scholarly journals After the Move to a New Campus—Effects on Students’ Satisfaction with the Physical and Learning Environment

2020 ◽  
Vol 10 (12) ◽  
pp. 370
Author(s):  
Andreia P. Costa ◽  
Georges Steffgen
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Physical Environment ◽  
Empirical Studies ◽  
University Campus ◽  
Evaluation Questionnaire ◽  
Students Satisfaction

Few empirical studies in higher education consider the importance of the physical environment on students’ satisfaction with the learning environment. The present study first examined the effects of a move to a new campus on students’ satisfaction with the physical and learning environments. Then, it examined how students’ satisfaction with a physical environment affects students’ satisfaction with the learning environment. It was hypothesised that the move to a new and modern university campus with better study facilities would increase students’ satisfaction both with the physical and learning environment, and that these two would be linked. Results contained 771 students’ assessments of the Bachelor Evaluation Questionnaire, which included students’ satisfaction with five aspects of their learning environment as well as five items assessing satisfaction with the physical environment. Findings showed that students were overall more satisfied with the physical environment in the new campus than in the old campus. These differences were even greater when comparing only students in their last study year than students of all study years. Furthermore, results showed that students’ satisfaction with lecturers and teaching was predicted by increased satisfaction with classrooms. The implications of these findings for the need to design physical learning environments are discussed.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

scholarly journals Influential Determinants of International Students’ Satisfaction in Higher Education

2019 ◽  
Vol 8 (2S11) ◽  
pp. 589-597
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Environment ◽  
Study Data ◽  
Satisfaction Level ◽  
Quality Factors ◽  
Course Structure ◽  
Postgraduate Students ◽  
Internationalization Strategies ◽  
Students Satisfaction

It has been argued that international students’ satisfaction level is crucial in measuring HEIs performance in the globalized higher education market. However, as satisfaction level is hard to define because it is based on students’ perception and experience, there is a need for HEIs to continually investigate and identify the factors that contribute to students’ satisfaction. Hence, this study seeks to identify the influential determinants of international students’ satisfaction in higher education and to examine the relationships between perception, costs, reputation, lecturers’ expertise, learning environment, facilities and course structure towards international students’ satisfaction. A total of 281 international postgraduate students at public HEI in Malaysia participated in this study. Data of this study was to examine using the Multiple Regression Analysis. Results of the study revealed learning environment factor as the most influential determinant of international students’ satisfaction. Results also proved that except for costs and reputation, other service quality factors namely, perception, lecturers’ expertise, facilities, learning environment, and course structure were found to influence international students’ satisfaction significantly. This study provides insights to HEIs to better design their internationalization strategies and bridge the academic gap by highlighting the importance of continuously improving the learning environment in HEIs to increase international students’ satisfaction

scholarly journals Factors that influence students’ satisfaction with their physical learning environments

2016 ◽  
Vol 34 (3) ◽  
pp. 256-275 ◽  
Author(s):  
Hannah Kira Wilson ◽  
Alison Cotgrave
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Sense Of Community ◽  
Personality Profiles ◽  
Learning Spaces ◽  
Content Type ◽  
Physical Learning Environment ◽  
New Perspective ◽  
The Relationship ◽  
Students Satisfaction

Purpose – The purpose of this paper is to identify personality types between different university disciplines, and to establish whether there are differing requirements in the design of physical learning environment. Also to identify features of the learning environment that can support a sense of community. This paper seeks to investigate the relationship between student’s personality and preferences of features of the built environment. Design/methodology/approach – Quantitative questionnaires were distributed in three university disciplines based on the variables personality, elements of the physical learning environment and features that could support a sense of community. Findings – The analysis revealed that there are differences in preferred features within the physical learning environment for the three university disciplines within a large UK-based university. It can also be seen that there are differences in personality profiles between these three university disciplines. Features of the environment that could support a sense of community have been also identified. Research limitations/implications – Those who are responsible for the design and refurbishment of higher education institutions may find this research useful to improve the facilities for students. To support the development of appropriate physical learning spaces through the understanding of students’ requirements. Originality/value – This paper presents a new perspective on how the development of higher education facilities can be designed to increase student experience by identifying specific features of the physical learning environment students prefer.

Indigenous Learning Environments

Education ◽  
2021 ◽  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
American Indians ◽  
Alaska Native ◽  
Critical Mass ◽  
Academic Research ◽  
The United States ◽  
Indigenous Students ◽  
Indigenous Learning

A learning environment incorporates the physical location, context, and cultures in which students learn. The term implicitly acknowledges that learning takes place in a multitude of ways and locations. The implication is that certain learning environments are better suited for certain individuals, cultures, subjects, or content. Indigneous students are often underserved in higher education. Few educational institutions, outside of tribally controlled institutions, have a critical mass of Indigenous students, resulting in a lack of Indigenous courses, content, programs, dialogue, and space. An additional consequence is that research solely dedicated to Indigenous postsecondary education is limited. To account for this gap, it is necessary to pull from secondary, and sometimes primary, academic research. Cultural differences between dominant higher education models and traditional ways of learning work to widen the education gap and reduce Indigenous students’ future opportunities. In 2016, approximately, 20 percent of American Indians/Alaska Native and Pacific Islander students enrolled in higher education, yet their graduation rate was 39 percent and 51 percent, respectively, compared to 64 percent for white students. Creating an Indigenous learning environment can serve to improve Indigneous student knowledge acquisition, increase recruitment and retention, and facilitate increased on-campus intercultural dialogue. Curating a space where Indigneous students can thrive and where non-Indigenous students are able to learn about the unique sociohistorical relationship betwen Indigneous people and the United States facilitates the bridging of a cultural gap in larger society. After providing a General Overview, the literature is divided into five sub-themes: Curriculum, Indigenous Knowledge, Indigenous Pedagogy, Indigenous-Focused Assessment, and Culturally Appropriate Safe Space.

Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments

2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environment ◽  
Education Student ◽  
Online Learning Environments ◽  
The Social

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.

The Centralisation Dilemma in Educational IT

2012 ◽  
pp. 1-9 ◽  
Author(s):  
Martin Weller
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Third Party ◽  
Reliability Data ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Range Of Functions ◽  
Technical Issues

The trend with organisational adoption of virtual learning environments (VLE) seems to be cyclical. Initially, a decentralised approach was adopted, wherein each department implemented different learning environments or mixtures of technology, often developed in-house. The last five years have seen an increased centralisation of learning environment implementation, with most universities adopting a single VLE. However, in more recent times the proliferation of free, easy-to-use third party tools that fulfil a range of functions has seen a desire amongst some educators to return to a more decentralised model of technology provision, by supporting Personal Learning Environments (PLE). This paper examines the issues surrounding both a centralised and decentralised model. These include pedagogic, support, financial, reliability, data and technical issues. The conclusion is that although the fully individualised PLE may not be possible or desirable in higher education, maintaining separate, often inferior versions of commonly available software is not a sustainable position.

Learning Agency in New Learning Environments

2011 ◽  
pp. 236-252
Author(s):  
Hitendra Pillay ◽  
John A. Clarke ◽  
Peter G. Taylor
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Individual Characteristics ◽  
Potential Contribution ◽  
University Campus ◽  
New Learning Environments ◽  
New Learning ◽  
Contextual Elements ◽  
E Learning ◽  
Learner Agency

The Bandurian concept of learner agency was originally embedded in a para-digm where behavior, self and environment influenced each other significantly.However, evolution of the concept has focused almost exclusively on individualsas the locus of agency ignoring the potential contribution of context. It is arguedthat learning environments should be considered truly reciprocal with individualsthrough mutual and iterative influence by contextual elements and by individuallearners. It is postulated that learner agency be broadened to a more inclusiveconcept of learning agency. This concept is explored empirically with data col-lected on an e-learning university campus from 125 students about theirapproaches to learning, perceptions of their learning environments, and episte-mological reflections on themselves as learners. Results indicate that students’behavior cannot be explained by individual characteristics but by the influencesof the technology-rich learning environment and peers, suggesting that individu-als’approach to learning arises from mutual interactions between individual andcontextual agency.

Investigating Higher Education and Secondary School Web-Based Learning Environments Using the WEBLEI

2012 ◽  
pp. 93-104 ◽  
Author(s):  
Vinesh Chandra ◽  
Darrell Fisher ◽  
Vanessa Chang
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
New Technologies ◽  
Digital Technologies ◽  
Classroom Learning ◽  
Web Based ◽  
Initial Development ◽  
Web Based Learning ◽  
The Web

Classroom learning environments are rapidly changing as new digital technologies become more education-friendly. What are students’ perceptions of their technology-rich learning environments? This question is critical as it may have an impact on the effectiveness of the new technologies in classrooms. There are numerous reliable and valid learning environment instruments which have been used to ascertain students’ perceptions of their learning environments. This chapter focuses on one of these instruments, the Web-based Learning Environment Instrument (WEBLEI) (Chang & Fisher, 2003). Since its initial development, this instrument has been used to study a range of learning environments and this chapter presents the findings of two example case-studies that involve such environments.

The Centralisation Dilemma in Educational IT

2010 ◽  
Vol 1 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Martin Weller
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Third Party ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Range Of Functions ◽  
Technical Issues

The trend with organisational adoption of virtual learning environments (VLE) seems to be cyclical. Initially, a decentralised approach was adopted, wherein each department implemented different learning environments or mixtures of technology, often developed in-house. The last five years have seen an increased centralisation of learning environment implementation, with most universities adopting a single VLE. However, in more recent times the proliferation of free, easy-to-use third party tools that fulfil a range of functions has seen a desire amongst some educators to return to a more decentralised model of technology provision, by supporting Personal Learning Environments (PLE). This paper examines the issues surrounding both a centralised and decentralised model. These include pedagogic, support, financial, reliability, data and technical issues. The conclusion is that although the fully individualised PLE may not be possible or desirable in higher education, maintaining separate, often inferior versions of commonly available software is not a sustainable position.

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