Journal articles: 'Open-Ended Learning Environments'

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Robinson, William R. "Cognitive Requirements of Open-Ended Learning Environments." Journal of Chemical Education 78, no. 1 (January 2001): 20. http://dx.doi.org/10.1021/ed078p20.

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Land, Susan M. "Cognitive requirements for learning with open-ended learning environments." Educational Technology Research and Development 48, no. 3 (September 2000): 61–78. http://dx.doi.org/10.1007/bf02319858.

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Tissenbaum, Mike, Matthew Berland, and Leilah Lyons. "DCLM framework: understanding collaboration in open-ended tabletop learning environments." International Journal of Computer-Supported Collaborative Learning 12, no. 1 (March 2017): 35–64. http://dx.doi.org/10.1007/s11412-017-9249-7.

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Käser, Tanja, and Daniel L. Schwartz. "Modeling and Analyzing Inquiry Strategies in Open-Ended Learning Environments." International Journal of Artificial Intelligence in Education 30, no. 3 (September 9, 2020): 504–35. http://dx.doi.org/10.1007/s40593-020-00199-y.

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Emara, Mona, Ramkumar Rajendran, Gautam Biswas, Mahmod Okasha, and Adel Alsaeid Elbanna. "Do Students' Learning Behaviors Differ when they Collaborate in Open-Ended Learning Environments?" Proceedings of the ACM on Human-Computer Interaction 2, CSCW (November 2018): 1–19. http://dx.doi.org/10.1145/3274318.

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Land, Susan M., and Michael J. Hannafin. "Patterns of understanding with open-ended learning environments: A qualitative study." Educational Technology Research and Development 45, no. 2 (June 1997): 47–73. http://dx.doi.org/10.1007/bf02299524.

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Kinnebrew, John S., James R. Segedy, and Gautam Biswas. "Analyzing the temporal evolution of students’ behaviors in open-ended learning environments." Metacognition and Learning 9, no. 2 (March 1, 2014): 187–215. http://dx.doi.org/10.1007/s11409-014-9112-4.

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Duminy, Nicolas, Sao Mai Nguyen, Junshuai Zhu, Dominique Duhaut, and Jerome Kerdreux. "Intrinsically Motivated Open-Ended Multi-Task Learning Using Transfer Learning to Discover Task Hierarchy." Applied Sciences 11, no. 3 (January 21, 2021): 975. http://dx.doi.org/10.3390/app11030975.

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In open-ended continuous environments, robots need to learn multiple parameterised control tasks in hierarchical reinforcement learning. We hypothesise that the most complex tasks can be learned more easily by transferring knowledge from simpler tasks, and faster by adapting the complexity of the actions to the task. We propose a task-oriented representation of complex actions, called procedures, to learn online task relationships and unbounded sequences of action primitives to control the different observables of the environment. Combining both goal-babbling with imitation learning, and active learning with transfer of knowledge based on intrinsic motivation, our algorithm self-organises its learning process. It chooses at any given time a task to focus on; and what, how, when and from whom to transfer knowledge. We show with a simulation and a real industrial robot arm, in cross-task and cross-learner transfer settings, that task composition is key to tackle highly complex tasks. Task decomposition is also efficiently transferred across different embodied learners and by active imitation, where the robot requests just a small amount of demonstrations and the adequate type of information. The robot learns and exploits task dependencies so as to learn tasks of every complexity.

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Hoshino, Yukiko, Kenta Kawamoto, Kuniaki Noda, and Kohtaro Sabe. "Self-Regulation Mechanism: A Principle for Continual Autonomous Learning in Open-Ended Environments." Journal of the Robotics Society of Japan 29, no. 1 (2011): 77–88. http://dx.doi.org/10.7210/jrsj.29.77.

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Oliver, Kevin, and Michael Hannafin. "Developing and refining mental models in open-ended learning environments: A case study." Educational Technology Research and Development 49, no. 4 (December 2001): 5–32. http://dx.doi.org/10.1007/bf02504945.

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Ahmed, Muhammad S. "Automated Answer Scoring for Engineering’s Open-Ended Questions." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 10 (October 30, 2019): 3398–406. http://dx.doi.org/10.24297/ijrem.v10i0.8495.

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Audience Response System (ARS), like “clicker,” has proven their effectiveness in students’ engagement and in enhancing their learning. Apart from close-ended questions, ARS can help instructors to pose open-ended questions. Such questions are not scored automatically for that Automated Text Scoring; ATS is vastly used. This paper presents the findings of the development of an intelligent Automated Text Scoring, iATS, which provides instantaneous scoring of students’ responses to STEM-related factual questions. iATS is integrated with an Audience Response System (ARS), known as iRes, which captures students’ responses in traditional classrooms environment using smartphones. iATS Research is conducted to code and test three Natural Language Processing (NLP), text similarity methods. The codes were developed in PHP and Python environments. Experiments were performed to test Cosine similarity, Jaccard Index and Corpus-based and knowledge-based measures, (CKM), scores against instructor’s manual grades. The research suggested that the cosine similarity and Jaccard index are underestimating with an error of 22% and 26%, respectively. CKM has a low error (18%), but it is overestimating the score. It is concluded that codes need to be modified with a corpus developed within the knowledge domain and a new regression model should be created to improve the accuracy of automatic scoring.

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Kinnebrew, John S., James R. Segedy, and Gautam Biswas. "Integrating Model-Driven and Data-Driven Techniques for Analyzing Learning Behaviors in Open-Ended Learning Environments." IEEE Transactions on Learning Technologies 10, no. 2 (April 1, 2017): 140–53. http://dx.doi.org/10.1109/tlt.2015.2513387.

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Emara, Mona, Nicole Hutchins, Shuchi Grover, Caitlin Snyder, and Gautam Biswas. "Examining Student Regulation of Collaborative, Computational, Problem-Solving Processes in Open-Ended Learning Environments." Journal of Learning Analytics 8, no. 1 (April 9, 2021): 49–74. http://dx.doi.org/10.18608/jla.2021.7230.

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The integration of computational modelling in science classrooms provides a unique opportunity to promote key 21st century skills including computational thinking (CT) and collaboration. The open-ended, problem-solving nature of the task requires groups to grapple with the combination of two domains (science and computing) as they collaboratively construct computational models. While this approach has produced significant learning gains for students in both science and CT in K–12 settings, the collaborative learning processes students use, including learner regulation, are not well understood. In this paper, we present a systematic analysis framework that combines natural language processing (NLP) of collaborative dialogue, log file analyses of students’ model-building actions, and final model scores. This analysis is used to better understand students’ regulation of collaborative problem solving (CPS) processes over a series of computational modelling tasks of varying complexity. The results suggest that the computational modelling challenges afford opportunities for students to a) explore resource-intensive processes, such as trial and error, to more systematic processes, such as debugging model errors by leveraging data tools, and b) learn from each other using socially shared regulation (SSR) and productive collaboration. The use of such SSR processes correlated positively with their model-building scores. Our paper aims to advance our understanding of collaborative, computational modelling in K–12 science to better inform classroom applications.

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Broome, John. "BOOK REVIEW Visual Thinking Strategies in Montessori Environments." Journal of Montessori Research 8, no. 2 (December 19, 2022): 44–47. http://dx.doi.org/10.17161/jomr.v8i2.18640.

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Using almost 30 years of research, the National Center for Montessori in the Public Sector (NCMPS) and Philip Yenawine present the case for visual thinking strategies (VTS) as an opportunity to apply these strategies in the Montessori learning environment by centering engagement with art. The overall goal of VTS is to provide an accessible transformative learning experience through an open-ended discussion of visual art that increases a student’s literacy, language, and critical thinking skills.

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Land, Susan M., and Michael J. Hannafin. "A conceptual framework for the development of theories-in-action with open-ended learning environments." Educational Technology Research and Development 44, no. 3 (September 1996): 37–53. http://dx.doi.org/10.1007/bf02300424.

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Gursul, Fatih, Hafize Keser, and Sevinc Gulsecen. "Adoption of PBL to Online Environments." International Journal of E-Adoption 2, no. 2 (April 2010): 19–34. http://dx.doi.org/10.4018/jea.2010040102.

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This study’s aim is to find out student’s perspectives on online and face-to-face problem-based learning approaches. The study was conducted at the Department of Computer Education and Instructional Technologies, Faculty of Education, Hacettepe University. Participants were 42 freshman students attending the department during fall of 2006-2007. These students were put into two groups—the online problem-based learning group and the face-to-face problem-based learning group. The research was conducted on Mathematics-I while implementing the topic of ‘derivation’. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which perform as a data collection tool to find out the views of the students in context to the process.

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Roff, Kimberly A. "Student Satisfaction and/or Dissatisfaction in Blended Learning Environments." Frontiers in Education Technology 1, no. 2 (August 17, 2018): 149. http://dx.doi.org/10.22158/fet.v1n2p149.

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Research exists in blended learning environments as a means of online or distance learning. However, few researchers focused on student satisfaction or dissatisfaction in these environments. This mixed methods study addressed this gap in literature by focusing on how student satisfaction or dissatisfaction is viewed in blended learning environments. The conceptual framework is based upon research that discussed both face-to-face and online environments, which make a key argument for blended learning. This framework is community and inquiry. In conjunction with this, the study relied on the multimodal model that examines different learning environments. A mixed methods study design was conducted using open and closed ended questions for triangulation of the results to be completed. A sample of 23 students from blended undergraduate courses were used. Data was analyzed using open and axial coding to identify emergent themes. The main findings indicated that students were satisfied with blended learning environments because they are flexible and convenient. Some of the areas that participants indicated there was dissatisfaction were: disconnection and technology.

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Vaziri, Shardi. "Early Years on a Shoestring: Recycled, Upcycled…" Nursery World 2022, no. 4 (April 2, 2022): 31. http://dx.doi.org/10.12968/nuwa.2022.4.31.

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Enabling environments full of rich, open ended learning resources are a vital feature of strong early years practice but how are we to provide that with an ever-diminishing budget? In this new series Shardi Vaziri provides ideas

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Bradfield, Marsha, and Shibboleth Shechter. "The exhibition and other learning environments in The Millbank Atlas." Art, Design & Communication in Higher Education 18, no. 2 (October 1, 2019): 153–69. http://dx.doi.org/10.1386/adch_00004_1.

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Abstract The Millbank Atlas is an open-ended project that maps and remaps the neighbourhood of Millbank, an area of London, UK. This is home to Chelsea College of Arts (University of the Arts London) and our course, BA (Hons) Interior and Spatial Design, which has anchored the Atlas since 2016. We offer the following reflections as tutors on this course and co-researchers on the Atlas, along with our students and members of the local community. Central to this discussion is the kind of learning journey enabled by this type of project, and how it benefits from being distributed across cultural, social, geographical, discursive and other environments. This raises fundamental questions for teaching and learning, especially the potential to complicate normative assumptions in higher education about where knowledge is produced and who learns from whom.

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Herding, Daniel, Ulrik Schroeder, Patrick Stalljohann, and Mohamed Amine Chatti. "Formatives Assessment in offenen, informellen, vernetzten Lernszenarien." i-com 11, no. 1 (March 1, 2012): 19–21. http://dx.doi.org/10.1524/icom.2012.0006.

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Summary While assessment with closed questions is supported by current Learning Management Systems, there are still shortcomings in formative feedback regarding open-ended tasks. Furthermore, new types of interaction and collaboration in online learning environments have emerged in the last years. This contribution discusses three research questions that have to be answered in order to embed the new forms of assessment in institutional education.

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Limniou, Maria, Naser Sedghi, Destiny Kumari, and Efthyvoulos Drousiotis. "Student Engagement, Learning Environments and the COVID-19 Pandemic: A Comparison between Psychology and Engineering Undergraduate Students in the UK." Education Sciences 12, no. 10 (September 30, 2022): 671. http://dx.doi.org/10.3390/educsci12100671.

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This study compared student learning engagement from two UK departments exploring their participation in face-to-face and synchronous online learning environments. Overall, 446 undergraduate students from Psychology (soft/non-Science, Technology, Engineering, and Mathematics (STEM) discipline) and Electrical Engineering and Electronics (EEE) (hard/STEM discipline) completed an online questionnaire over the second semester of the 2020–2021 academic year, where the teaching was mainly online. The questionnaire included validated scales regarding teaching and students’ characteristics and an open-ended question regarding the role of learning environments. There was a significant difference between the two learning environments in both departments, with most of the students believing that they were better engaged with their learning process in face-to-face environments (quantitative analysis). Additionally, the thematic analysis of student qualitative responses revealed that online student engagement was influenced by (1) Behaviour, (2) Affective, and (3) Cognitive challenges (i.e., additional workload, lack of communication and distractions in the home environment) and opportunities (i.e., the effective use of study time and online content through interactive learning environments). This study could assist academics, university policymakers, and researchers to understand student engagement alongside learning environments, reconsidering the opportunities and challenges that were gained from online learning due to the COVID-19 pandemic.

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Salama, Ashraf M., and Yonca Hurol. "Polyphonic narratives for built environment research." Open House International 45, no. 1/2 (June 10, 2020): 3–22. http://dx.doi.org/10.1108/ohi-05-2020-0026.

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Purpose The purpose of this paper is to construct a series of narratives by assessing a selection of the key literature generated by Open House International (OHI) over a period of 15 years. The paper also presents a brief review of the latest developments of the journal while introducing concise observations on the articles published in this edition – Volume 45, Issues 1 and 2. Design/methodology/approach Through a classification procedure of selected special issues published by OHI since 2006, 10 issues were identified based on the currency of the issues they generated. Following the review of the editorials, the key content of more than 100 articles within these special issues, the content of this edition and relevant seminal literature, the analysis engages, through critical reflection, with various themes that echo the polyphonic nature of built environment research. Findings The analysis conveys the plurality and diversity in built environment research where generic types of narratives are established to include three categories, namely, leitmotif, contextual/conceptual and open-ended narratives. Each of which includes sub-narrative classifications. The leitmotif narrative includes design studio pedagogy, sustainable environments for tourism, responsive learning environments, affordable housing environments, diversity in urban environments and urbanism in globalised environments. The contextual/conceptual narrative encompasses architecture and urbanism in the global south and the tripartite urban performance and transformation. The open-ended narrative embraces thematic reflections on the contributions of this edition of OHI. Originality/value Constructing polyphonic narratives in built environment research based on contemporary knowledge is original in the sense of capturing the crux of the themes within these narratives and articulating this in a pithy form. The elocution of the narratives stimulates a sustained quest for re-thinking concepts, notions and issues of concerns while invigorating research prospects and setting the future direction of OHI.

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Maina, Joy Joshua, and Rakiya Haruna Ibrahim. "Socialisation Mediates The Relationship Between Learning Environments and Architecture Students' Academic Performance." International Journal of Built Environment and Sustainability 6, no. 3 (August 29, 2019): 43–52. http://dx.doi.org/10.11113/ijbes.v6.n3.416.

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Good learning environments are often directly linked with academic success though controlling for other factors such as socioeconomic status and entry qualifications are constantly required. This study, re-examines the above premise using qualitative open-ended responses from 29 students majoring in architecture from Ahmadu Bello University as studies investigating this category of respondents are sparsely undertaken. Results from qualitative content analyses of 81 phrases reveal that although learning environment influences academic performance, a number of respondents, particularly males, categorically stated that it has no influence on their academic performance. The findings thus assert that providing conducive learning environments may not always translate into good grades to students. Socialisation and interactions between staff and students as well as student-to-student interactions emerged as mediators in the learning environment-academic performance relationship. The need for socialisation and support was pertinent for lower levels, while inadequacy of facilities notably classrooms and studio space influenced postgraduate students more. IEQ variables such as noise and thermal comfort, security as well as assessment modalities also influence academic performance.

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Uzan, Oriel, Reuth Dekel, Or Seri, and Ya’akov (Kobi) Gal. "Plan Recognition for Exploratory Learning Environments Using Interleaved Temporal Search." AI Magazine 36, no. 2 (June 21, 2015): 10–21. http://dx.doi.org/10.1609/aimag.v36i2.2579.

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This article presents new algorithms for inferring users’ activities in a class of flexible and open-ended educational software called exploratory learning environments (ELE). Such settings provide a rich educational environment for students, but challenge teachers to keep track of students’ progress and to assess their performance. This article presents techniques for recognizing students activities in ELEs and visualizing these activities to students. It describes a new plan recognition algorithm that takes into account repetition and interleaving of activities. This algorithm was evaluated empirically using two ELEs for teaching chemistry and statistics used by thousands of students in several countries. It was able to outperform the state-of-the-art plan recognition algorithms when compared to a gold-standard that was obtained by a domain-expert. We also show that visualizing students’ plans improves their performance on new problems when compared to an alternative visualization that consists of a step-by-step list of actions.

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Altınpulluk, Hakan, Mehmet Kesim, and Gulsun Kurubacak. "The usability of augmented reality in open and distance learning systems: A qualitative Delphi study." Open Praxis 12, no. 2 (June 30, 2020): 283. http://dx.doi.org/10.5944/openpraxis.12.2.1017.

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The main purpose of this research is to determine the usability of augmented reality in open and distance learning environments in accordance with universal design principles, and to make predictions for the future by gathering expert opinions on this subject using the Delphi technique. The Delphi technique was applied to 14 expert participants for 3 rounds as the primary data collection tool with open ended questions based on the theoretical framework. Structured interview questions were used as a secondary data collection tool and were applied during an academic exchange in China. In the Delphi technique used as the primary data collection tool, 92 themes were evaluated by experts and accepted as usability principles by end of this research. Therefore, 92 themes under 21 titles were presented for the use of augmented reality within the framework of universal design principles in open and distance learning. This research may be the first unique study on the usability of augmented reality not just as the convergence of this technology with open and distance learning environments but also incorporating the learning and communication dimensions of this convergence, thereby contributing to the literature of the field. It is imperative to determine the usability of augmented reality in open and distance learning, along with the “how” of this use in application. In this regard, the findings of this study are significant in shedding light to the enrichment, diversification and increased interaction of open and distance learning environments in accordance with universal design principles, bringing a new perspective to how a different technology convergence may be conducted, providing further accessibility.

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Rhoades, Jesse Lee, and Amelia Mays Woods. "National Board Certified Physical Education Teachers Task Presentations and Learning Environments." Journal of Teaching in Physical Education 31, no. 1 (January 2012): 4–20. http://dx.doi.org/10.1123/jtpe.31.1.4.

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This study examined National Board Certified Physical Education Teachers’ (NBCPET) instructional practices. Socialization theory guided this study. Data were collected on six NBCPETs using systematic observations and open-ended interviews. Each teacher was observed two full days, with data gathered from eight to 11 lessons for each teacher. Teachers participated in two interviews lasting approximately 45 min. Constant comparative methods were used to identify emergent themes. Systematic observations revealed that participants achieved an average score of 76.4 on the Qualitative Measures of Teacher Performance Scale. Academic Learning Time-Physical Education data showed that students of the NBCPETs, on average, experienced 38% motor appropriate practice time, 4.4% motor inappropriate practice time, and 3.8% off-task time during observed classes. Perceived change as a result of the National Board Certification process emerged as a theme through the data analysis. The results imply that this advanced certification process served as a positive agent of socialization.

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Blikstein, Paulo, and Marcelo Worsley. "Multimodal Learning Analytics and Education Data Mining: using computational technologies to measure complex learning tasks." Journal of Learning Analytics 3, no. 2 (September 17, 2016): 220–38. http://dx.doi.org/10.18608/jla.2016.32.11.

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New high-frequency multimodal data collection technologies and machine learning analysis techniques could offer new insights into learning, especially when students have the opportunity to generate unique, personalized artifacts, such as computer programs, robots, and solutions engineering challenges. To date most of the work on learning analytics and educational data mining has been focused on online courses and cognitive tutors, both of which provide a high degree of structure to the tasks, and are restricted to interactions that occur in front of a computer screen. In this paper, we argue that multimodal learning analytics can offer new insights into students’ learning trajectories in more complex and open-ended learning environments. We present several examples of this work and its educational application.

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ERDAŞ KARTAL, Eda, and Günkut MESCİ. "Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments." International Journal of Assessment Tools in Education 9, Special Issue (November 29, 2022): 283–99. http://dx.doi.org/10.21449/ijate.1121814.

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This study aims to examine the developments of 50 pre-service teachers' NOSI views during a 14-week implementation in the online outdoor learning environment. This is an experimental study that examines each participant's views and changes about NOSI using an open-ended questionnaire (VASI), and follow-up interviews. The data were analyzed by using content analysis. Almost all participants positively improved their views through the explicit/reflective approach and teachers' own experiences by practicing. In this study, the views of pre-service teachers developed more clearly after preparing lesson plans and their teaching practices. This is an indication that NOSI teaching, which does not provide the experience of conveying their learning outcomes to their practices to the participants is limited on its own and that the importance of “learning through teaching” in teachers' in-service and pre-service training on this subject should not be overlooked. Online teacher education in outdoor learning environments might be used in the development of NOSI views of pre-service teachers. We think that it is important to investigate the effect of this training on teacher education. These types of training might create a more economical and sustainable alternative for the development of NOSI views of wider groups of pre-service and in-service teachers.

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Colas, Cédric, Tristan Karch, Olivier Sigaud, and Pierre-Yves Oudeyer. "Autotelic Agents with Intrinsically Motivated Goal-Conditioned Reinforcement Learning: A Short Survey." Journal of Artificial Intelligence Research 74 (July 9, 2022): 1159–99. http://dx.doi.org/10.1613/jair.1.13554.

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Building autonomous machines that can explore open-ended environments, discover possible interactions and build repertoires of skills is a general objective of artificial intelligence. Developmental approaches argue that this can only be achieved by autotelic agents: intrinsically motivated learning agents that can learn to represent, generate, select and solve their own problems. In recent years, the convergence of developmental approaches with deep reinforcement learning (RL) methods has been leading to the emergence of a new field: developmental reinforcement learning. Developmental RL is concerned with the use of deep RL algorithms to tackle a developmental problem— the intrinsically motivated acquisition of open-ended repertoires of skills. The self-generation of goals requires the learning of compact goal encodings as well as their associated goal-achievement functions. This raises new challenges compared to standard RL algorithms originally designed to tackle pre-defined sets of goals using external reward signals. The present paper introduces developmental RL and proposes a computational framework based on goal-conditioned RL to tackle the intrinsically motivated skills acquisition problem. It proceeds to present a typology of the various goal representations used in the literature, before reviewing existing methods to learn to represent and prioritize goals in autonomous systems. We finally close the paper by discussing some open challenges in the quest of intrinsically motivated skills acquisition.

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YILMAZ, Erdi Okan, and Nurettin ŞİMŞEK. "Examining the effectiveness of discussion-oriented flipped learning environments." International Journal of Assessment Tools in Education 9, Special Issue (November 29, 2022): 146–61. http://dx.doi.org/10.21449/ijate.1126788.

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The overall aim of the study was to examine the effects of the discussion-oriented flipped learning environments on the achievements, satisfaction levels, and high-ordered thinking skills of students. This semi-experimentally planned research was prepared in accordance with the 3x2 factorial design and conducted with a group of 190 second-year coeducational students attending their undergraduate education at Uşak University. A six-week application was conducted with three groups of students, who were classified as participating in discussions in the newly-developed discussion-oriented flipped learning environments with mandatory, voluntary, and non-attendee participation status. As the data collection tool of the research, achievement tests consisting of multiple choice and open-ended questions were used together with the satisfaction scales (related to videos, discussions, and general environment) developed by the researcher. As a result of the posttests applied after the application, it was determined that the overall achievement scores of the students, who participated in the discussions in discussion-oriented flipped learning environments, were significantly higher than those who did not participate in the discussions. It was determined that there was statistically no significant difference between the satisfaction levels of students concerning the videos, while the discussion satisfaction levels of students who participated on a mandatory basis were statistically significantly higher compared to those who participated on a voluntary basis. In terms of high-ordered thinking skill scores, it was determined that mandatory or voluntary participation in discussions in flipped learning environments have a significant and positive impact on high-ordered thinking skills, in comparison to the non-participation.

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McNeil, Levi. "Exploring the relationship between situated activity and CALL learning in teacher education." ReCALL 25, no. 2 (March 18, 2013): 215–32. http://dx.doi.org/10.1017/s0958344013000086.

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AbstractSituated learning is often proposed as a model for CALL teacher education. However, we know little about how students perceive situated CALL coursework and activities, and the nature of the relationship between situated learning and CALL learning. This exploratory case study addresses these issues. Survey, questionnaire, and open-ended data were collected from 21 MA TESOL students enrolled in a CALL course in South Korea. The results showed that students perceived that the course offered many elements of situated learning environments, and that some course activities were more situated than others. Additionally, the relationship between situated learning and CALL was strong and positive. Implications for research into situated learning and CALL teacher education are discussed.

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Di Gangi, Paul M., Samuel H. Goh, and Carmen C. Lewis. "Using Social Media to Support Presentation Skill Development in Traditional Classroom Environments." Journal of Organizational and End User Computing 29, no. 3 (July 2017): 68–91. http://dx.doi.org/10.4018/joeuc.2017070104.

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Social media has become widely adopted in both society and business. However, the academy has been slow to leverage social media as a learning tool. The purpose of this study is twofold. First, this study explores student perceptions about the use of social media in face-to-face classroom environments. Second, this study examines how social media, as a learning tool, supports presentation skill development. Using a proprietary social media application, we conducted a sequential mixed method study using students enrolled in undergraduate introductory information systems courses that included a student presentation project. One hundred seventy-seven students responded to a survey based on a facilitator and inhibitor model of social media use and an open-ended questionnaire to understand how social media impacts presentation skill development. The implications of the results from this study are discussed along with directions for future research.

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Vassiliades, Alexandros, Nick Bassiliades, Theodore Patkos, and Dimitris Vrakas. "An Open-Ended Web Knowledge Retrieval Framework for the Household Domain With Explanation and Learning Through Argumentation." International Journal on Semantic Web and Information Systems 18, no. 1 (January 1, 2022): 1–34. http://dx.doi.org/10.4018/ijswis.309421.

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The authors present a knowledge retrieval framework for the household domain enhanced with external knowledge sources that can argue over the information that it returns and learn new knowledge through an argumentation dialogue. The framework provides access to commonsense knowledge about household environments and performs semantic matching between entities from the web knowledge graph ConceptNet, using semantic knowledge from DBpedia and WordNet, with the ones existing in the knowledge graph. They offer a set of predefined SPARQL templates that directly address the ontology on which their knowledge retrieval framework is built and querying through SPARQL. The framework also features an argumentation component, where the user can argue against the answers of the knowledge retrieval component of the framework under two different scenarios: the missing knowledge scenario, where an entity should be in the answers, and the wrong knowledge scenario, where an entity should not be in the answers. This argumentation dialogue can end up in learning a new piece of knowledge when the user wins the dialogue.

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Buldu, Dilek, and Fulya Oner Armagan. "Determination of the opinions of prospective science teachers about the planned trip to the sugar factory." International Journal of Innovative Research in Education 6, no. 2 (December 31, 2019): 21–39. http://dx.doi.org/10.18844/ijire.v6i2.4474.

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In this study, it was aimed to determine the opinions of pre-service science teachers about the planned trip to the sugar factory. This study was carried on phenomenology method which is one of the qualitative research methods. The study was carried out with the fourth year students of pre-service science teaching in Erciyes University in 2018-2019 academic year.The data were obtained with semi-structured open-ended questions. The document analysis used in the research was controlled by a science teacher and a science education expert. Codes were generated from the pre-service science teachers' views using content analysis. In the study, it was concluded that out-of-school learning environments have positive effects on science learning and these trips provide permanent and meaningful learning when included in the program. In addition, it was found that out-of-school learning environments concretize knowledge, and discovering new places increases students' desire for science. As students gain experience and make inferences by making observations in out-of-school learning environments, excursions related to courses should be organized. Keywords: Informal learning environments, Kayseri Sugar factory, phenomenology, pre-service science teacher

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Mokhtari, Vahid, Luis Seabra Lopes, and Armando J. Pinho. "Experience-Based Robot Task Learning and Planning with Goal Inference." Proceedings of the International Conference on Automated Planning and Scheduling 26 (March 30, 2016): 509–17. http://dx.doi.org/10.1609/icaps.v26i1.13794.

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Learning and deliberation are required to endow a robotwith the capabilities to acquire knowledge, perform a variety of tasks and interactions, and adapt to open-ended environments. This paper explores the notion of experience-based planning domains (EBPDs) for task-level learning and planning in robotics. EBPDs rely on methods for a robot to: (i) obtain robot activity experiences from the robot's performance; (ii) conceptualize each experience to a task model called activity schema; and (iii) exploit the learned activity schemata to make plans in similar situations. Experiences are episodic descriptions of plan-based robot activities including environment perception, sequences of applied actions and achieved tasks. The conceptualization approach integrates different techniques including deductive generalization, abstraction and feature extraction to learn activity schemata. A high-level task planner was developed to find a solution for a similar task by following an activity schema. In this paper, we extend our previous approach by integrating goal inference capabilities. The proposed approach is illustrated in a restaurant environment where a service robot learns how to carry out complex tasks.

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Dignath-van Ewijk, Charlotte, and Greetje van der Werf. "What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation." Education Research International 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/741713.

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In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs on promoting SRL, as well as their predictive value on teachers’ promotion of SRL in the classroom. Forty-seven primary school teachers completed questionnaires on knowledge and beliefs towards both components of the promotion of SRL: strategy instruction and a constructivist learning environment. In addition, teachers had to answer open-ended questions on their understanding of SRL, as well as their implementation of SRL in their classroom. The results show that teachers are more positive towards constructivist than towards SRL (teacher beliefs), and most teachers mentioned characteristics of constructivist learning environments, while only few teachers addressed strategy instruction when being asked about their understanding of SRL (teacher knowledge). Moreover, teacher beliefs are the only predictor for teacher behavior. The results indicate how teacher education could support teachers to learn how to promote SRL effectively.

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Kularatne, W. D., Lasanthika H. Dissawa, T. M. S. S. K. Ekanayake, and Janaka B. Ekanayake. "Developing and Delivering a Remote Experiment based on the Experiential Learning framework during COVID-19 Pandemic." International Journal of Asian Education 3, no. 1 (March 2, 2022): 1–12. http://dx.doi.org/10.46966/ijae.v3i1.261.

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The students following Engineering disciplines should acquire a conceptual understanding of the concepts and the processors and attitudes. There are two recognizable learning environments for students: classroom and laboratory environments. With the COVID-19 Pandemic, both environments merged to online environments, impacting students' processes and characteristic attitudes development. This paper introduces a theoretical framework based on experiential learning to plan and deliver processes online. A case study based on the power-factor correction experiment was presented. The traditional experiment that runs for 2 hours was broken into smaller tasks such as pre-lab activity, simulation exercise, PowerPoint presentation, remote laboratory activity, and final report based on the experiential learning approach. The delivery of the lab under online mode delivery was presented. Then students' performance was compared before and after the online mode of delivery. It was found that students' performance on average has a distinct improvement. In order to obtain students' reflections about the online experiential learning approach, a questionnaire that carries close and open-ended questions was administered. The majority of the students liked the approach followed and praised for allowing them to experiment in a novel way during the COVID-19.

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Wongtongkam, Nualnong, and Lyle Brewster. "Effects of Clinical Placements on Paramedic Students’ Learning Outcomes." Asia Pacific Journal of Health Management 12, no. 3 (November 12, 2017): 24–31. http://dx.doi.org/10.24083/apjhm.v12i3.55.

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Background: Clinical placements are of major importance in students’ learning processes through creating supportive environments and fostering independence into paramedic professional roles. The study aimed to explore whether clinical experiences in out-of-hospital emergency services affected students’ learning outcomes and satisfaction. Methods: A retrospective study was carried out using preceptors’ evaluations (n=160) and students’ feedback forms (n=21). Descriptive and non-parametric inferential statistics were used to analyse quantitative items, and open-ended questions were analysed using content analysis. Results: Findings showed that more than 70% of students were satisfied with the quality of preceptors and the fieldwork atmosphere. Preceptors reported that students’ clinical skills across all categories improved significantly in the last two weeks of training. Qualitative data indicated that students displayed appropriate behaviour and professional socialisation and were keen to learn, and demonstrated competence in paramedicskills. Conclusion: A supportive atmosphere and positive student–preceptor relationships are key attributes for clinical placements if students are to accomplish learning outcomes in out-ofhospital environments.

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Puttick, Gillian, Brian Drayton, and Abe Drayton. "Innovate to Mitigate: Science Learning in an Open-Innovation Challenge for High School Students." Sustainability in Environment 2, no. 4 (November 29, 2017): 389. http://dx.doi.org/10.22158/se.v2n4p389.

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In this exploratory study, we report results from hosting two rounds of an open innovation competition challenging young people age 13-18 to develop a method for carbon mitigation. In both challenges, teams worked within the classroom and extensively on their own time out-of-school. The challenges were structured to engage participants to work collaboratively and independently in an open-ended, goal-oriented way, yet constrained their work by the parameters of the challenge, and supported it by a suite of tools, and resources. Evidence of learning science concepts and practices, student persistence, and the enthusiasm of participants, teachers and coaches, convince us that the Challenge structure and format is highly worthy of further development and investigation. Our findings indicate that Challenges such as this have the potential to enlarge the “ecosystem” of learning environments in the formal education system.

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Chen, Hui, David van Reyk, Jorge Reyna, and Brian G. Oliver. "A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus." Advances in Physiology Education 46, no. 2 (June 1, 2022): 297–308. http://dx.doi.org/10.1152/advan.00141.2021.

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The COVID-19 pandemic has been a strong driver for moving more teaching and learning activities online. Border restrictions have had a severe impact on international students either hoping to enroll in courses offered in Australia or continue with such courses if they are already enrolled. The online learning experience is likely different between students onshore and offshore. This study took a unique opportunity to investigate any such differences in students’ attitudes toward remote learning, necessitated by the pandemic, by comparing two cohorts of students, Australia versus China based. An anonymous survey using the Likert Scale and open-ended questions was available for student feedback on subject delivery. The students based in Australia expressed a preference for remote learning due to the convenience of attendance and availability of the video recordings. However, students in China had a strong preference for face-to-face sessions, with the lack of prior experience in an English-speaking learning environment and hesitance to speak with the lecturers and engage in the learning activities possible reasons for this. In quizzes, students in Australia performed better than those in China regardless of local or international student status. This difference may be due to the Australian-based students’ prior experience of English-speaking environments and open-book quizzes. In conclusion, remote learning in a familiar language and learning environment is accepted by students, whereas if the teaching is delivered in a second language using unfamiliar teaching methods, remote learning will require additional scaffolding to enhance their learning experience.

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Ramdaniyah, Nurul Annisa, and Yuniarsih Sumarna. "THE DISTINCTION OF LANGUAGE CLASS BETWEEN HIGH AND LOW AFFECTIVE FILTERS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 73–76. http://dx.doi.org/10.21009/ijlecr.051.08.

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ABSTRACT Learning language is a process of acquiring language. The successful of learning is influenced by whole aspects of learning such as learning environment. Krashen (1986) suggested, the teacher should create the learning environments as safe and comfort as possible, so all of the input which is given by the teacher can be accept well by the students. Moreover, there is a filter between teacher and student that could become a block input in acquiring language called affective filter. How high or how low the affective filter, it could influence to the learning process. In this study, the researcher tried to find the distinctions between classes with high and low affective filter. This study was conducted in Suryakancana University. The sample was an English class of English Education Study Program. The data gained by observed the class and giving the open-ended questionnaires. The result of the study shows that the class with high affective filter is uncomfortable for the student, and in contrast, the class with low affective filter make students feel comfortable in learning process. Keywords: learning, English class, High Affective filter, Low affective filter

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Sakellariou, Maria, and Efthymia Tsiara. "Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning." Behavioral Sciences 10, no. 2 (February 5, 2020): 51. http://dx.doi.org/10.3390/bs10020051.

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Engaging each student in learning comprises a continuous challenge and concern for the contemporary teacher. Educational research confirms the alarming increase of the disengaged students, relating student disaffection to adverse effects on students’ academic development. In the present research through one-on-one, semi-structured interviews, we investigate 80 Greek in-service kindergarten teachers’ opinions with regards to the significance of engaging the disengaged students in learning activities in preschool environments. The interviews based on Creswell’s (2009) interview model, incorporate open-ended and close-ended questions that offer a well-rounded view of the subject. Qualitative and quantitative data analysis of teachers’ opinions show that engaging each disengaged preschooler has multiple benefits on students’ academic development, class climate, and cohesion, and teacher’s self-efficacy, as well. Specifically, teachers’ engaging actions offer students the opportunity to develop their abilities, self-efficacy, and sense of belonging. The interviewees also recognise that increased student engagement levels decisively affect teachers—students’ interactions, offering at the same time clear feedback to the teacher.

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Çiftçi, Ayşe, and Mustafa Sami Topçu. "Design thinking: Opinions and experiences of middle school students." Pegem Eğitim ve Öğretim Dergisi 10, no. 3 (August 10, 2020): 961–1000. http://dx.doi.org/10.14527/pegegog.2020.030.

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The aim of the present research is to examine the opinions and experiences of 7th grade students towards design thinking. In this context, activities for design thinking about energy transformations included in the science curriculum were conducted for four weeks. Phenomenology method, one of the qualitative research methods, was used in the study carried out with thirty-six 7th grade students. The students' opinions about design thinking were obtained through open-ended questions and their experiences through diaries. Content analysis method was used to analyse the data collected from the open-ended questionnaire and the student diaries. In line with the students' views on design thinking, 7 themes emerged: Contributions of design thinking, difficulties encountered in the implementation of design thinking, difficulty level of design thinking stages, getting support during the implementation of design thinking, degree of appreciation of design thinking stages, spending time for design thinking activities in the future and participating in design thinking activities outside of school. As a result of the analysis of the diaries, three themes emerged: learning, satisfaction and criticism. It is thought that the opinions and experiences of middle school students towards design thinking will contribute to the design of learning environments in a more qualified way.

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Eraković, Borislava, and Jagoda Topalov. "Teaching and learning through Moodle, Google Doc and Zoom: Fostering student engagement in (a)synchronous learning environments." Inovacije u nastavi 34, no. 4 (2021): 122–36. http://dx.doi.org/10.5937/inovacije2104122e.

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Collaborative online learning depends on the teacher's ability to create conditions for student interaction and engagement. The paper presents the type of activities that can foster them, as well as the results of the investigation into the levels of student engagement in online learning environment which was created by a combination of Moodle, Zoom and Google Documents. The focus is on the level of student engagement in relation to the type of interaction in the online learning environment, their previous experience with blended learning and their overall attitudes toward online classes. Toward this end, a convergent parallel mixed methods study was conducted by means of a 30-item questionnaire constructed for the purpose of this study. The questionnaire included both Likert-scale questions, aimed at collecting quantitative data, and open-ended questions, aimed at collecting qualitative data. Qualitative analysis of the respondents' comments reveals that online tools are most valued for their interactive and collaborative potential (the availability of emoticons, chatting and screen sharing in Zoom, the possibility of small group collaboration in Zoom Rooms and whole class collaboration in Google Docs). The most important quantitative results reveal that all students report medium to high levels of online classroom engagement in the presented scenarios. However, while the students who had previous experience with blended learning constructed their engagement on the basis of both online peer collaboration (in Zoom Rooms) and teacher-fronted instruction (Zoom), those with no previous experience with blended learning formed their engagement only on the basis of small group work (Zoom Rooms).

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BÜYÜKBAYRAKTAR, Fatma Nur, and Refik DİLBER. "Teaching of Magnetism Unit Topics Via Active Learning Applications." Participatory Educational Research 9, no. 6 (November 1, 2022): 286–311. http://dx.doi.org/10.17275/per.22.140.9.6.

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The aim of this study is to investigate the effect of active learning on students’ achievement in the unit of magnetism. It is important to create proper teaching environments in order to ensure the active participation of students in learning processes. Many different methods and techniques may be used for active participation. Detailed information should be provided for the teachers on how these methods and techniques can be implemented. For this reason, an active learning environment was created in the present study by way of using worksheets accompanied by experiments, simulations, modelling, garden activity and games. It was explained how these activities are implemented for each of the acquisitions related with the magnetism unit topics. The study employed sequential explanatory mixed design. The subject of this study consisted of 98 eleventh grade students in a high school in Türkiye. The data were acquired via an open ended and multiple-choice conceptual achievement test, observation forms and interviews. The findings obtained illustrated that active learning applications increase academic achievements of students at a statistically significant level. In addition, it was concluded that active learning applications make a positive impact on the interest, attitude and motivations of the students towards the physics course. The results show that magnetism unit topics are effective in providing a conceptual change. It is suggested to use the applications shared in the present study for the teaching of abstract subjects such as magnetism. In this way, it may be possible to create learning environments that will enable instructors to reach the desired goals.

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Çavuş, Ragıp, Ünsal Umdu Topsakal, and Aysun Öztuna Kaplan. "Teachers views' on awareness of environmental acquiring in informal learning environments: The sample of Kocaeli Science Houses)." Pegem Eğitim ve Öğretim Dergisi 3, no. 1 (March 1, 2013): 15–26. http://dx.doi.org/10.14527/c3n1m2.

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The aim of this study is to determine the teachers' view about getting students be aware of awareness of environmental according to the activities in Science Houses. 15 Science and Technology teachers working in Kocaeli Science House participated to the search which has been carried out in 2011 - 2012.In this research fenomological approach has been applied. Purposeful sampling is used. Semi-structure interviews and open-ended question forms which were prepared by the researchers and checked by experts were applied as data collection tools. Content analysis method is used for data analyzing.Teachers who participated in this study emphasized the importance of out of school learning environments and also Science Houses' activities for awareness of environmental. Furthermore they added that formal and informal learning activities should be together and teachers should take students to the out of school learning environments.When the literature is examined it is seen that informal and formal leaning areas are both important for awareness of environmental. In this research views of teachers working in out of school learning environments about the activities and students' awareness of environmental are investigated according the literature. As a result of this study it is found that out of school learning environments are important for awareness of environmental and these areas and their activities should be increased. It is hoped that this research will help the investigators who want to study about out of school learning environments.

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Hemingway, Claire, Catrina Adams, and Molly Stuhlsatz. "Digital collaborative learning: identifying what students value." F1000Research 4 (March 20, 2015): 74. http://dx.doi.org/10.12688/f1000research.6223.1.

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Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls. Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences. Here we present findings generated on PlantingScience (www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology. The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations. We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists. By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs.

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Şekerci̇, Hanifi, and Fatih Yılmaz. "How do prospective elementary school teachers evaluate practices in the elective museum education course?: A case study." Research in Pedagogy 12, no. 1 (2022): 163–85. http://dx.doi.org/10.5937/istrped2201163s.

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Museum education course has been made available as a course of professional knowledge in faculties of education since 2018 so that prospective teachers can use museums as learning environments and so that they can plan and do learning activities in those places. This paper aims to analyse prospective elementary school teachers' views on the elective museum education course. The study was designed as a case study one of the qualitative research designs. The study group was formed in convenience sampling method. 27 prospective elementary school teachers were included in the study. The research data were collected through the participants' diaries, open-ended survey questions and focal group interviews; and the data were analysed in the descriptive analysis technique. The research results demonstrated that the prospective teachers developed positive perspectives on museums after taking the museum education course. They thought that the course had inculcated in them personal skills and pedagogical skills. Besides, they also stated that they could benefit from museum education activities in creating effective learning environments in the life of teaching.

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Mystakidis, Stylianos, Eleni Berki, and Juri-Petri Valtanen. "Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review." Applied Sciences 11, no. 5 (March 9, 2021): 2412. http://dx.doi.org/10.3390/app11052412.

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Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal.

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Jackson, Iesha, Miguel M. Gonzales, and Adjoa Mensah. "It is not equitable if it is not culturally sustaining: teaching and learning in 1:1 laptop schools." Journal for Multicultural Education 16, no. 4 (March 25, 2022): 323–36. http://dx.doi.org/10.1108/jme-09-2021-0180.

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Purpose The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners. Design/methodology/approach Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. Thirteen teachers participated in individual interviews and 77 teachers completed an online survey. Transcribed interviews and the open-ended survey question were analyzed using an inductive, iterative process of coding according to hallmarks of TPACK and CSP. Findings This study reveals that while technology could be a powerful tool in fostering an equitable classroom environment, fully implementing equitable approaches in 1:1 laptop schools would require educators to develop knowledge and skills to integrate TPACK and CSP in their classroom. Originality/value Our study indicates that obstacles to providing equitable education for CLD learners in 1:1 classrooms are not issues of technology access but issues of disparities perpetuated by missed opportunities to fully engage CSP as a means of challenging the status quo. Tackling this in 1:1 environments would require educators to develop knowledge and skills to engage culturally sustaining TPACK in their classroom.

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Journal articles on the topic 'Open-Ended Learning Environments'

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