Abstract Teaching in the university has been under pressure to change in recent years. On the one hand, there is financial pressure to decrease resources on the other, there is a need to keep quality and quantity of education offered high and to give due consideration to changes in technology and learning methods. One response to these pressures has been to study if it is possible to build a learning environment for Control Engineering that is available to students virtually. It could help to distribute materials and facilitate overall communication, from course information through student feedback. It could also make studying more efficient by enabling better follow-up of learning and use of interactive functions. The development of a Web-based learning environment for Control Engineering started from a simple model of learning theories and course content. This model was applied to that context, and an open learning environment was developed and implemented. The implementation is referred to as Control Web. Functions were added to Control Web and tuned according to student feedback. The probe method was utilised in the validation. Two courses were subjected to under full validation in order to carry out validation for the whole system. Student feedback, grades, and credits during the years 1993 to 2000 were analysed. According to the results, the system implemented has performed well. However, the explicit influence of using the Web-based learning environment can be seen in only few cases; there are too many variables in the overall learning situation. The results and experiences yield an enhanced model for developing a learning environment and a tool that indicates a need to change course parameters.

Master of Public Health - MPH / Background: Globally there is an urgent requirement for skilled nurses. For this reason, interventions in nursing education need to be carefully assessed and strategically planned and coordinated. In order to establish an effective clinical learning environment at education institutions, it is strongly recommended that one should gain insights from the perceptions of students, regarding their experience of their learning environment. Aim: The aim of the study was to investigate the undergraduate nursing students’ perceptions of the psychosocial clinical learning environment in a Higher Education Institution. Methodology: A quantitative descriptive survey design was used for this study in the form of questionnaires. The study utilized the pre-existing Clinical Learning Environment Inventory (CLEI) instrument developed by Chan (2001). The study utilised third year and fourth-year undergraduate nursing students. The target population comprised third year undergraduate nursing students (n=250), and fourth year undergraduate nursing students (n=248). The total target population was (n=498) undergraduate nursing students. A random sampling technique was used to select the study sample size of n=218. Self-administered questionnaires were distributed to two hundred and eighteen (218) respondents during class time and two hundred and eighteen (218) completed questionnaires were returned. The data was analysed using the Statistical Package for Social Science version 25. Descriptive statistical analysis was used to generate frequencies, mean values, median and standard deviation of observations. Reliability and validity of the study was ensured as described in the methodology section. Permission to use students for the study was sought from the registrar of the University. Informed written 3 consent was sought from all the participants in this study. The ethical principles were adhered to ensure confidentiality and anonymity of the participants throughout the study and beyond. Results: The fourth year respondents, 64.7% (n=90) agreed that their facilitators often think of interesting activities compared to their third-year counterparts, 35.3% (n=49); whereas, 63.6% (n=77) agreed that the facilitator thinks up innovative activities for students as compared with 36.4% (n=44) third years. This significant difference between the year levels cannot be justified from the study findings. However, it can be attributed to an underestimation of the impact of innovation and its impact on teaching and learning. The perception of fifty percent (50%) each for both year levels reported that the clinician talks more, rather than listening to the students. These findings indicate that communication between students and their clinical facilitator is hindering the clinical learning experience. There was a significant difference found between the groups (t=1.1, p=.027), as the average opportunities for interaction between students and clinical facilitators were lower for third year [2.3(±0.4)], compared with the average participation score for the fourth year 2.4 (±0.4). Most of the respondents, 81.2% (n=177) reported that clinical placement was a waste of time. The findings showed that the degree of satisfaction declined as students progressed from third to fourth year. There was a significant difference between the groups with 91.1% (n=102) fourth years reporting that clinical placement was a waste of time compared to 70.8% (n=75) of their third-year counterparts. A probable explanation for this might be the fact that the learning objectives and activities differed in the academic progression. The extent to which students are allowed to make decisions and are treated fairly was found to be more favourable by fourth years than third years, with mean scores of 2.7±0.4 and 2.6±0.4 respectively; thus highlighting a greater level of independence at the more senior 4 level. Study findings reported that 47% (n=102) agreed that the preceptor/clinician often became side-tracked instead of sticking to the point and only 45.9% (n=100) stated that clinical placements were disorganized. The findings from this study indicated that half of the students did experience a certain level of clarity and organization across their classes, while others did not consistently receive this level of clarity. Conclusion: The findings of the study indicates that there was inadequate supervision, poor student-mentor interaction, a lack of clarity and organization and ineffective teaching methods that impacted negatively on their decision making skills and revealed the need for new strategies to be implemented in the nursing education system, in order to ensure a successful CLE. Recommendations: This study demonstrated that students perceive the CLE as a place to learn and obtain skills for the nursing profession, yet their perceptions of how they were taught did not reflect their enjoyment of learning, and showed room for improvement in how clinical facilitators used different teaching methods, interacted with learners, and allowed them to make decisions, all the while ensuring that the lines of communication were kept open. Clarity and an organizational culture were lacking in the students learning environment which impacted negatively on their perception of learning. It is imperative that clinical facilitators evaluate their behavior with students consistently, be aware of their behavior and be open to suggestions and recommendations on how to improve their teaching.

As social media evolves, educators and other professionals have taken advantage of it as a teaching resource. This research focused on exploring the role of Instagram as a learning technology on health and fitness. In this research, there are references to literature that document the impact of social media on health and fitness. This study also highlights several features found on Instagram, Facebook, Twitch, YouTube, and other similar platforms to deliver learning content in real time. Several articles in this dissertation mentioned how social media content can influence the audience and their thoughts on health and fitness. Social media presents the opportunity to access information, impart knowledge as well as other forms of interaction.

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This research involved an in-depth and holistic investigation into the use of Internet technologies in high school classrooms. Specifically, it combined studies of the physical and psychosocial learning environments operating within these 'technological settings' and investigated interactions among the selected physical and psychosocial factors in influencing students' satisfaction with their learning. Further, the study described how both the physical and psychosocial domains may effectively enable, or alternatively, constrain the teaching methodologies used in these classrooms. The study involved two phases of investigation. The first phase involved a broad examination of the learning environment as measured with a questionnaire containing items measuring aspects of the psychosocial learning environment and with ergonomic site evaluations using a specially designed worksheet and inventory for computerised classrooms. In the second phase of the study, interactions among the physical and psychosocial variables in these measures were explored through the use of selected and detailed case studies from the original sample. Case studies included a more detailed assessment of the physical classroom environment in tandem with classroom observations and student/teacher interviews. The study was conducted in Australian and Canadian secondary schools and so, offers additional insights in the different approaches to technology implementation and teaching practice. The results of the study reveal a number of statistically significant and independent associations between physical and psychosocial factors and further, between psychosocial factors and students' satisfaction with learning. These findings were complemented by similar qualitative findings from the case studies. These quantitative and qualitative results were used to inform a model for educational productivity for ++ / computerised classrooms. The model includes a number of important physical and psychosocial factors which when considered together, may influence student attitudes (and potentially other outcomes) in emerging networked and computerised learning environments.

The purpose of this study was to investigate the extent to which Constructivist Learning Environment (CLE) aspects exist in primary level 4th and 5th grade Science and Technology Courses in Turkey as perceived by students and their teachers. Secondly, the study aimed at finding out whether perceptions of students on CLE differ according to certain demographic variables. Finally, the study attempted to explore the extent to which the perceptions of teachers on administrative support have a relationship with their perceptions on CLE. Subjects of the study involved 1143 primary level 4th and 5th grade students in Turkey during 2006-2007 school year from 6 socio-economic development groups as determined by State Planning Department and their 264 teachers. Data were collected in 2006-2007 Spring semester through administration of two questionnaires to the students and the teachers. Data analysis was carried out through both quantitative (repeated measures ANOVA, frequencies, means, standard deviations, MANOVA) and qualitative analysis techniques. The results of the study indicated that students and teachers perceived the current learning environment to be often constructivist. In addition, the results revealed that perception of CLE differed according to socio economic status and technology use of students. Lastly, the results revealed that there is a significant but low correlation between teachers&rsquo / perceptions on CLE and their perceptions on administrative support they received. The results revealed that students should be provided with more facilities and teachers be provided with more in-service training opportunities.

This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ academic achievement, compared to using face–to–face approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ satisfaction, compared to using face–to-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female students’ teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the course’s midterm, final and practical exams) and students’ satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the students’ satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructor’s support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group.

Nowadays, in the new era of technology, everything needs to be updated, which represents a new challenge to education to adapt to the developments in technology. Moreover, due to the gap of theory separating practices in business schools, it is becoming obvious that the Universities can hardly help students to acquire experience. Due to this problem, business schools can limit the potential of students’ success. This study examines the efficiency of technology use in class as well as outside of the classroom. This was done by interviewing five teachers within different areas of teaching in Jönköping International Business School. The results show that there are many aspects that need to be considered such as policy, teacher development, the development of the virtual learning environment and other technological improvements, before applying technology in flipped classroom. / Den nya eran av teknik i dagens samhälle gör att allt måste uppdateras. Detta utgör en ny utmaning för utbildningen som bör anpassa sig till denna tekniska utveckling. Dessutom, som en följd av det teoretiska gapet som separeras från praxis i handelshögskolor är det tydligt att universiteten knappast kan hjälpa studenter att skaffa sig underförstådd kunskap. På grund av det här problemet kan handelshögskolor begränsa potentialen av studentens framgång. Däremot visar vår forskning att användningen av tekniken i det flippade klassrummet kan bidra till att förbättra situationen. Denna studie undersöker effektiviteten i teknikanvändning i klassrummet såväl som utanför klassrummet genom att intervjua fem lärare inom olika områden av undervisning på Jönköping Internationella Handels Högskola. Resultaten visar att det är många aspekter som bör beaktas, såsom policy, utvecklingsarbete av lärare, utveckling av VLE i tillägg till andra tekniska förbättringar, innan man applicerar tekniken i det flippade klassrummet.

Syftet med den här studien är att bidra med kunskap om hur social, pedagogisk och fysisk lärmiljö är utformad i grundsärskolans klassrum. Utifrån syftet besvaras tre frågeställningar: Hur är den sociala lärmiljön utformad, hur är den pedagogiska lärmiljön utformad och hur är den fysiska lärmiljön utformad? Studien bygger på tolv observationer i fyra klassrum på tre grundsärskolor. Observationerna har sin grund i ett observationsschema som är skapat utifrån de tankar SPSM har i Värderingsverktyg för tillgänglig utbildning – förskola, skola och fritidshem (2018). Syftet med mitt observationsschema var att kunna registrera om mina observationspunkter förekom och i vilken utsträckning de i så fall användes. Observationsschemat innehöll tre teman/bedömningsområden. De bedömningsområden som användes var fysisk miljö, social miljö och pedagogisk miljö. Under varje område fanns det bedömningspunkter och inom det pedagogiska fanns det tre frågor som hade skattningsskalor som var graderade från hela tiden, oftast, sällan och aldrig. Resultaten visar att den sociala lärmiljön var utformad kring de vuxna. Det fanns aktiviteter som möjliggjorde relationer och skapade gemenskap i klassrummen. Lärarna fick alla att vara delaktiga i den sociala kontexten. Dock saknades det möjligheter för eleverna att interagera med varandra.  Den pedagogiska lärmiljön var till största delen uppbyggd på och kring aktiviteter som främjade delaktigheten. Den sociala och kommunikativa delen fick stort utrymme. Dock saknades det struktur och det fanns brister i att anpassa undervisningen och individanpassat material. Resultaten i den fysiska lärmiljön visar på två olika sidor. Den ena sidan handlar om mindre justeringar och byggnationer som lärare och hantverkare kan åtgärda vilket är gjort i de flesta klassrummen. Den andra sidan visar stora brister som kräver stora ombyggnationer av lokalerna. / The purpose of this study is to contribute with knowledge on how social, pedagogical and physical learning environments in classrooms are designed in schools for persons with an intellectual disability. Based on this purpose the aim is to answer three different questions: How is the social learning environment designed? How is the pedagogical learning environment designed? and How is the physical learning environment designed? The study is based on twelve observations in four classrooms in three different schools. The observations follows an observation schedule based on the thoughts of SPSM in ”Värderingsverktyg för tillgänglig utbildning-förskola, skola och fritidshem” (2018). The purpose of my observation schedule was to observe which, if any, of the tools were used and to what extent. The observation schedule contained three schedules/assessment areas. The assessment areas were physical environment, social environment and pedagogical environment. Each area included assessment points and the pedagogical area contained three questions with rating scales from “all the time”, “often”, “not so often” and “never”.  Results show that the social learning environment is structured around adults. There were activities facilitating relationships and fellowship in the classrooms. All the teachers were able to engage in the social context. However, students lacked opportunities to interact with each other.  The pedagogical learning environment was to a large extent composed of and based around activities that promoted participation. Social interactions and communication figured prominently. There was however a lack of structure, of adapting teaching and provision of personalised teaching material. Results of the physical learning environment is displayed over two pages. One is about possible minor adjustments and additions that teachers and craftsmen could implement, although such adjustments and additions have been implemented in a majority of the classrooms. On a final note, there is one environment that have major shortcomings and that is the physical environment. This environment demands for major reconstructions of school premises.

This study aims to explore Swedish upper secondary students’ attitudes toward first language (L1) use in a second language (L2) English learning environment. In addition, it aims to explore the functions of L1 use. Through a qualitative approach with both observations and interviews, a pattern of L1 use was noticed. The results corroborate prior research on student attitudes and show that students are positive toward L1 use. Swedish students tend to use their L1 through translanguaging and codeswitching as a tool for understanding, and as a way to establish relationships. In other words, L1 use needs to be considered a natural part of their L2 learning environment, even though they also understand the importance of exposure to and use of English in the classroom in order to become proficient in it. The students’ attitudes thus challenge the monolingual approach that is predominantly used in Swedish upper secondary schools today.