In this study I defined the global learning environment (GLE) as it appeared in the Global Seminar Project (GSP) to address the issues of change in higher education under the pressure of globalization. The combination of constructivist theory and a Biggs' (2003) deep learning concept provided a framework for answering the following research questions: (a)what project components make the course global? and (b)in what ways does the Global Seminar contribute to deep learning? For the purposes of this study, I used three forms of data collection, including in-depth, open-ended interviews of 20 GSP's instructors; 11 direct observations of the GSP classroom; and analysis of GSP's written documents and artifacts. I used the open-coding feature of ATLAS.ti software to analyze the interview data and identify the descriptive themes that emerged from the observations and documents. The interview analyses revealed that the GSP's global learning environment included five areas: (a) course structure and academic leadership/management; (b) stakeholder involvement; (c) institutional support; (d) course conducive content; and (e) teaching and learning practices. Within these five major areas I indicated four "global" categories of the learning environment established in the course: innovative, international, interactive, supported by the culture of mutual learning. Evidence of deep learning included observed development of students' generic metacompetencies, identified components of instructors' teaching quality, and recognized value of the relationships among course participants. The research findings brought about two co-dependent understandings of the GLE as a conceptual phenomenon and a practical model. As a conceptual phenomenon, the GLE can be defined as a specific property of an educational structure that occurs when teachers and students are engaged in innovative experiences with the purpose of acquiring understanding of complex global-scale issues by means of cross-cultural interactions and on the basis of mutual learning. Applied to an educational practice, this understanding of the GLE forms a constructive and participatory model that provides possibilities for transforming higher education practices: shifting from mass-production knowledge to genuine quality education based on the values of teachers. These conclusive definitions open a dialogue regarding how the GLE can initiate meaningful changes in educational theory and practices. / Ph. D.

The leadership traits necessary in today's military medicine learning environment involve recognition of the rapid changes in technology, and possession of the ability to ensure continuous transformation and adaptability to that change. Understanding the culture of military medicine is an essential leadership capability, coupled with effective communication and visionary skills (Chambers, 1991). Medical organizations that adopt new technologies in their training can expect better productivity and medical readiness (von Lubitz, Beier, Freer, Levine, Pletcher, Treloar, Wilkerson, & Wolf, 2001). United States medical school programs have recognized the need to introduce new technologies to allow clinicians to stay competent and reduce lethal medical mishaps (Elwyn & Lewis, 1998). The purpose of this study is to examine the adoption of instructional technology by faculty members at a military medical education program (Interservice Physician Assistant Program – IPAP). Within the case study, factors that facilitated or inhibited the adoption of instructional technology were examined. Additionally, IPAP program leadership behaviors were examined to describe its association with faculty member's adoption of instructional technology. Multiple methods were used to gather data including interviews, observations, and document analysis. This research used the grounded theory qualitative method approach to develop a theory deductively from the data. Fifteen faculty members participated in this study, 12 faculty members and three program leaders. The findings suggest that significant efforts and positive attitudes toward the use of instructional technology existed among faculty members. However, the process of instructional technology integration at this military medical training facility faced impediments that affected its adoption rate by faculty members. The impediments included unreliable infrastructure, lack of training and technical support of new technologies, time commitment constraints that hindered training accessibility, compatibility with existing instructional technologies, complexity of the technology, and inadequate technical support. The data analysis was based on Rogers' theory of diffusion and adopter categories (relative advantage, compatibility, complexity, trialability, and observability). The results of this study indicated that Roger's five variables of adoption of innovations were not effectively met. Moreover, the results identified specific issues from these categories that either influenced or inhibited the adoption rate of technology innovation at this training facility; such as organization factors, personal motivation, and social factors. The following recommendations were made: (1) emphasis on conducting faculty training and professional development on instructional technologies, (2) extending the physician assistant program curricula to accommodate built-in staff development training times, (3) encourage peer-to-peer mentorship training by supporting instructors with limited instructional technology experience, (4) develop a technology personnel qualification standards (PQS) check-in process for new faculty members, (5) provide sufficient infrastructure and technical support to meet the demands of an expanding technology-based curriculum, (6) an establishment of dialogue between organizations responsible for coordinating infrastructure, technical support, and training, and (7) provide competent technicians that are trained to troubleshoot all aspects of technology support. / Ph. D.

Yes / With the advancement of technology, significant changes have been introduced into the learning and teaching environment. The importance of enhancing the interest of learners is an on-going challenge for educators of all levels. In this respect, teaching and learning practices are adapting to students¿ exposure to technological and social trends. In this presentation, a case study of using technology to enhance the learners¿ environment for engineering-based subjects in higher education is presented. The approach consists of delivering interactive materials through a Virtual Learning Environment and integrating web application technologies to enhance the learners¿ experience. Due to the vast subject areas in engineering and the variety of content of each subject, a general methodology is first identified and adopted. This consists of stages that show the progress from initial development to deployment of the materials, followed by evaluation of the module and further improvements carried out on the module based on qualitative evaluation. The evaluation process consists of the application of electronic surveys for feedback on the distance learning module. In addition, monitoring of the students¿ usage of the materials is also carried out. The presentation concludes with the presentation of the initial results from a current e-learning module.

Indoor spaces have become increasingly prevalent in human lives. While scholarship in other fields has studied the relationship between humans and the indoors, it has not been readily investigated in Geography. This study draws from prior research in Building Design, Managerial Science, and Education to examine the relationship between building users and resources in indoor spaces. To better understand how users seek resources in an indoor, academic space, this research asks: (1) what spaces and resources do building users value?; and (2) how are their perceptions of value associated with observed measures of occupancy? This research takes place in Goodwin Hall, on the Blacksburg campus of Virginia Polytechnic Institute and State University. This research relies on surveys conducted in 2018 as well accelerometer data collected in 2018 to examine the relationship between users' perception and use of resources in informal learning environments. Through quantitative analysis this research tests the ideal free distribution hypothesis. Findings indicate that certain measures of use and value support the ideal free distribution hypothesis. These results help to lay a groundwork for future geographic research in indoor spaces. / Master of Science / Indoor spaces have become increasingly created, used, and occupied by humans. Geography, as a discipline, has traditionally studied the relationship that humans have with their surrounding outdoor environments. This research studies how humans interact with their indoor environments. Other disciplines, such as Building Design, Managerial Science, and Education have examined how indoor spaces can impact human movement, behavior, and choice. Geography is a spatial discipline (observes how variables affect each other over space) and offers a differing lens to view human-indoor relationships. To better understand how users seek resources in an indoor, academic space, this research asks: (1) what spaces and resources do building users value?; and (2) how are their perceptions of value associated with observed measures of occupancy? This research takes place in Goodwin Hall, on the Blacksburg campus of Virginia Polytechnic Institute and State University. This research relies on surveys conducted in 2018 as well accelerometer data, which observes the amount of acceleration, collected in 2018 to examine the relationship between how users' view and use resources and spaces within an indoor environment. Through quantitative analysis this research tests the ideal free distribution hypothesis. Findings show that certain measures of use and value support the ideal free distribution hypothesis. Findings from this paper help to provide more insight into how humans interact with indoor spaces and lays the groundwork for future indoor geographic research.

To use technology creatively in classroom the instructor needs to have knowledge and skills to use digital technology. Teacher education program including training and workshop in using education technology by university is essential, to improve digital skills of a teacher, which helps to share knowledge, use tools that build collaboration and be a guide for students. Technology changes rapidly where newer education technology replaces the older ones. So, a teacher faces challenges in using technology and need support in using it better. Hence it is important for teachers to update their skills in using technology. As hybrid learning environment became common after pandemic situation, teachers’ preference changed from classroom teaching to a mix of online and classroom forms of teaching. This research is about studying the use of, difficulties and support needed in using education technology in hybrid environment in a Swedish university. The instrument of data collection in this study is a questionnaire sent to the respondents via email. The research findings show that the teachers in a Swedish university, teaching in hybrid learning environment have good digital skills for teaching. However, the results also show the problems faced, support needed to improve digital skills and preference to teach in hybrid environment over online only or classroom only environment. The aim of this study is to investigate from constructivist approach a) what education technology does a teacher use for teaching in hybrid learning environment in a Swedish university b) what support does the teacher need for teaching in hybrid learning environment and c) what are the issues faced by teachers in using education technology in hybrid learning environment. This research shows what education technology is used by teachers for teaching in hybrid teaching and learning environment in a Swedish university, their skills in using technology, what support is needed and what problems are faced in using technology for teaching. The findings of the study conclude that while educational technology offers significant benefits for hybrid teaching, ongoing support and addressing technical challenges are crucial for maximizing its effectiveness.

The purpose of this study was to research what needs students feel that they have, linked to the physical learning environment in the classroom, and how this affects their conditions for learning. These needs can then hopefully give an indication of how the physical learning environment can be designed and adapted to increase its accessibility and thus reduce the need for exclusionary measures. The theories of the study concern thoughts about inclusion and theories about how the physical learning environment can be changed based on students' needs. The theoretical framework is based on a socio-cultural perspective, the ecological system theory and from the special educational perspective. Both a quantitative and a qualitative approach have been used in the form of questionnaires and semi-structured interviews with students in one high school. The interview questions were worked out on the basis of the results of the survey. A comparison of the results from the respective survey method has been made and analyzed on the basis of the theoretical framework. The pupils experienced a need to reduce both auditory and visual distractions. A high proportion of students felt that the order and study area in the classrooms were not so good. The furniture's adaptation to the students physical conditions deteriorated with the students’ ages. Posters and other information on the walls seemed distracting to some students, while the majority were not disturbed by it or even gave a positive effect. The availability of tactile aids facilitated the conditions for concentrating for certain students. The development of the school's learning environments can, on the basis of the study, be beneficial to all school students and not isolated to students in difficulty to increase the scope of inclusion with all its advantages. Hopefully, the study can provide indications of what needs in the physical learning environment that can be found in students.

The learning environment has been the focus of considerable educational research over a long period of time. The study reported in this thesis utilises the perceptions of 208 junior science students from a North Queensland state secondary school to inform classroom environment improvement plans developed and implemented by their teachers' in an attempt to improve the cognitive and attitudinal outcomes of the students. The five stage process on which the study is based combines theory and practice in providing the participating teachers with a structured means of bringing about change in their classrooms. Students' perceptions of actual and preferred teacher interpersonal behaviour and the laboratory learning environment are measured using the QTI and SLEI respectively. Particular aspects of teacher interpersonal behaviour and the laboratory learning environment are targeted for change through the classroom environment improvement plans. The study identified which aspects of the learning environment had changed after a period of intervention. It also identified associations between students' perceptions of aspects of their laboratory learning environment and attitudinal outcomes as well as associations between teacher interpersonal behaviours and attitudinal outcomes. While no direct associations were found between aspects of the laboratory learning environment or teacher interpersonal behaviours and cognitive outcomes, students' cognitive outcomes did improve over the duration of the study thus supporting a previously established link between student attitudes and cognitive outcomes.

Science teaching at the secondary level can be made more effective with the judicious utilization of a multi-media approach involving modem information and communication technologies that is entering the Indian educational system in general and the schools in Jammu region (J&K State), in particular, surely but slowly. A major impact of technology today in the field of education is that at all levels classrooms are becoming technology-rich learning environments and as such there is a need to conduct research to study the learning environments of technology-supported classrooms. The study described in this thesis utilized the Technology-Rich, Outcomes-Focused Learning Environment Inventory (TROFLEI), to study the perceptions of students' actual and preferred classroom learning environment in a technology-supported science classroom at the secondary level in an Indian school situation. An important aspect of this research was to determine the reliability and validity of this scale for use in Indian classroom settings. An attitude scale derived from the Test for Science Related Attitudes (TOSRA) for studying the attitude of students towards science was also employed and lastly the Questionnaire on Teacher Interaction (QTI) was used to analyze the teacher student interactions in a technology-supported science classroom environment. Data for research were collected from 700 secondary students in a co-educational Indian school in the city of Jammu. / The study reported that the TROFLEI and the QTI were reliable and valid instruments for assessing the psychosocial learning environments III a technology-supported classroom and the teacher-student interactions III such environments. Significant associations are also reported between the students' perceptions of their technology-supported learning environment and their perceptions of the teacher-student interactions with three learner outcomes; attitude towards science, academic efficacy and academic achievement. Significant gender differences in technology-supported learning environments have also been reported in this study. This research study happens to be the first of its kind in this region and should provide a thrust towards the use of technology-supported classrooms for effectively teaching other school subjects.

Thesis (M. Ed. (Technology)) -- University of Limpopo, 2021 / The purpose of this research was to investigate how Technology teachers in Grade 9 create an effective learning environment for teaching the topic of ‘Structures'. Technology is a new subject in the South African curriculum, therefore, the creation of a learning environment conducive to learning about Structures as one of the themes in Technology is crucial. In the South African curriculum for Technology, the Curriculum and Assessment Policy Statement (CAPS), learners have to be taught about the following design process: Investigating, Designing, Making, Evaluating and Communication. Besides, learners need to know strengthening and the functions of Structures. The design process will ultimately lead learners into modern structural engineering where the aim is to create structures that are up to standard and operational, as they are in the real world. The design process for structures needs to take into consideration three main aspects: mechanical concepts, aesthetic concepts, and sustainable development, which are independent while interrelated at the same time. Modern structural engineering needs to coordinate humanity and natural development. Structures, in broad terms, relate to buildings, dams and bridges, therefore, for structures to be designed, they need architects and structural engineers. Structures have been part of humankind for shelter, storage, communication and to solve many human problems. The creation of a learning environment for teaching structures, which is the main focus of this research, was studied in relation to a constructivist learning environment, e.g. pre-conceptions, sensorial activation and the analysis of subject matter, in accordance with the Resource Theory. The Resource Theory calls them the ingredients believed to enhance learning, where a learning environment is created by physical facilities, human resources and fiscal resources. Studying technology using Resource Theory as the theoretical framework may give insight into the successful teaching of Technology as a subject in South Africa. Besides, the Resource Theory has characteristics of constructivist models like Education Reconstruction for Teacher Education (ERTE), which was used for studying science where learners’ preconceived knowledge, sensorial activation and subject matter analysis are considered as effective for creating a conducive learning environment. The Resource Theory vi emphasizes that physical resources, human resources and fiscal resources enhance an effective learning environment. The advantage of these constructivist models is that they represent the framework for an integrative approach to research on creating a learning environment for teaching topics such as Structures. The models firstly integrate sensorial activation; secondly, the empirical study of learners’ pre-conceptions; and thirdly, an analysis of the subject matter. When creating a learning environment for structures using the analysis of subject matter, sensorial activation and learners’ pre-conceptions, the pedagogical content knowledge for Technology teachers may also be successfully explored. Currently in some schools in South Africa, the topic of ‘Structures’ as one of the Technology themes, is taught in a general classroom with no equipment, materials and teachers’ lack of knowledge of the learning environment. Besides, the literature shows that there is no ordered environment earmarked for teaching and learning Technology. Some teachers are not able to teach effectively, as a result, there is no conducive learning environment for teaching the topic of Structures. This means that the learning environment in many schools in South Africa still leaves much to be desired. The main challenge is that teachers focus more on the curriculum and textbook’s sequencing of topics in teaching in a context of classrooms where practical tasks are not emphasised. In addition, teachers do not always have a clear understanding of the structure of the curriculum or the demands of the curriculum. Teachers need to be trained on how to integrate various resources, as the literature suggests, not only to follow textbooks as a way of sequencing their teaching. Owing to the above-mentioned gaps a study was needed to investigate how Technology teachers create an effective learning environment for teaching the topic of Structures. A qualitative approach and case study design were used to find out how a learning environment for Structures is created in Bohlabela Circuit. The data were collected using unstructured questionnaires and document or observation sheet for planning documents. Two Grade 9 Technology teachers participated in the study. Since this study was about investigating the learning environment created by Technology teachers when teaching the theme Structures, the findings revealed that these teachers had a knowledge of what creating a learning environment is, but it was not vii clear if they practiced this in their classrooms. They seemed to have a knowledge of the essence of prior knowledge, resources and content knowledge of Structures. The study recommends that curriculum advisors at Circuit level need to intensify workshops and visit Technology teachers in schools to check whether they have artefacts made by learners using the Design Process. Furthermore, observation during teaching is necessary, monitoring the effectiveness of teaching and learning of making Structures. The importance of this study is that the findings may be helpful to technology curriculum designers, teachers and learners, since workshops may be conducted in a proper way. Resources need to be coupled with teachers’ content knowledge of structures and strategies for instruction. Key concepts: Creation of learning environment; Content knowledge; Constructivists learning environment; Pedagogical content knowledge; Resource Theory; Sensorial activation; Structures; Technological pedagogical and content knowledge.

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