scholarly journals A model of perception of ambient learning environment, perception of online learning environment and learning environment satisfaction: A survey instrument

2020 ◽  
Author(s):  
Wangda Zhu ◽  
Ying Hua
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Structural Equation ◽  
Survey Instrument ◽  
Equation Modeling ◽  
Online Learning Environment ◽  
Environment Design ◽  
Survey Tool ◽  
Ambient Environment ◽  
Environment Perception

This research paper introduced a survey instrument for evaluating learning environment satisfaction from home ambient environment experience and online learning environment experience. The survey questions examined a range of ambient environment factors together with scales extracted from online learning environment survey (OLLES) (Clayton, 2007) to systematically measure learning environment perception. The questionnaire was then tested in a field study. Exploratory and confirmatory factor analyses revealed a six-factor model of students’ satisfaction with learning environment including ambient environment, student-student interaction, student-interface relationships, student-tutor relationships, student-content relationships, and student reflection activities. Structural equation modeling explained relationship among perception of ambient learning environment, perception of online learning environment and learning environment satisfaction. The development and field test of this survey tool enable evaluations of online learning environment within consideration of ambient environment, as well as support learning environment design and management.

Educational Services in Second Life

2011 ◽  
Vol 6 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Joana Ancila Pessoa Forte ◽  
Danielle Miranda de Oliveira Arruda Gomes ◽  
Cláudio André Gondim Nogueira ◽  
Carlos Felipe Cavalcante de Almeida
Keyword(s):  
Learning Environment ◽  
Second Life ◽  
Social Life ◽  
Structural Equation ◽  
Equation Modeling ◽  
Online Learning Environment ◽  
Online Environment ◽  
Multivariate Statistical ◽  
Confirmatory Factor ◽  
E Learning

Among many changes influenced by the Internet, interactivity in spaces that promote relationships, entertainment, and businesses can be highlighted. Considering this, Second Life stands out because it is a tridimensional online environment which imitates human real social life. Despite social and commercial influences, Second Life suggests a new format for e-learning. Then, the question of how to explore the facets of an online learning environment may be answered by Flow Theory. Hence, the main objective of this paper is to analyze the most significant antecedent and subsequent relations of the Flow Experience in the Second Life’s educational environment, based on Novak, Hoffman, and Yung (2000). This research used tools from multivariate statistical analysis such as confirmatory factor analysis and structural equation modeling. The results confirmed the hypotheses, indicating that there is flow in Second Life’s e-learning environment, with interactive speed, exploratory behavior and telepresence as the most significant constructs detected.

scholarly journals Online Learning Environment Design: A Heuristic Evaluation

2020 ◽  
Author(s):  
Emily Hildebrand ◽  
Jennifer Bekki ◽  
Bianca Bernstein ◽  
Caroline Harrison
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Heuristic Evaluation ◽  
Environment Design ◽  
Learning Environment Design

scholarly journals Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

2021 ◽  
Vol 12 ◽  
Author(s):  
Mo Wang ◽  
Minjuan Wang ◽  
Hai Zhang ◽  
Yulu Cui ◽  
Xuesong Zhai ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Structural Equation ◽  
Art Teachers ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Learning Program ◽  
Advantages And Disadvantages ◽  
Teachers Attitudes ◽  
And Behavior

The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines (engineering, biology, and art) that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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