scholarly journals The I’m Learning! intervention methodology for quality learning environments in developing country contexts

2021 ◽  
Vol 5 (3) ◽  
pp. 53-73
Author(s):  
Cameron Ryall ◽  
Lisa Zook
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Longitudinal Research ◽  
Holistic Approach ◽  
Global Learning ◽  
Close Collaboration ◽  
School Interventions ◽  
Cross Country ◽  
Quality Learning

Within the context of the global learning crisis and calls to focus on the quality of education, one international organisation took a systematic and holistic approach to improve learning, wellbeing, and development in schools. Known as the Quality Learning Environment (QLE) Framework, it conceptualised the quality of the learning environment in schools with four guiding principles: emotional and psychological protection of learners, physical wellbeing of children, active learning processes, and close collaboration between school and parents/community. From 2013 – 2017, the framework was piloted in three countries of Cambodia, Uganda, and Zimbabwe to improve learning environments and outcomes while documenting the process, methods, and results of the QLE pilot in their country. The interventions in the three countries were closely tracked by a longitudinal research study. This paper explores the ambition of global and national research firms to carry out rigorous cross-country research alongside contextualized and evolving school interventions.

scholarly journals Space speaks: A portrait of an early childhood centre and the affordances provided by the learning environment

2020 ◽  
Vol 24 (2) ◽  
pp. 26-34
Author(s):  
Katrina McChesney ◽  
Jeanette Clarkin-Phillips
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Reggio Emilia ◽  
Children And Families ◽  
Childhood Education ◽  
Education And Care ◽  
Early Childhood Learning

The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape teachers’ practice, and children’s and families’ experiences. This article draws on a written “portrait” of the learning environment created at one New Zealand early childhood education (ECE) centre, capturing both physical and non-physical aspects of the environment and highlighting the affordances the environment offered to children and families/whānau. A Reggio Emilia lens is used to inform analysis of the learning environment and the associated affordances. The portrait (McChesney, 2020) and this article may support practitioners by providing a vision of what can be in terms of early childhood learning environments, and by providing a possible framework for self-review and inquiry.

A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2014 ◽  
pp. 60-70
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

scholarly journals Penguatan Pendidikan Melalui Lingkungan Pembelajaran Dalam Meningkatkan Kualitas Belajar Siswa Di Madrasah

2020 ◽  
Vol 11 (2) ◽  
pp. 136-152
Author(s):  
Machfudz Machfudz
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Academic Quality ◽  
Management Quality ◽  
The World ◽  
Assessment Skills ◽  
Keywords Education ◽  
Quality Learning

In the world of education, the environment is one of the elements of education. Because if it is lacking or missing one of them, then it can not be said as education, closely related to education. The learning environment is an important element that affects students' learning, resulting in a variety of interactions in student outcomes and quality of learning. The role of the learning environment in improving academic quality is the presence of supportive, good classroom management, quality learning resources, and good classroom management. Can affect how students learn patterns so that the quality of their assessment is good, and proven by the presence of quality output. Because in the world of education, in addition to assessment skills are considered necessary, as a benchmark of students' ability in their learning outcomes. The role of the learning environment in improving the quality of non-academic is through extracurricular, ethical and moral. As a teacher and educator the teacher can measure the students' non-academic skills, as well as see the progress of their students' behavior. Keywords: Education, Learning Environment, Learning quality Abstrak Dalam dunia pendidikan, lingkungan merupakan salah satu hal dari unsur pendidikan. Karena jika kurang ataupun hilang salah satunya, maka tidak bisa dikatakan sebagai pendidikan, Erat kaitannya dengan pendidikan. Lingkungan pembelajaran termasuk unsur penting yang berpengaruh pada belajar siswa sehingga menimbulkan berbagai interaksi pada hasil dan kualitas belajar siswa. Peran lingkungan pembelajaran dalam meningkatkan kualitas akademik adalah dengan adanya sarpras yang mendukung, menejemen kelas yang baik, sumber belajar yang berkualitas, serta pengelolaan kelas yang baik. Dapat mempengaruhi bagaimana pola belajar siswa sehingga kualitas penilaian mereka pun baik, dan di buktikan dengan  adanya output yang berkualitas pula. Karena dalam dunia pendidikan, selain skill penilaian pun dianggap perlu, sebagai tolak ukur kemampuan siswa dalam hasil belajarnya. Peran  lingkungan pembelajaran dalam meningkatkan kualitas non akademik adalah melalui ekstakulikuler, etika dan akhlak. Sebagai seorang pengajar dan pendidik guru dapat mengukur kemampuan skill non akademik siswa, serta melihat perkembangan tingkah laku siswanya. Kata Kunci: Pendidikan, Lingkungan Belajar, kualitas Pembelajaran

Managing the Business of Web-Enabled Education and Training

2011 ◽  
pp. 233-255
Author(s):  
Mahesh S. Raisinghani ◽  
David Baker
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Distributed Learning ◽  
Web Based ◽  
Authoring Systems ◽  
Synchronous Learning ◽  
Sensory Learning ◽  
And Training

Studies have shown that people remember 20 percent of what they see, 40 percent of what they see and hear, and 70 percent of what they see, hear, and do. Interactive learning applications provide a multi-sensory learning environment that maximizes the way people retain information. This accelerates learning and permits novices to perform like experts while they learn new skills. Powerful authoring systems enable vast amounts of information to be compiled quickly and presented in compelling and meaningful ways. In addition, these applications are easy and inexpensive to update. With interactive multimedia, everyone sees the same information and is exposed to identical learning environments. The reliability of instruction, quality of information, and presentation of material is consistent from user to user and from session to session. This chapter discusses a framework for distance learning and distributed learning and two case studies of a web-based synchronous learning environment in two organizations with different corporate cultures. Current challenges and implications for management are discussed.

scholarly journals Human connection and learning

2020 ◽  
Vol 40 (1) ◽  
pp. 15-23
Author(s):  
Stephanie MacMahon
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
School Contexts ◽  
Classroom Learning Environments ◽  
Innate Capacity ◽  
Initial Research ◽  
Social Synchrony ◽  
Human Connection

Human connection is fundamental to learning. Through social interaction, we consciously and unconsciously share a range of states with others in the learning environment which assists us to understand one another and the experience. Underpinning this sense of connection is a phenomenon known as social synchrony – an innate capacity that allows us to connect with and understand others. The nature of this connection is represented in the quality of the learning environment, and is colloquially referred to as the ‘vibe’. We’ve all sensed it in our own classes or our own learning experiences in the classroom, but does it impact learning and, if so, how can we manage it to promote learning? These were the practical questions as an educator that drove my initial research into human connection and learning in school contexts. Using a science of learning lens, I wanted to understand the factors that contribute to this ‘vibe’, the strategies that we could use to enhance it, and the indicators of its quality. The findings have not just informed our understanding of classroom learning environments in schools, but also the role of human connection in learning beyond the classroom, into the workplace, in online environments, and across the lifespan.

scholarly journals Proses Pembelajaran Siswa Sekolah Dasar di MI Nurul Hikmah

AS-SABIQUN ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 43-48
Author(s):  
Siti Nurfaizah ◽  
Putri Oktavia
Keyword(s):  
Student Achievement ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Process ◽  
Teaching Staff ◽  
Learning Achievement ◽  
Improve Student Achievement ◽  
Quality Learning ◽  
The Relationship

The study was conducted to analyze the relationship between the learning environment and the learning process in an effort to improve student achievement in school, analysis using qualitative methods. Research conducted on madrasa ibtidaiyah teachers NURUL HIKMAH. From this study it can be seen that the learning environment has a positive relationship with student learning achievement, as well as the learning process that has a positive and significant relationship to student learning achievement, this shows that good student achievement can be done in an effort to improve the quality of the learning environment at school and the existence of a quality learning process, thus efforts to improve student achievement can be done by improving and improving the quality of the learning process as well as an increase in the quality of teaching staff in schools so that they are more professional in carrying out their duties and responsibilities as a teacher.

A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2016 ◽  
pp. 395-405
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

scholarly journals Integrated Centripetal Forces: A Study on the Benefits that Australian Learning and Teaching Centers (LTCs) will Contribute to the Development of Double First-rate Universities in China

2017 ◽  
Vol 13 (9) ◽  
pp. 1
Author(s):  
Liangliang Wang ◽  
Mingfang Fan ◽  
Feng Zhang
Keyword(s):  
Learning Environments ◽  
Quality Of Education ◽  
Centripetal Force ◽  
Scientific Evaluation ◽  
Academic Leaders ◽  
Learning And Teaching ◽  
Centripetal Forces ◽  
Quality Learning ◽  
Technical Guidance

An investigation of eight university-based Learning and Teaching Centers (LTCs) at Australian top-tier universities could provide benefits for the development of China’s Double First-rate universities. This paper contributes to our understanding of integrated centripetal forces in four ways. Firstly, we describe integrated organizational centripetal force. Then, we examine integrated staff centripetal force, which imply that LTCs regard teacher education as dynamic, sustainable processes providing enriched teaching and professional developmental resources. Next, LTCs facilitate the integrated discipline centripetal force that reveals the required technical guidance and identification of academic leaders. Finally, we realize the integrated centripetal force of the quality of education resulting from the development of high-quality learning environments for student engagement and scientific evaluation, and feedback from lecturers’ teaching. Therefore, the experience from LTCs can promote the organization and construction of Double First-rate universities, letting teachers respond to students’ changing in suitable ways, benefiting academic’s centripetal force of self-improvement, producing the centripetal force that benefits both the teacher and the discipline. Eventually, LTCs could fundamentally integrate all stakeholders’ centripetal forces in promoting first-class disciplines and first-class universities in China’s higher education.

scholarly journals Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment

2021 ◽  
pp. 91-110
Author(s):  
Jonathan D. Schweig ◽  
José Felipe Martínez
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Student Survey ◽  
Student Interactions ◽  
Student Groups ◽  
Additional Information ◽  
Teacher Student ◽  
Instruction And Learning ◽  
Survey Responses

AbstractStudent surveys are increasingly being used to collect information about important aspects of learning environments. Research shows that aggregate indicators from these surveys (e.g., school or classroom averages) are reliable and correlate with important climate indicators and with student outcomes. However, we know less about whether within-classroom or within-school variation in student survey responses may contain additional information about the learning environment beyond that conveyed by average indicators. This question is important in light of mounting evidence that the educational experiences of different students and student groups can vary, even within the same school or classroom, in terms of opportunities for participation, teacher expectations, or the quantity and quality of teacher–student interactions, among others. In this chapter, we offer an overview of literature from different fields examining consensus for constructing average indicators, and consider it alongside the key assumptions and consequences of measurement models and analytic methods commonly used to summarize student survey reports of instruction and learning environments. We also consider recent empirical evidence that variation in student survey responses within classrooms can reflect systematically different experiences related to features of the school or classroom, instructional practices, student background, or a combination of these, and that these differences can predict variation in important academic and social-emotional outcomes. In the final section, we discuss the implications for evaluation, policy, equity, and instructional improvement.

scholarly journals EFFECTIVE LEARNING ENVIRONMENTS: IS THERE ALIGNMENT BETWEEN THE IDEAL, THE ACTUAL, AND THE STUDENTS' PERSPECTIVE?

2019 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Online Survey ◽  
Educational Practice ◽  
Effective Learning ◽  
Undergraduate Engineering ◽  
Effective Learning Environments ◽  
Student Centred Learning ◽  
The Ideal

The overarching principles of effective educational practice in higher education define the characteristics of an effective learning environment. Institutions of all sizes have demonstrated that it is possible to increase student success and add value to the learners' experiences by applying these principles. This qualitative study explores the alignment between the ideal learning environment, the actual undergraduate engineering experience as defined by engineering educators, and the learners' perspective. Building on the benchmarks of effective learning environments, students were asked to complete an online survey based on the Stop, Start, Continue method for acquiring formative feedback. Thematic analysis identified five themes: focus on learning, supported instruction, quality of teaching, student engagement, and other related items including academic rigour and strong relationships between students, instructors, and staff. Students indicate that their primary learning environment is teacher-directed and lecture-based. This is aligned with the current practices identified by engineering educators, but only partially in line with those of an effective learning environment. Coded items indicate that many students have sub-optimal motivational outlooks, but feel their ability to survive and thrive is improved when they are more involved in their learning and are supported in a more student-centred learning environment. They value instructors who provide clear and accurate resources, and who are supportive through actions both in and out of the classroom. Engineering educators can use these insights to better align their teaching practices with the principles and practices of effective learning.  

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