scholarly journals A framework to study learning in a complex learning environment

2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Environment ◽  
Activity Theory ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Experience ◽  
Complex Learning ◽  
Complex Computer

This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.DOI: 10.1080/0968776042000211539

scholarly journals PENGARUH MOTIVASI BELAJAR, GAYA BELAJAR, DAN LINGKUNGAN BELAJAR PADA HASIL BELAJAR EKONOMI DI SMA NEGERI 1 WRINGINANOM GRESIK

2017 ◽  
Vol 2 (2) ◽  
pp. 142
Author(s):  
Muhammad Miftah Farid
Keyword(s):  
Linear Regression ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Style ◽  
Total Sample ◽  
Learning Motivation ◽  
Analysis Method ◽  
Regression Techniques

This study aims to analyze the influence of learning motivation, learning styles and learning environments on learning outcomes economy partially or simultaneously. The population in this study is IPS students a total of 314 people and a total sample of 153 students in SMA Negeri 1 Wringinanom Gresik. The data collection techniques used were questionnaires and documentation. Analysis method using multiple linear regression techniques. The results showed that the learning motivation, learning style and learning environment partially positive significant effect on learning outcomes. Learning motivation, learning style and the learning environment simultaneously positive significant effect on learning outcomes

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

Quality Assurance During Distributed Collaboration

2011 ◽  
pp. 274-289
Author(s):  
Rita M. Vick ◽  
Brent Auernheimer ◽  
Marie K. Iding ◽  
Martha E. Crosby
Keyword(s):  
Quality Assurance ◽  
Learning Environment ◽  
Learning Communities ◽  
Interactive Learning ◽  
Learning Experience ◽  
Real Life ◽  
Interactive Learning Environment ◽  
Distributed Collaboration ◽  
Dynamic Learning

This case study describes the design and delivery of a collaborative asynchronous-synchronous, graduate-level, cross-university computer science course designedto create a highly interactive learning environment that resulted in the emergenceof multiple unique virtual learning communities. The pedagogical principles of sit-uated and problem-based learning were combined in a distributed collaborativelearning context where students’cognitive and metacognitive capabilities devel-oped through the facilitative guidance of the instructors and through discoursewith and observation of other students. The course was designed to motivate stu-dents to engage in interactive learning with others and to enhance transfer ofknowledge gained through this learning experience to real-life situations. Wedescribe the challenges inherent in creating and managing this type of learningcontext as well as how we deployed ongoing formative assessment to ensure theevolution of a dynamic learning environment. The result of our efforts was aunique learning experience for students and instructors.

scholarly journals Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

2020 ◽  
Vol 21 (2) ◽  
pp. 638-654
Author(s):  
Jorge Rodríguez-Becerra ◽  
Lizethly Cáceres-Jensen ◽  
Tatiana Díaz ◽  
Sofía Druker ◽  
Víctor Bahamonde Padilla ◽  
...  
Keyword(s):  
Learning Environment ◽  
Computational Chemistry ◽  
Learning Environments ◽  
Qualitative Content Analysis ◽  
Problem Based Learning ◽  
Science Knowledge ◽  
Chemistry Teachers ◽  
Learning Module ◽  
Pedagogical Science

The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education.

The role of peer-learning and formative assessment in effective engineering learning environments

2014 ◽  
Vol 6 (2) ◽  
pp. 285-294 ◽  
Author(s):  
Osama A.B. Hassan
Keyword(s):  
Formative Assessment ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Peer Learning ◽  
Integrated Model ◽  
Learning Models ◽  
Content Type

Purpose – The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models. Design/methodology/approach – It is advanced two general learning models; in the first model, the formative assessment is integrated with peer learning and in the second one, the formative assessment is solely used to enhance the learning. A field case study is conducted to investigate the effect of using the learning models on the expected learning outcomes of the students in an engineering course. Findings – The results show that both learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. Research limitations/implications – The two models can be applied for the engineering course that has both practical and theoretical aspects. It is expected that areas of expertize in engineering education can be developed very well with the models. Practical implications – The results show that the two learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum and that formative assessment link to good learning practice does indeed give improved learning. Social implications – Increase the effectiveness of learning in engineering education. Originality/value – Case study based on observation and planning.

A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning

1999 ◽  
Vol 8 (3) ◽  
pp. 293-316 ◽  
Author(s):  
Marilyn C. Salzman ◽  
Chris Dede ◽  
R. Bowen Loftin ◽  
Jim Chen
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Conceptual Learning ◽  
Individual Characteristics ◽  
Complex Nature ◽  
Immersive Virtual Reality ◽  
Abstract Concepts

Designers and evaluators of immersive virtual reality systems have many ideas concerning how virtual reality can facilitate learning. However, we have little information concerning which of virtual reality's features provide the most leverage for enhancing understanding or how to customize those affordances for different learning environments. In part, this reflects the truly complex nature of learning. Features of a learning environment do not act in isolation; other factors such as the concepts or skills to be learned, individual characteristics, the learning experience, and the interaction experience all play a role in shaping the learning process and its outcomes. Through Project Science Space, we have been trying to identify, use, and evaluate immersive virtual reality's affordances as a means to facilitate the mastery of complex, abstract concepts. In doing so, we are beginning to understand the interplay between virtual reality's features and other important factors in shaping the learning process and learning outcomes for this type of material. In this paper, we present a general model that describes how we think these factors work together and discuss some of the lessons we are learning about virtual reality's affordances in the context of this model for complex conceptual learning.

scholarly journals Moments of Confusion in Simulation-Based Learning Environments

2020 ◽  
Vol 7 (3) ◽  
pp. 118-137
Author(s):  
Sadia Nawaz ◽  
Gregor Kennedy ◽  
James Bailey ◽  
Chris Mead
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Online Course ◽  
Interaction Patterns ◽  
Complex Learning ◽  
Learning Tasks ◽  
Simulation Based ◽  
Level Of Difficulty

Confusion is an important epistemic emotion because it can help students focus their attention and effort when solving complex learning tasks. However, unresolved confusion can be detrimental because it may result in students’ disengagement. This is especially concerning in simulation environments using discovery-based learning, which puts more of the onus for learning on the students. Thus, students with misconceptions may become confused. In this study, the possible moments of confusion in a simulation-based predict-observe-explain (POE) environment were investigated. Log-based interaction patterns of undergraduate students from a fully online course were analyzed. It was found that POE environments can offer a level of difficulty that potentially triggers some confusion, and a likely moment of students’ confusion was the observe task. It was also found that confidence in prior knowledge is an important factor that can contribute to students’ confusion. Students mostly struggled when they discovered a mismatch between the subjective and objective correctness of their responses. The effects of such a mismatch were more pronounced when confusion markers were analyzed than when students’ learning outcomes were observed. These findings may guide future works to bridge the knowledge gaps that lead to confusion in POE environments.

scholarly journals Promoting Cooperation and Collaboration in a Web-based Learning Environment

10.28945/2723 ◽  
2003 ◽  
Author(s):  
Fay Sudweeks
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Information Dissemination ◽  
Web Based ◽  
Face To Face ◽  
Critical Elements ◽  
Course Materials ◽  
Web Based Learning ◽  
Collaborative Activities

Web-based learning environments provide an attractive method for information dissemination, but in many instances they can be just electronic equivalents of printed course materials. Appropriate learning objectives and pedgagogical strategies are minimal or non-existent. Too often web-based learning environments lack cooperative and collaborative activities with the unintended consequence of feelings of social isolation. This paper describes a case study in which critical elements of online learning settings (Oliver, 2001) were implemented along with essential attributes for effective teamwork. Analyses of student que stionnaires indicate that students gained significant benefits from the instructional design of both the learning environment and the collaborative activity - without meeting face-to-face.

scholarly journals Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment

2020 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Bryce Antony
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Structured Learning ◽  
High Tech ◽  
Self Healing ◽  
Dynamic Learning ◽  
Learning Space

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment  Context and motivation: Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).   What will be demonstrated in this presentation? The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.   The implications for future practice The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.     References Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101    

scholarly journals Smart learning environments in a contemporary museum: a case study

2020 ◽  
Vol 11 (2) ◽  
pp. 353-375
Author(s):  
Judita Kasperiuniene ◽  
Ilona Tandzegolskiene
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Time Management ◽  
Personal Experience ◽  
Historical Narrative ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
The Creation

Aim. The modern museum becomes an attractive learning place and space where the visitor, depending on age and competence, develops personal experience, and constructs the learning process based on personalized goals. The article aims to reveal how spaces in museums are exploited, in what ways visitors are involved in a narrative that connects the present and the past. Concept. The research uses a case-study method to investigate the POLIN Museum of the History of Polish Jews (Poland), Ruhr Museum (Germany), and Vienna Technical Museum (Austria). Within the smart learning environment context, this study explains how to encourage museum visitors to learn and seek answers. Results and conclusion. Four main directions are emphasized: the construction of a narrative through the creation of spaces and places, the creation of a historical narrative through simulacra, the educational effect of smart solutions, and the edutainment. The findings show that change in the museum by combining design solutions, historical narrative, time experience, and smart technologies leads to cognitive, engaging learning, touching, feeling, and experiencing different emotions, encouraging a return to the museum, inviting to learn, and shaping one's personal experience. Cognitive value. Contemporary museums invite visitors to a new experience combining artistic space design, storytelling, individual time management, and the use of smart learning environments. These challenges are shifting museum narratives and influencing non-formal learning programs. Authors raise a discussion of how, by exploiting museum spaces, the visitors are involved in the stories, and how the smart learning environment is created in a modern museum.

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