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This research involved the design, development and implementation of an online survey instrument to identify the physical learning environments and resources students use when studying an online course. It was found, through a review of the literature, that there was no appropriate instrument available for this purpose. It was also found that the term physical learning environment actually is not well defined in the literature. These two factors have been addressed in this research. The results obtained from the survey found that students used a mixture of physical learning resources such as textbooks, and online resources such as email and online submission of assessment items. However, none of these resources were used all the time. It was also established that the majority of students preferred to learn at home using either online or paper-based resource material. The results also showed that the library both as a resource and as a learning environment was not being used to its full potential.

Vor dem Hintergrund aktueller bildungswissenschaftlicher Diskussionen zur digitalen Transformation setzt sich der Beitrag mit der Rolle von Smart Learning Environments (SLEs) in der betrieblichen Weiterbildung und der Notwendigkeit deren interdisziplinärer Gestaltung auseinander. Für eine taugliche, auf den Nutzer fokussierte Gestaltung von SLEs müssen neuartige Konzepte und Modelle entwickelt werden, die den komplexen Anforderungen des 21. Jahrhunderts entsprechen. Der Beitrag beschreibt einen interdisziplinären Forschungszugang zur Gestaltung von SLEs und diskutiert aufbauend ein ganzheitliches, sozio-technisches Framework, das interdisziplinäre Kriterien für eine pädagogisch fundierte Entwicklung von SLEs bündelt. Die Darstellung des Themas erfolgt anhand von aktuellen Befunden aus einer quantitativen Teilstudie eines Forschungsvorhabens der TU Dresden am Fachbereich Bildungstechnologie. Der Beitrag gibt Einblick in den aktuellen Arbeitsstand, wobei die Auswertung der Gesamtstudie umfassendere Befunde erzielen wird.

This study describes the first study conducted in Thailand that resulted in changes in science teachers' classroom environments. The aim of this study was to assess the effectiveness of constructivist teaching on improving learning environments in Thai secondary school science classrooms. The study involved three phases. First, the Constructivist Learning Environment Survey (CLES), an instrument for assessing students' perceptions of the actual and preferred classroom environment through the constructivist perspective, was validated for use in Thailand. Second, typical Thai secondary school science classrooms were described using quantitative and qualitative methods. Finally, the effectiveness of constructivist teaching on promoting improvement in classroom environments was evaluated through an action research process, involving the use of feedback on actual and preferred classroom environments. The sample consisted of seven secondary school science teachers and their 17 classes of 606 students in Nakornsawan Province, Thailand. Student Actual and Preferred Forms of the CLES, assessing Personal Relevance, Uncertainty, Critical Voice, Shared Control and Student Negotiation, were administered. Factor analysis and internal consistency reliability measures supported a five-factor structure for both actual and preferred forms. Students' attitudes to science were also measured. The actual and preferred environments of different classes were described based on profiles of classroom environment scores. / The results suggested that the average classroom in this study had relatively high levels of student perceived actual Uncertainty, Student Negotiation, and Personal Relevance, but the levels of Shared Control and Critical Voice were consistently lower. On all five scales, students preferred a more favourable classroom environment than what they perceived as being actually present. Three teachers, selected from the original sample, then participated in an attempt to improve their classroom environments through the use of a constructivist teaching approach. Changes in classrooms did occur, thus supporting the effectiveness of constructivist teaching in improving classroom learning environments and students' attitudes towards science in Thailand.

Simulated learning environments are becoming a more popular format for the delivery of healthcare education. These environments include but are not limited to simulated online learning environments, serious games, task trainers, and, electronic mannequins. Presently there is a lack of understanding of how the learning environment impacts students’ disposition to engage in learning processes and how learner satisfaction with the environment impacts learning outcomes. This preliminary descriptive study utilizes methods such as traditional statistical analysis and Association Rule mining. This study will investigate how students perceptions of the simulative learning environment IPSims (Interprofessional Simulations) usability impacts learning outcomes, and how these environments may impact student disposition to engage in learning. The participants (n= 58) were undergraduate health science students studying at the University of Ontario Institute of Technology. The data analysis provides insight into how simulative learning environments can impact student engagement in learning processes. Study strengths and limitations are identified along with future considerations. / UOIT

Virtual Learning Environments (VLEs)/E-Learning has been adopted extensively by Higher Education (HE) in the UK and in the case study Coventry University (CU). Frameworks predicated upon pedagogic considerations evaluate VLEs/E-Learning but the evaluation of the management of VLEs/E-Learning through Knowledge Management (KM) Critical Systems Heuristics (CSH) and Soft Systems Methodology (SSM) has not been considered. Furthermore there are no frameworks that seek to reconcile the intent of VLEs/E-Learning with the resultant instantiation. Therefore, a conceptual framework to evaluate the management of VLEs/E-Learning has been derived. Action Research has been used by exposing every stage of the development of the conceptual framework to critique by stakeholders. The drivers for the uptake of VLEs/E-Learning have been identified and classified according to two schema, one schema is into people, processes and technology and the other into strategic/tactical or operational types. Existing evaluative frameworks have, on review, been classified according to a schema incorporating a purpose, theory, context, evaluative criteria, evaluative processes and management activities. VLEs/E-Learning can be considered to be a specialized computer system and therefore the fields of Knowledge management (KM), Critical Systems Heuristics (CSH) and Soft Systems Methodology (SSM) have been investigated, salient concepts extracted. From KM, knowledge appositions (know why; know-what; know who; know-when; know-where and know-how) are mapped onto tacit and explicit knowledge; people, processes and technology. From SSM, CATWOE (customer, actor, transformation, weltanschauung, owner, environment); and from CSH the concept of ‘is’ and ‘ought’ has also been mapped across the knowledge appositions. The resultant framework can be used by HE organisations as a tool for self development and also by external auditing agencies which wish to evaluate the management of VLEs/E-Learning.

This research proposes sets of design patterns of learning environments as an innovative approach towards an intelligent architectural design process. These patterns are based on teachers’ spatial and pedagogical use of their learning environments. The study is based in the desired condition that learning environments are expected to host learning technologies efficiently, to adapt to the fact that its life span is much longer than that of any technology within it, and to accommodate a variation of teaching modes and learning styles. In an effort to address these issues; calls for designing flexible learning spaces have emerged, as well as recommendations for alternative layouts. Yet, more challenging questions emerge; how efficiently do these technologies integrate with other systems in the classroom space? What should architects and facility planners consider for a successful systems’ integration which incorporates learning technologies in the design of the classroom space? And how can these spaces support variations in pedagogical practice. This study attempts to answer these questions by developing a pattern language to support the early design phases of a technology-rich learning environment. The study is qualitative in nature, and based on interviews with a sample of teachers at academic year Governor’s science and technology schools in Virginia. The researcher attempts to capture problems and challenges related to occupants’ performance within the physical boundaries of the classroom when learning technologies are in use. The variation of teaching-learning modes is taken into consideration. In this process, the researcher focuses on integration patterns of learning technologies with the envelope and the interior systems. The findings are then translated into the design language in the form of a pattern language at the building systems scale. / Ph. D.

Vor dem Hintergrund aktueller bildungswissenschaftlicher Diskussionen zur digitalen Transformation setzt sich der Beitrag mit der Rolle von Smart Learning Environments (SLEs) in der betrieblichen Weiterbildung und der Notwendigkeit deren interdisziplinärer Gestaltung auseinander. Für eine taugliche, auf den Nutzer fokussierte Gestaltung von SLEs müssen neuartige Konzepte und Modelle entwickelt werden, die den komplexen Anforderungen des 21. Jahrhunderts entsprechen. Der Beitrag beschreibt einen interdisziplinären Forschungszugang zur Gestaltung von SLEs und diskutiert aufbauend ein ganzheitliches, sozio-technisches Framework, das interdisziplinäre Kriterien für eine pädagogisch fundierte Entwicklung von SLEs bündelt. Die Darstellung des Themas erfolgt anhand von aktuellen Befunden aus einer quantitativen Teilstudie eines Forschungsvorhabens der TU Dresden am Fachbereich Bildungstechnologie. Der Beitrag gibt Einblick in den aktuellen Arbeitsstand, wobei die Auswertung der Gesamtstudie umfassendere Befunde erzielen wird.

One of the biggest challenges in early childhood development (ECD) centres in rural districts is that teachers are not trained adequately and therefore they cannot create learning environments in which young children can develop to their optimal potential. In many cases a large group of children is placed in a classroom and no stimulation is given to them, because the ECD practitioner does not have the knowledge or skills to use what is available in the classroom to stimulate the children and facilitate learning. These teachers are desperately in need of guidance to plan age appropriate and suitable activities that will benefit the overall development of learners and prepare them to be ready for school. By promoting service learning at ECD centres, especially in rural districts, both the in-service and pre-service teachers will benefit from the teaching experience taking place. Since 1994 a great deal of attention has been drawn to the importance of early childhood development and the important role pre-primary education plays in the development of young learners. Early childhood development has the potential to play a crucial role in the socioeconomic transformation of South Africa. By improving the social and economic transformation of the country, more people will be educated, leading to fewer problems with aspects like school readiness and school dropout. Against this background the study will explore service learning as a way of promoting quality learning environments in Early Childhood Centres in rural districts. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

One of the biggest challenges in early childhood development (ECD) centres in rural districts is that teachers are not trained adequately and therefore they cannot create learning environments in which young children can develop to their optimal potential. In many cases a large group of children is placed in a classroom and no stimulation is given to them, because the ECD practitioner does not have the knowledge or skills to use what is available in the classroom to stimulate the children and facilitate learning. These teachers are desperately in need of guidance to plan age appropriate and suitable activities that will benefit the overall development of learners and prepare them to be ready for school. By promoting service learning at ECD centres, especially in rural districts, both the in-service and pre-service teachers will benefit from the teaching experience taking place. Since 1994 a great deal of attention has been drawn to the importance of early childhood development and the important role pre-primary education plays in the development of young learners. Early childhood development has the potential to play a crucial role in the socioeconomic transformation of South Africa. By improving the social and economic transformation of the country, more people will be educated, leading to fewer problems with aspects like school readiness and school dropout. Against this background the study will explore service learning as a way of promoting quality learning environments in Early Childhood Centres in rural districts. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015