study. This qualitative research was conducted with the data collection of writing-drawing technique, in-depth interviews, classroom observation, student journal reflective. The Miles and Huberman data analysis was employed with quality standards of data reduction, display data, and verification. Class observation conducted before and after the learning Cycle 8E was implemented for understanding, the characteristics of students and classroom learning environment. The interview technique was conducted to have deep understanding the studentsâ€™ mental model. The result showed that the students developed understanding on the concept of hydrolysis reaction process and pH of salt solution which were generated categories of understanding, not understanding, and misconception. The three categories are seen from the four stages of the learning Cycle 8E which are explore, elaborate, extend, and explain. studentsâ€™ understanding and mental model development are influenced by the learning environment and prior knowledge. This model also has developed studentsâ€™ soft skills of empathy communication, critical thinking and collaboration skills. Keyword: Chemistry Education, Mental Model, Salt Hydrolysis, Learning Cycle 8E

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Personal Learning Environments and Social Networks in the Traditional School System

Student Engagement and Participation ◽

10.4018/978-1-5225-2584-4.ch007 ◽

2018 ◽

pp. 132-156

Author(s):

Christos Manolis ◽

Eleni Kalaitzidou

Keyword(s):

Social Networks ◽

Learning Environment ◽

New Technologies ◽

Daily Basis ◽

Electronic Format ◽

Ministry Of Education ◽

School Life ◽

Constructive Learning ◽

Personal Learning ◽

Personal Learning Environment

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Data on learners emotional states, mental responses and fuzzy learning flows during interaction with learning environment

Data in Brief ◽

10.1016/j.dib.2019.104378 ◽

2019 ◽

Vol 25 ◽

pp. 104378 ◽

Cited By ~ 2

Author(s):

Mohammed Megahed ◽

Ahmed Asad ◽

Ammar Mohammed

Keyword(s):

Learning Environment ◽

Emotional States ◽

Fuzzy Learning

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Understanding student perceptions of a web-based blended learning environment

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-12-2016-0090 ◽

2017 ◽

Vol 9 (4) ◽

pp. 577-597 ◽

Cited By ~ 2

Author(s):

Tuncay Bayrak ◽

Bahadir Akcam

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Information And Communication Technologies ◽

Student Perception ◽

Ease Of Use ◽

Web Based ◽

Content Type ◽

Learning Platform ◽

The Impact ◽

Students Satisfaction

Purpose The purpose of this paper is to report on how web-based training and testing platforms provide opportunities for students to leverage the capabilities of various information and communication technologies to engage in self-directed learning. Design/methodology/approach The impact of an interactive learning environment on improving students’ essential skills was measured using a previously validated structured questionnaire, consisting of five subscales: content, accuracy, format, ease of use, and timeliness. Having analyzed the instrument, the authors decided to modify it to incorporate two more measures of overall reliability and satisfaction to capture students’ overall satisfaction level with the tool. Overall, 24 items are used to measure students’ perceptions of the tool content, accuracy, format, ease of use, timeliness, reliability and satisfaction. A five-point Likert-type scale was used in the questionnaire where 1=strongly disagree and 5=strongly agree. Findings This study suggests that while students’ major, instructor, and course grade are important factors impacting student perception of the learning tool, year (freshman vs sophomore) and gender do not have any impact on the student perception. Course grade shows an interesting trend. Students who received an A and an F as their final grades are the most satisfied groups compared to other grade groups. This finding suggests a further study is needed to explore the impact of the course grade on the students’ satisfaction with the tool. While students liked simulations, grading feature with immediate feedback, electronic textbook and the system overall, they suggested improvements in the grading module, simulations, projects, system compatibility, system reliability, and cost. Originality/value Most studies use a survey to measure student’s satisfaction with a web-based learning platform. This study, however, made an attempt to understand students’ satisfaction with a web-based blended learning platform by analyzing their comments and feedback on the course using a text analytics tool.

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Upper Level Engineering Design Instruction Using a Product Archaeology Paradigm

Volume 7: 5th International Conference on Micro- and Nanosystems; 8th International Conference on Design and Design Education; 21st Reliability, Stress Analysis, and Failure Prevention Conference ◽

10.1115/detc2011-47933 ◽

2011 ◽

Author(s):

Kemper Lewis ◽

Deborah Moore-Russo

Keyword(s):

Engineering Design ◽

Design Theory ◽

Student Perception ◽

Global Perspective ◽

Educational Strategies ◽

Educational Innovations ◽

Engineering Programs ◽

Scalable Learning ◽

Upper Level ◽

Design Experience

Historically, the teaching of design theory in an engineering curriculum was relegated to a senior capstone design experience. Presently, however, engineering design concepts and courses can be found through the entirety of most engineering programs. Educators have recognized that engineering design provides a foundational platform that can be used to develop educational strategies for a wide array of engineering science principles. More recently, educators have found that product archaeology provides an effective platform to develop scalable learning materials, strategies, and educational innovations across these design courses. In this paper, we focus on the upper level design experience and present a set of innovative strategies aimed at teaching design in a global perspective. Moreover, this approach facilitates meeting the challenging requirements of ABET’s Outcome h. The effectiveness of the strategies is assessed using a benchmark national survey on the Engineer of 2020. Results demonstrate a significant increase in student perception across a number of skill and knowledge areas, which are critical to the next generation of engineers.

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