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1 – 10 of over 7000Hilde Thygesen, Astrid Gramstad, Lene A. Åsli, Linda Stigen, Trine A. Magne, Tove Carstensen and Tore Bonsaksen
Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining…
Abstract
Purpose
Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction.
Design/methodology/approach
In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression.
Findings
All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%.
Originality/value
The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand.
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Mousin Omar Saib, Mogiveny Rajkoomar, Nalindren Naicker and Cecilia Temilola Olugbara
The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.
Abstract
Purpose
The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.
Design/methodology/approach
The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study.
Findings
Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment.
Originality/value
This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.
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Creating a BIM-enabled learning space that spans both higher education and industry offers the possibility of immersive and integrated learning on the basis of real, up-to-date…
Abstract
Purpose
Creating a BIM-enabled learning space that spans both higher education and industry offers the possibility of immersive and integrated learning on the basis of real, up-to-date project data for a new generation of students who will be “BIM natives” and can “think in BIM”. This paper aims to elaborate the concept of BIM as a learning environment so that it can be produced for Architecture Engineering Construction (AEC) educational purposes.
Design/Methodology/Approach
The complementary theoretical lenses of Experiential Learning, Structuration Theory and Systems Theory are adopted for conceptualising a BIM-enabled Learning Environment (BLE).
Findings
The BLE is proposed in the form of a social system embedded within both the education system and the industry system. The BLE is described in terms of its structures and component subsystems, inputs, outputs and flows at different scales.
Research Limitations/Implications
In this initial paper, the BLE is merely outlined and its constituent structures alluded to. Further investigation is required to fully detail the BLE.
Practical Implications
By describing the identified structures in still more detail, the BLE can be understood to the extent that it can be reproduced in practice for actual learning. This is the goal and expectation going forward.
Originality/Value
The derived BLE is described in social terms and this reflects the centrality of social activity to both building and learning. Technology, processes and traditional industry roles are subordinated into supporting functions. This potentially offers opportunities for learners to reflect on all of these and to consider ways of improving them.
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Cathrine Reineholm, Daniel Lundqvist and Andreas Wallo
The purpose of this paper is to assess previous research on conditions for managers’ learning and development in daily work practices and how such conditions may influence their…
Abstract
Purpose
The purpose of this paper is to assess previous research on conditions for managers’ learning and development in daily work practices and how such conditions may influence their sustainability and also to propose a concept and a heuristic model that reconceptualizes and expands on the theoretical foundations generated in previous studies of managers’ learning and development at work.
Design/methodology/approach
This paper is based on an integrative literature review. The literature search identified 1,403 unique studies. Nine qualitative and seven quantitative studies met the relevance and quality criteria and were included in the review.
Findings
The results of the review found associations between managers’ learning conditions, career opportunities, individual engagement and sustainability. However, the small amount of empirical data used in the reviewed studies and the cross-sectional design of the studies make it difficult to establish the nature of the relationship between different variables.
Practical implications
The results of this paper show that managers need to care for and take advantage of opportunities for their own development and not only function as creators of their employees’ development. Employers should keep in mind that the development environment includes managers and employees.
Originality/value
This paper contributes with an original concept of managers’ development environments and a conceptual model that integrates theory with results from the included studies. Based on the model, propositions that may serve as an agenda for future research are formulated.
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Niclas Sandström and Anne Nevgi
This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty…
Abstract
Purpose
This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.
Design/methodology/approach
The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.
Findings
Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.
Research limitations/implications
The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.
Practical implications
The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.
Originality/value
The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.
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Stefan Kleinke and David Cross
The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part 2, presented in this paper, is a follow-up…
Abstract
Purpose
The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part 2, presented in this paper, is a follow-up study to examine how student progression in the two pandemic-induced environments compared to the pre-pandemic conditions.
Design/methodology/approach
The authors expanded the quantitative, quasi-experimental factorial design of the authors' initial study with additional ex-post-facto standardized test score data from before the pandemic to enhance the group comparison with a control: the conventional pre-pandemic classroom environment. Thus, the authors were able to examine in which ways the two pandemic-induced learning environments (remote and hybrid) may have affected learner progress in the two subject areas: English Language (ELA) and Math. Additionally, the authors provided a grade-by-grade breakdown of analysis results.
Findings
Findings revealed significant group differences in grade levels at or below 6th grade. In the majority of analyzed comparisons, learner achievement in the hybrid group was significantly lower than those in either the remote or the classroom group, or both.
Research limitations/implications
The additional findings further supported the authors' initial hypotheses: Differences in the consistency and continuity of educational approaches, as well as potential differences in learner predispositions and the availability of home support systems may have influenced observed results. Thus, this research also contributes to the general knowledge about learner needs in elementary education.
Originality/value
During the pandemic, remote learning became ubiquitous. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education.
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Robbert Hesen, Arjen E.J. Wals and Rebekah L. Tauritz
This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on…
Abstract
Purpose
This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on environmental and sustainability education (ESE) during the COVID-19 pandemic and physical distancing.
Design/methodology/approach
The study investigates a graduate-level course on Environmental Education for Sustainable Living that due to COVID-19 had to be taught mainly online. A retrospective analysis was conducted when the facilitators reflected on why the course, against expectations, appeared to have affected so many students in such a meaningful and profound way as shown by their personal reflections and the course evaluation. Methodologically, this study can be described as explorative and interpretative, although it was complemented by a standardised empirical analytical end-of course evaluation.
Findings
Within the context of this study, sense of community is linked to and facilitated by the online learning environment and the educators’ and students’ roles throughout the course. This study found that interaction and inclusion can be augmented by a hybrid educational design and supported by the mutual efforts of educators and students. Reflective tasks and discussions most prominently evoked subjectification. The encouragement of students to see themselves as central subjects and the inclusion of creative tasks supported both personal exploration and sense of community.
Originality/value
This study provides educational institutions teaching online with valuable information regarding course elements that foster subjectification and create a sense of community. This is particularly of interest for the design of online ESE emphasising learning for being and more relational approaches towards teaching and learning.
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Harshleen Kaur Duggal, Puja Khatri, Asha Thomas and Marco Pironti
Massive open online courses (MOOCs), a Taylorist attempt to automate instruction, help make course delivery more efficient, economical and better. As an implementation of Digital…
Abstract
Purpose
Massive open online courses (MOOCs), a Taylorist attempt to automate instruction, help make course delivery more efficient, economical and better. As an implementation of Digital Taylorism Implementation (DTI), MOOCs enable individuals to obtain an occupation-oriented education, equipping them with knowledge and skills needed to stay employable. However, learning through online platforms can induce tremendous amounts of technology-related stress in learners such as complexity of platforms and fears of redundancy. Thus, the aim of this paper is to study how student perceptions of DTI and technostress (TS) influence their perceived employability (PE). The role of TS as a mediator between DTI and PE has also been studied.
Design/methodology/approach
Stratified sampling technique has been used to obtain data from 305 students from 6 universities. The effect of DTI and TS on PE, and the role of TS as a mediator, has been examined using the partial least squares (PLS) structural equation modelling approach with SMART PLS 4.0. software. Predictive relevance of the model has been studied using PLSPredict.
Findings
Results indicate that TS completely mediates the relationship between DTI and PE. The model has medium predictive relevance.
Practical implications
Learning outcomes from Digitally Taylored programs can be improved with certain reforms that bring the human touch to online learning.
Originality/value
This study extends Taylorism literature by linking DTI to PE of students via technostress as a mediator.
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Joo Hun Yoo, Hyejun Jeong, Jaehyeok Lee and Tai-Myoung Chung
This study aims to summarize the critical issues in medical federated learning and applicable solutions. Also, detailed explanations of how federated learning techniques can be…
Abstract
Purpose
This study aims to summarize the critical issues in medical federated learning and applicable solutions. Also, detailed explanations of how federated learning techniques can be applied to the medical field are presented. About 80 reference studies described in the field were reviewed, and the federated learning framework currently being developed by the research team is provided. This paper will help researchers to build an actual medical federated learning environment.
Design/methodology/approach
Since machine learning techniques emerged, more efficient analysis was possible with a large amount of data. However, data regulations have been tightened worldwide, and the usage of centralized machine learning methods has become almost infeasible. Federated learning techniques have been introduced as a solution. Even with its powerful structural advantages, there still exist unsolved challenges in federated learning in a real medical data environment. This paper aims to summarize those by category and presents possible solutions.
Findings
This paper provides four critical categorized issues to be aware of when applying the federated learning technique to the actual medical data environment, then provides general guidelines for building a federated learning environment as a solution.
Originality/value
Existing studies have dealt with issues such as heterogeneity problems in the federated learning environment itself, but those were lacking on how these issues incur problems in actual working tasks. Therefore, this paper helps researchers understand the federated learning issues through examples of actual medical machine learning environments.
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Rita J. Hartman, Mary B. Townsend and Marlo Jackson
The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning…
Abstract
Purpose
The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology.
Design/methodology/approach
The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected.
Findings
Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced.
Research limitations/implications
Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology.
Practical implications
A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition.
Social implications
To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments.
Originality/value
This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change.
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