Exploring the impact of multi-class teams in an immersive learning environment on student learning experience and engagement

2021 ◽  
Vol 15 (1) ◽  
pp. 1
Author(s):  
Bih Ru Lea ◽  
Li Li Eng
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Experience ◽  
Immersive Learning ◽  
The Impact

scholarly journals Near Peers: Harnessing the power of the populous to enhance the learning environment

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Barry James Ryan
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Bring Your Own Device ◽  
Learning Activity ◽  
Practical Implementation ◽  
Learning Tool ◽  
Data Set ◽  
The Impact

NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type. This research investigated the impact of NearPod use in two different third level educational settings. The rationale was the practical implementation of key trends in higher education, and enhancing the student learning experience, through the integration of BYOD (Bring Your Own Device) and flipped classroom learning. One aim of this project was to identify if NearPod, could address these trends in a simple, cost effective way. Secondly, the research sought to investigate if embedding engaging technology into the learning environment could enhance the student learning experience and create a truly interactive environment.The impact of NearPod as an interactive learning tool was evaluated in terms of student interaction, engagement and participation through NearPod facilitated synchronous learning activities. Evaluative data were collected in several forms; anonymous questionnaires, academic facilitated discussion fora with purposefully sampled students and a staff reflective diary. The data were qualitatively and quantitatively analysed, leading to a triangulated data set ensuring only valid themes emerged. Overall, the students perceived use of the technology, and the academic’s personal reflective writings, suggested that the learning environment evolved towards a student-orientated, interactive space where the students took ownership for their participation in the learning activity. Students became responsible for constructing their learning ‘product’; created by the students, for the students and, hence, their learning overall.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

Social Studies Education Game Development as an Undergraduate Immersive Learning Experience

2012 ◽  
pp. 838-858 ◽  
Author(s):  
Paul Gestwicki ◽  
Ronald Morris
Keyword(s):  
Learning Experience ◽  
Educational Game ◽  
Future Research ◽  
Multidisciplinary Teams ◽  
Immersive Learning ◽  
Design Decisions ◽  
Game Development ◽  
Interdisciplinary Problem Solving ◽  
The Impact ◽  
Student Team

The authors describe a model for involving multidisciplinary teams of students in history education game development, focusing on the process as a learning experience. This is described in the context of immersive learning, a model for higher education that emphasizes interdisciplinary problem-solving through creative artifacts. The students involved in this multi-semester experience explored emerging theories of interactive entertainment and learning, diverging from traditional educational game designs to explore why people play games at all, the impact of design decisions on fun, and how to harness this insight to create games that are both fun and educational. The student team worked with educators and historians to create a game that would incorporate Civil War content involving the John Hunt Morgan Raid across Indiana. The game had to fit educational constructs and constrictions. Suggestions for future research and conclusions based on this experience are provided.

scholarly journals A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

2017 ◽  
Vol 16 (1) ◽  
pp. ar12 ◽  
Author(s):  
Paula A. G. Soneral ◽  
Sara A. Wyse
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Scale Up ◽  
Design Feature ◽  
Learning Gains ◽  
Grade Point ◽  
The Impact

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features.

scholarly journals The Role of Relatedness in Student Learning Experiences

2020 ◽  
Vol 16 (2) ◽  
pp. 235
Author(s):  
Norhafezah Yusof ◽  
Rosna Awang-Hashim ◽  
Amrita Kaur ◽  
Marzura Abdul Malek ◽  
S. Kanageswari Suppiah Shanmugam ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Negative Impact ◽  
Learning Experience ◽  
Learning Experiences ◽  
Well Being ◽  
University Management ◽  
Positive Learning Environment ◽  
Student Learning Experiences

Failure in addressing students’ needs in the context of student learning experiences may lead to negative impact on the image of higher education. Framed in self-determination theory, this study examined students’ relatedness on most satisfying experiences in their respective universities. Participants’ (N=1974) responses to open-ended questions were inductively coded to understand relatedness principles of student learning experiences to emerge from the data. The findings revealed that students valued the role of lecturers in professional and personal contexts, peers for friendship and teamwork and academic and non-academic experiences resulted from projects and activities. Given this, to provide a positive learning environment for students, university management needs to address and support lecturers’ well-being, pay attention to student relations on campus and support academic and non-academic activities. By understanding the roles of connecting students to lecturers, students to students and students to administrative staff, we could build a dynamic and functional campus environment for each party to live and care about each other. Keywords: Learning environment, Learning experience, Relatedness, Student engagement

scholarly journals Family Law Clinic at UCC

2020 ◽  
Vol 27 (3) ◽  
pp. 176-229
Author(s):  
Louise Crowley
Keyword(s):  
Student Learning ◽  
Student Development ◽  
Family Law ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Theoretical Perspective ◽  
Individual Student ◽  
Community Property ◽  
The Family ◽  
The Impact

Shulman extols the benefits of ‘empirical propositions’  emphasising the value of interrogating teaching approaches with a view to establishing evidence as to how students learn, and in turn crafting effective ways to teach. This article critically explores the design and assessment approaches adopted in the delivery of the Family Law Clinic Module at the Law School, University College Cork and interrogates the impact of these approaches on student learning. In carrying out this action research, the decision to utilise Universal Design for Learning as the underlying Scholarship of Teaching and Learning framework allows the pedagogical approach adopted to be deconstructed and critically examined. The capacity for student involvement in the teaching journey which is premised upon the ideology of learning and teaching as community property will be explored, both from a theoretical perspective and also from a socio-legal viewpoint. It will be shown that empowering the students to direct the module and assessment content serves to awaken their social awareness and their understanding of their role as pro-social contributors. Following an exploration of these aspects of SOTL thinking, the student learning experience will be explored through a number of qualitative research methods, namely individual student interviews post completion of the module, individual student reflective journals and the testimonial experience of external parties who utilise the Family Law Clinic research services. These approaches to understanding the student experience will serve to demonstrate the unique approach adopted in the Family Law Clinic that gives rise to a unique student learning environment and holistic student development.

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