scholarly journals Validating an Instrument to Measure School Culture in Project-Based Learning Environments

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
School Culture ◽  
Learning Environment ◽  
Learning Environments ◽  
Student Outcomes ◽  
Learning Experiences ◽  
International Comparisons ◽  
Project Based Learning ◽  
Instructional Model ◽  
Educational Environments ◽  
Common School

Measuring school culture and analyzing student learning experiences is a rapidly growing practice, with a notable uptick following the increased forcus on learning experiences spurred by international comparisons of educational environments and resulting student outcomes. The literature documents common constructs that are often included in school culture surveys. However, often all learning environments are organized together and offered the same school culture survey. This is problematic because a common school culture survey construct is “learning environment” and the items that form this construct will be significantly different based on the instructional model. Therefore, providing educators with a one size fits all culture survey does not meet the needs of schools offering problem-based learning (PrBL) and project-based learning (PBL) environments. This research examines the process for revising, designing, and validating a school culture survey aligned to PrBL and PBL environments.

The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment

2015 ◽  
pp. 359-384 ◽  
Author(s):  
Daniel Kelvin Bullock
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Project Based Learning ◽  
Future Research ◽  
Authentic Instruction ◽  
Teacher Interviews ◽  
Relevant Pedagogy

The use of blended learning environments is rapidly expanding in education. This chapter examines a teacher's enactment of the New Tech Network educational model, which utilizes a blended learning environment, and the teaching strategies she used to engage students and gauge student achievement. Detailed teacher interviews, classroom observations, and analyses of student assignments were the sources of data for the study. The findings centered on the integration of culturally relevant pedagogy and authentic instruction within this learning environment and the implications of this integration. Recommendations for future research include a more expansive study of the use of blended learning in social studies and different means of integrating culturally relevant pedagogy and authentic instruction into blended learning.

The Visualization of a Critical Element in K-20 Learning

2013 ◽  
pp. 684-709
Author(s):  
Lori M. Risley
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Doctoral Dissertation ◽  
Critical Element ◽  
Educational Environments ◽  
New Instrument ◽  
Dissertation Research ◽  
Learner’S Perspective

This chapter addresses the necessity of a clearer understanding of the critical element of trust in all learning environments. Research on educational trust is limited, with research on trust from the learner’s perspective almost non-existent. Recent doctoral dissertation research provides a model of a trusting facilitator. This chapter presents result from that study, presenting results of a survey assessing the learners’ perspective of the facilitators’ trust and a new instrument to determine the presence of trust in the learning environment. The purpose in this chapter is to call attention to the elemental phenomenon of trust, to encourage individual reflection, to endorse trust from the learners’ perspective including continued research and implementation of trust into all educational environments.

The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment

2015 ◽  
pp. 1220-1244
Author(s):  
Daniel Kelvin Bullock
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Project Based Learning ◽  
Future Research ◽  
Authentic Instruction ◽  
Teacher Interviews ◽  
Relevant Pedagogy

The use of blended learning environments is rapidly expanding in education. This chapter examines a teacher's enactment of the New Tech Network educational model, which utilizes a blended learning environment, and the teaching strategies she used to engage students and gauge student achievement. Detailed teacher interviews, classroom observations, and analyses of student assignments were the sources of data for the study. The findings centered on the integration of culturally relevant pedagogy and authentic instruction within this learning environment and the implications of this integration. Recommendations for future research include a more expansive study of the use of blended learning in social studies and different means of integrating culturally relevant pedagogy and authentic instruction into blended learning.

scholarly journals Experiential Learning in the Energy Based Classroom

2021 ◽  
Vol 11 (6) ◽  
pp. 4-26
Author(s):  
Cole Maynard ◽  
Jose Garcia ◽  
Anne Lucietto ◽  
William Hutzel ◽  
Brittany A Newell
Keyword(s):  
Learning Environment ◽  
Learning Theory ◽  
Learning Experience ◽  
Student Perception ◽  
Learning Experiences ◽  
Project Based Learning ◽  
Engineering Technology ◽  
Course Materials ◽  
Technology Students ◽  
Applied Knowledge

Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth. Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment. Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.

Classroom Learning Environments: Assessing and Investigating the Learning Environment

2021 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Classroom Climate ◽  
Student Outcomes ◽  
Educational Goals ◽  
Evaluation Procedures ◽  
Educational Alternatives ◽  
The 1960S ◽  
Learning Environment Research ◽  
Remarkable Progress

Educators, students, and parents often speak about the environment or climate of classrooms and schools because they consider it important in its own right and influential for achieving various educational goals. However, it is rare for educators to include the learning environment in their evaluation procedures, whereas they focus almost exclusively on narrow achievement criteria. Although the learning environment is a subtle concept, the literature cited in this article charts remarkable progress since the 1960s in conceptualizing, assessing, researching, and changing it. Progress and internationalization in the field of learning environment over the past several decades has been facilitated considerably by Learning Environments Research: An International Journal, which began in 1998 and remains the only journal devoted exclusively to this topic. Following a section covering important reviews/overviews of the field, this article is divided into four significant topics that dominate the literature on learning environments. First, the field is rich in terms of economical, valid, and widely used instruments for assessing learning environments. Second, learning-environment assessments frequently have been used as criteria of effectiveness in the evaluation of educational programs and instructional methods, with indicators of classroom climate often differentiating revealingly between educational alternatives even when a variety of outcome measures do not. Third, the most common line of past learning-environment research has been relationships between the learning environment and student outcomes, which consistently suggests that creating positive classroom/school climates improves student outcomes. Fourth, educators have found it useful to use feedback based on their students’ perceptions of actual and preferred climate in action research aimed at improving learning environments.

scholarly journals Analysing gamification elements in educational environments using an existing Gamification taxonomy

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Armando M. Toda ◽  
Ana C. T. Klock ◽  
Wilk Oliveira ◽  
Paula T. Palomino ◽  
Luiz Rodrigues ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Current Paper ◽  
Five Dimensions ◽  
The Past ◽  
Educational Domain ◽  
Educational Environments ◽  
Formal Definitions ◽  
Gamified Learning ◽  
Game Elements

AbstractGamification has been widely employed in the educational domain over the past eight years when the term became a trend. However, the literature states that gamification still lacks formal definitions to support the design and analysis of gamified strategies. This paper analysed the game elements employed in gamified learning environments through a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy. In the current paper, we describe our taxonomy in-depth as well as expand it. Our new structured results demonstrate an extension of the proposed taxonomy which results from this process, is divided into five dimensions, related to the learner and the learning environment. Our main contribution is the detailed taxonomy that can be used to design and evaluate gamification design in learning environments.

Self-regulation and autonomy in problem- and project-based learning environments

2013 ◽  
Vol 14 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Candice Stefanou ◽  
Jonathan D Stolk ◽  
Michael Prince ◽  
John C Chen ◽  
Susan M Lord
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Project Based Learning
Sign in / Sign up

Export Citation Format

Share Document