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Marginal means plots showing significant causal trends of preferred Student Cohesiveness (left panels) and preferred Satisfaction (right panels) on actual Individualisation and the environmental fit of that scale
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To provide ongoing learning for busy professionals, universities are increasingly offering postgraduate opportunities by distance and online. This research examined the learning environments of five such subjects. A total of 377 students took part in a wider study into the efficacy of students formally critiquing each other’s work. This article rep...
Citations
... The CUCEI was designed specifically for tertiary classes and has been widely used to evaluate various dimensions of the classroom environment (e.g., Dorman, 2012;Hasan & Fraser, 2015;Joiner et al., 2021). The original CUCEI had seven dimensions with seven items within each dimension. ...
This study investigated whether teacher expectation effects on students’ foreign language learning would be moderated by students’ perceptions of the classroom environment. The participants were 28 teachers and 1030 first-year undergraduate students learning English as a foreign language from public universities in China. Data for teacher expectations of student future performance in the year-end standardised test, students’ performance in the prior examination and year-end examination, and students’ perceptions of the classroom environment (six factors) were collected. Structural equation modelling was run for data analysis. The results showed that, with students’ prior achievement controlled, positive teacher-student relationships, innovative instruction, and clearly structured instruction strengthened the effects of teacher expectations on student year-end academic achievement but cooperative learning lessened the predictive power of teacher expectations. Further, peer relationships and learner autonomy did not significantly impact the magnitude of teacher expectation effects. The findings suggested a positive moderating role of teacher-led behaviours on teacher expectation effects but negative moderation effects of student-led behaviours in tertiary classrooms.
... Characteristics of the physical space are relevant not only for achieving the intended learning outcomes, but also for health and physical and mental well-being (Clark et al., 2007;Codinhoto et al., 2009;Cooper et al., 2009;Rashid & Zimring, 2008). There have also been a few significant studies on measuring the psychosocial learning environment in post-secondary distance education (Joiner et al., 2020;Walker & Fraser, 2005) and a recent project, 'Onlife Learning Spaces', by Ninnemann (2020), who examined the hybrid learning environments of a similar group of adult students. ...
Since the outbreak of the COVID-19 pandemic in 2020, digital technologies for distance learning have been used in educational institutions worldwide, raising issues about social implications, technological development, and teaching and learning strategies. While disparities regarding access to technical equipment and the internet ('the digital divide') have been the subject of previous research, the physical learning environment of learners participating in online learning activities has hardly been investigated. In this study, the physical-spatial conditions of learning environments, including technical equipment for distance learning activities and their influence on adult learners in academic continuing education during initial COVID-19 restrictions, were examined. Data were collected with an online survey sent to all students enrolled in an Austrian continuing education university , together with a small number of semi-structured interviews. A total of 257 students participated in the survey during the 2020 summer semester. Our findings provide insights in two infrequently-studied areas in learning environment research: the physical learning environment for online learning and the learning environment in academic continuing education. The study illustrates that students in academic continuing education have spacious living conditions and almost all the equipment necessary for digitally-supported learning. According to gender and household structure, significant differences were found regarding technical equipment, ergonomic furniture and availability of a dedicated learning place. In their learning sessions during the restrictions, students reported low stress levels and positive well-being. The more that they perceived that their physical learning environment was meeting their needs, the higher were their motivation and well-being and the lower was their stress. Their learning experience was further improved by the extent to which they had a separate and fixed learning place that did not need to be coordinated or shared with others. The study contributes to the literature on creating conducive learning environments for digitally-supported online learning for adult learners.
The uproar caused by the pandemic has hindered the balanced and harmonious process of traditional teaching which has long since kept the flame of knowledge burning by oiling it continuously. With the door closed for in-person interaction, recreating meaning in a new situation was of utmost concern. Thus, new teaching and learning strategies, involvement of parents and peers, vulnerability of children has to be taken into consideration. In addition, to curtail the side-effects of pandemic, changes in policies, practices and curriculum has to be made. Management of daily itinerary to focusing on academic achievement, the change in the roles of teachers, school administration was seen during this phase. Resilience, innovation and adaptation are few of the changes introduced during the last 2 years and the chapter has focused on these attributes.
The Covid-19 epidemic ushered in a new era of hybrid learning. After the Covid-19 pandemic, information technology (IT) acceptance is no longer a problem. And given that it is the “postdigital”, technology-related constructs should be updated and devoted to creating a lifelong agile learning environment (LE). The research question is how to manage collaborative learning (CL) activities through online integrated platforms to better serve outcome-based education (OBE). This research reviews the digital transformation advancement in learning management systems and points out that the digitalization LE breeds postdigital learning, which is based on IT “affordance” and well organization and distribution of course resources. When led by OBE, this paper employs qualitative synthesis research and to foster personal development summarizes the appropriate method for managing CL activities as student-centered lifelong learning, organization of role-based activities, and all-around assessment. Finally, the findings are a conceptual framework for student-centered learning within digitalization LE and an illustration of a curriculum with a customized Feishu of ByteDance performing CL. The contribution involves learning in less structured environments, such as an advanced enterprise collaboration and management platform, which prompts creative and innovative approaches to uncertainty and change. As a result, the practical implication facilitates students to find both their will and their own creative and exploratory ways of lifelong learning.KeywordsStudent-Centered LearningCollaborative LearningLifelong Learning
Increasingly postgraduate courses are delivered online to meet professionals’ demands for life-long learning. The research examined the efficacy of students critiquing each other's seminal work, by either direct exchange or via online fora, as a structured part of their formal assessments. A total of 377 students across three experimental and two control subjects were involved in this comparative study of pedagogy. Mixed methods research included comparing students’ prior achievement with their achievement in these courses, qualitative interviews, and learning environment inventories. The research methods aligned and were statistically significant in finding that structured peer critiquing was more effective for students with lower or average prior achievement and led to improved perceptions of their learning environment. Forums were found to be a more subtle means of structuring critiquing and engagement than direct exchange; however, care is also needed to ensure online debate is incisive. Two revised pedagogical strategies are proposed.
