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Maggie's final profile showing the actual and preferred student responses (pretest and posttest) to the learning environment survey.

Maggie's final profile showing the actual and preferred student responses (pretest and posttest) to the learning environment survey.

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This paper reports a case study of one school which used teacher action research as part of a school-wide initiative to improve the classroom learning environment. At this school, a total of 35 senior secondary teachers were involved in the study over a three-year period. Each of these teachers selected one or two classes and used feedback data, ga...

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... the end of the intervention period, the learning environment questionnaire was readministered to her Year 12 class. Figure 1 provides a feedback profile that shows the result for her pretest data and her posttest data. The profile indicates a pre-post improvement for both the Equity and Involvement scales, areas that Maggie had specifically targeted. ...

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... Instead of the conventional role of teaching and providing instructions or knowledge to their students, instructors should display a readiness to give more of their duties to the students and take a passive role of supervision and assistance. It also showed that classroom debates and dialogues assist instructors in providing a basis for guiding their students in developing and constructing their own ideas, skills, concepts, and/or procedures in order to enhance their performance in accord with (Bell et al., 2009). Therefore, the implication to this finding revealed that the approach of transforming from conventional classroom to a more reliable classroom environment assists accounting students engaging in a real collaborative learning classroom environment with authentic-based multimedia learning. ...
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The demand for university education to produce good graduate students for emerging nations to deal with global adjustments in the learning environment looks to be increasing as global technological advancements accelerate. Although, educational institutions could evolve technologically to increase students' potential to differentiate, particularly in mathematics and vocational education. As Accounting is concerned, it is one of the undergraduate courses that incorporate learning from other disciplines as well as vocational education. Nevertheless, student outcomes in accounting have remained inadequate, owing to high dropout rates and low engagement due to insufficient teaching techniques, resulting in weak sensory thinking skills needed for success. therefore, the purpose of this article is to bridge the gap by investigating an authentic-based multimedia learning environment to improve student engagement in the teaching of accounting education in Nigerian higher institutions. Constructivist learning methodologies are being investigated in conjunction with Mayer's cognitive theory of multimedia learning, cognitive engagement theories, and behavioral engagement theories in order to solve these challenges, which is critical for engaging students in many emerging nations. For this analysis, 90 respondents were chosen from a total population of 120 undergraduate accounting students. Data was collected through questionnaire surveys and semi-structured interviews with open-ended questions. The study's results are important for instructors and administrators who seek to increase student participation in multimedia learning environments in their classroom teaching. Future studies could emphasize on the difficulties of adopting authentic-based multimedia learning while keeping students engaged. To conclude, the federal government, higher education officials, curriculum designers, and accounting teachers are all working together to boost student engagement in Nigeria's multimedia learning environment, as shown in this article.