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Understanding teaching and learning : classroom research revisited
Written by emerging and experienced classroom researchers from several countries as part of a project aimed at building on and extending Professor Graham Nuthall's (1935-2004) research and promoting the conducting, teaching and supervision of classroom research. --Derived from cover (p. [4]).
Book
The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis
This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of computers, and (3) the use of extra learning environments or tools, or supporting strategies in CSCL. In this analysis, 425 empirical studies published between 2000 and 2016 were extracted and coded, and these generated the following findings. First, the collaboration had significant positive effects on knowledge gain (ES [effect size] = 0.42), skill acquisition (ES = 0.64), and student perceptions (ES = 0.38) in computer-based learning conditions. Second, computer use led to positive effects on knowledge gain (ES = 0.45), skill acquisition (ES = 0.53), student perceptions (ES = 0.51), group task performance (ES = 0.89), and social interaction (ES = 0.57) in collaborative learning contexts. Third, the use of extra learning environments or tools produced a medium effectfor knowledge gain (ES = 0.55), and supporting strategies resulted in an ES of 0.38 for knowledge gain. Several study features were analyzed as potential moderators.
Journal Article
Understanding user perception toward artificial intelligence (AI) enabled e-learning
PurposeThe purpose of this study is to explore the perception of the users concerning the role of artificial intelligence (AI) in enhancing personal learning profile (PLP), personal learning network (PLN) and personal learning environment (PLE) and their effect on the perceived ease of use, perceived effectiveness and perceived usefulness for enhancing the overall attitude and satisfaction of the e-learning.Design/methodology/approachThe data were collected from students and professionals who have ever used the e-learning module, and smart partial least square-structural equational modeling (PLS-SEM) is used to see relations between the different variables.FindingsIt was seen that the PLE is affecting both perceived ease of use and perceived usefulness. The research has shown that perceived ease of use showed a mediating effect between PLE and attitude and satisfaction. Further satisfaction mediates between perceived ease of use and intention. PLP has come out to significantly impacting perceived effectiveness. The multigroup analysis also showed that the attitude and satisfaction level affecting intention to use the e-learning module differ across the two groups of learners, i.e. gender and type of learners.Research limitations/implicationsThe data are collected from students and professionals who have ever used the e-learning module and wholly based on their perceptions, leading to self-perception bias.Originality/valueThe current research is trying to integrate the user perception of PLP, PLN, PLE into the framework of the technology acceptance model and see how they impact the overall attitude and satisfaction of the learners. AI can be used to improve them and make e-learning more adherent to the users. AI can play an essential role in generating the right environment by matching the profile of the learner.
Journal Article
The creative classroom : innovative teaching for 21st-century learners
\"This book presents a vision of schools where teaching and learning are centered on creativity, a vision that is original, compelling, and applicable in the classroom. The message is that to be creative in any school subject, students need to learn a different kind of subject-area knowledge that he calls real knowledge. Real knowledge results in better student learning outcomes in all subjects, from science and math to history and language arts. At the same time, real knowledge enables students to create with that knowledge. In classrooms that lead to real knowledge, students master content-area standards at the same time that they increase their creative potential\"-- Provided by publisher.
Book
Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering
Two studies were conducted to examine the relationships among university students' academic self-concept, perceptions of the learning environment, engagement, and learning outcomes (academic achievement, generic skills development, and learning satisfaction). Study 1 (N = 1,502) adopted a cross-sectional design and supported a model showing that engagement mediated the effects of academic self-concept and perceptions of the learning environment on generic skills development and learning satisfaction. It was also found that academic self-concept directly predicted academic achievement and generic skills and that perceptions of the learning environment directly predicted learning satisfaction. Study 2 (N = 2,069) adopted a longitudinal design involving three waves of data collection with a 1-year interval (freshman, sophomore, junior). The results of study 2 replicated the findings of study 1 and supported a reciprocal effects model showing that prior academic achievement predicted subsequent self-concept which in turn determined future achievement even with prior achievement partialed out. These findings contribute to developing a finer-grained model of higher education student learning. (HRK / Abstract übernommen).
Journal Article
Learning environments’ influence on students’ learning experience in an Australian Faculty of Business and Economics
We investigated how learning environments–involving their physical, pedagogical, and psychosocial dimensions–influence students learning experiences in an Australian Faculty of Business and Economics. Qualitative data collection involved observations of eight classrooms over a semester, four focus groups with 21 students and interviews with six educators. The study provided deeper understanding of the dynamic and complex intrinsic interrelations of learning environment dimensions over time, addressing previous gaps in research. It identified and analysed spaces and practices, educational activities, and students’ subjective experiences in different learning environments to illustrate how these multiple elements intersect and influence on the students’ experience. The mixed methods used in the research helped to uncover a broader view of the learning environment and its interdependent influences over time on students’ learning experiences. One practical implication is that any strategies to support a more holistic student learning experience through more effective use of learning environments should be developed at an institutional level.
Journal Article
Rethinking Learning: What the Interdisciplinary Science Tells Us
Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners' full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research in education, neuroscience, psychology, and anthropology to articulate a theory of learning that has the potential to move us toward that goal. We elaborate four key principles of learning: (1) learning is rooted in evolutionary, biological, and neurological systems; (2) learning is integrated with other developmental processes whereby the whole child (emotion, identity, cognition) must be taken into account; (3) learning is shaped in culturally organized practice across people's lives; and (4) learning is experienced as embodied and coordinated through social interaction. Taken together, these principles help us understand learning in a way that foregrounds the range of community and cultural experiences people have throughout the life course and across the multiple settings of life and accounts for learning as set within systems of injustice.
Journal Article