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Learning Environments - Science topic

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I am interested in conducting a research paper in the field of acquiring health awareness via an e-learning and/or m-learning environment!
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Yes, interested. Who are the learners? - students at university? the public?
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Please provide your opinion on this question.
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Project-based learning
Small group-based learning
Team-based problem solving
Asking Open-ended questions to the students
Question-answer sessions
Showing movies related to the lecture topic
Showing videos/images of related topic to attract their attention
Group assignments and group presentations
Using modern technology
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Closed
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Jan H Jansen Please see the messages!
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I am trying to implement DDOS attack detection in SDN network using reinforcement Learning algorithm, for this task I want to define my state space of Reinforcement Learning environment in the form of flow entries of the flow table,but I am unable to represent it properly ? Can somebody provide a little guidance of doing it ?
Thanks and regards
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Ali El Kamel thank you so much sir, I will go through this paper and let you know
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We are planning to develop inclusive learning materials for a flexible learning environment in higher education, and we are looking for an appropriate framework. Do you have any suggestions?
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أوافق ذلك
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COVID-19 has had a significant impact on the educational sector, resulting in a shift from face-to-face to a decentralized learning environment, creating a unique opportunity for network-based academic dishonesty. Prior research has shown that during the COVID-19 pandemic, students engaged in network-based academic dishonesty as a consequence of the breach of weak and legacy software programs that monitor network-based academic dishonesty.
Are the current mitigation techniques for preventing network-based academic dishonesty well-designed? What are your thoughts on the matter?
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Len Leonid Mizrah that's a wonderful response and I second you. Atiff Abdalla Mahmoud the issue of academic dishonesty in decentralised learning is an emerging and growing trend. The consequences associated with this trend are also relatively new. This sparks a revision of preventive measures which are currently being used to match the trend. without new inventive and resilient techniques, the issues will only grow to unacceptable proportions of which if this happens the value of education will completely be eroded. My take is that the current measures are not anywhere near enough.
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Recommendations of any kind for XR; VR; AR would help me a lot. Thank you very much for your help!
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Dear Mr. Bükers!
I would go for "Its Learning":
2) A case-study: Joel Smith 2021. Isle of Man endorses hybrid learning as the way forward following 3 lockdowns, June 16, 2021, available at: https://itslearning.com/uk/news/hybrid-learning-is-the-way-forward/
Yours sincerely, Bulcsu Szekely
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I am doing a project for the final module of my degree with the OU, and looking at the relationship between epistemological beliefs and peoples attitudes towards constructivist online learning environments. I have managed to locate a sample epistemological beliefs questionnaire but struggling to find the full list of questions on the CLES. Could anybody point me in the right direction please? Thanks
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Thank you all for your assistance! It's greatly appreciated
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I recently shifted my classes to more natural lighting and noticed that the students are calmer and have become more focused on tasks. I know there is research out there that explains this; however, I'm curious why Fluorescent lighting causes some students to become unfocused without even noticing because of the brightness. Also, if this makes a big difference, why haven't many schools moved towards this shift in classroom design.
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What machine learning or AI techniques can be used to detect and mask sensitive information in a semi-structured or unstructured dataset.
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جزيل الشكر
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Covid-19 have changed the learning at all levels and impacted social fabrics and mental state of many students and learners worldwide. As a result, the educators are challenged to provide the best learning methodologies and technologies to make sure that every students is motivated and has a best learning experience. New Learning management systems like EDORER are emerging bringing the e-learning to the next level while facilitating the most effective teaching, learning, proctoring and collaborative educational environment. The EDORER was built for Educators by EdTech Educators. The EDORER is everything the modern digital educator needs: live classrooms, online courses, proctored exams, mentoring and more in a collaborative learning environment.
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التاكيد على توفير بيئة متكاملة من جميع النواحي
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I am currently using rubrics to assess the learning outcomes of practical applications in a lab environment. I am trying to find ways to remove the subjectivity of the assessment. Any ideas?
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Removing subjective errors.
Aggregating subjective information.
Reducing researcher’s bias.
Ensuring falsifiable information.
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Strategies or Approaches of Learners in Answering Self-Learning Modules in a Modular Learning Environment
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Dear Mr. Jerez!
I found a publication where you can see a student feedback questionnaire:
Rajabalee, Y.B., Santally, M.I. Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Educ Inf Technol 26, 2623–2656 (2021). https://doi.org/10.1007/s10639-020-10375-1 Free access:
2) A case-study: Öztürk, M., Çakıroğlu, Ü. Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learn. Environ. 8, 2 (2021). https://doi.org/10.1186/s40561-021-00146-x Open access:
Yours sincerely, Bulcsu Szekely
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"THIS IS AN ABSOLUTELY SCIENTIFIC QUESTION"
Throughout the historical evolution of relationship between professor and student, there have always been important changes to adapt teaching and learning environment related to place, form, structure and didactics.
Based on this, what is your scientific opinion about the future of teacher's relationship with student, especially regarding structure and way of teaching?
PLEASE ANSWER IN ENGLISH ONLY .
VERY IMPORTANT: Participate only if you are original, be yourself give your opinion, do not put links or texts from "Genio Google" or things found out there on the web! No one has any interest in stupid web answers, if that's the case, please be so kind as to ignore this debate!
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Dear Prof. Filipe Wiltgen, you ask a very interesting question.
This is my answer / how I understand your question :
There is no doubt that the integration of new technologies in schools and universities is thoroughly modifying the pedagogy and the curricula.
ICTE is also changing the paradigm of teaching and learning.
Professors are no longer the only ones who know because knowledge is available online. They must boost the creativity of the students and bring them human values because technology will bring a lack in this particular and important area.
However because he/she has (normally) more experience than his/her students, a professor will always have the advantage to be the one who gives directions and advices to his/her students.
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We are investigating the impact of online learning environment on sustained attention and student engagement among undergraduate students (Year 1-3).
We had the participants watch a lecture video and answer multiple choice questions related to the content of the video. We also had them fill an engagement questionnaire which had questions about their involvement with peers and various university related activities.
Hypothesis I - 1st year students are able to focus more over a long period of time than 2nd and 3rd year students.
Hypothesis II - 1st year students actively participate and are more engaged with peers than 2nd and 3rd year students.
My questions are:
1. What statistical test would be most appropriate?
2. How do I set a value to prove significance...for example they had 13 MCQ questions, how do I know what number of questions they need to have answered correctly in order to say they paid more attention?
I'm very lost, i'd appreciate your help and any remarks that could provide me some clarity.
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Are you familiar with the expression, "getting the cart before the horse"? I'm afraid that's what you're facing. If so, that's not an impossible situation, but it can be a daunting one. Deciding what statistical analysis you will use is normally part of the research design, so you are sure that the data you gather can be analyzed in a way that will answer your research questions. that is normally done before you begin any data collection. I agree with what MOST of the others have recommended, but you cannot apply ANOVA, for example, unless you have quantitative data, and you did not describe the data you received from the surveys. If you solicited qualitative answers to the survey questions, you cannot apply quantitative statistical analysis to it. You will have to quantify that data or apply qualitative data analysis methods to it and have a blended study. There is nothing wrong with having a blended study, but is is more complex than a qualitative or quantitative one. You may need someone on site who can actually see what you did to help you sort it out. I wish I were there! I'd love the challenge!
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Instruction is a systematic process in which every component (i.e. teachers, students, materials, and learning environment) is crucial to successfully learning (Dick & Carey, 1996). Instruction deals with teaching and learning activities. These activities should assist students to learn knowledge and move this knowledge from short term memory to long term memory. To do that, students need to learn how to rehearse, encode, process and feedback new knowledge to be able to remember when they need.
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To appraise the education level firstly, and develop an accessible set of stages that enables incremental steps to be achievable.
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I am in process on writing a project on middle school children and the effects of remote / online learning environment on English as a foreign language with an emphasis on communicative teaching and the development speaking / listening competences in children aged 10-12.
This is a rather new field - at least in a Danish context - so, what can you recommend as supporting studies for this project?
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This question is related to the Global citizenship education (GCE):
How are researchers and educators conceptually redefining GCE in the learning environment of national higher education institutions (HEIs), educating youth on globalization and global challenges, and harmonizing the concepts and perceptions of national and global citizenship?
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Interesing
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Dear All,
Is there anyone who have a book or research paper addressing specific features of blended learning environments? or you just let me know features of blended learning environments!
Kindly share with me!
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I fully agree with you P. Contreras. Thank you!
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Dear colleagues, please tell me how you control the academic integrity of your students in a distance and blended learning environment?
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Oleksii Nalyvaiko thank you for bringing up this question. it is indeed one of my concern regarding Distance and blended learning. P. Contreras thank you for your recommendation.
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In teaching we use different techniques and tools for making it interesting but how can we make it more innovative and creative?
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Your answer is distinctive and interesting
@
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Hello,
for my master project, I would like to conduct a latent profile analysis about self-regulated learning skills. I would like to take two different measures into account when creating the profiles.
1. The students' self-reported questionnaire data regarding their SRL skills
2. Trace data I obtained when students interact with the learning environment
How can I use both of these sources of data to create richer profiles?
Thank you in advance,
Carl
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I completely agree with Carl Klukkert
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How important is collaboration in this current period of blended learning? Specifically within a professional development capacity.
Seeking insight and reading for my MA project
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Hi@Joe. Professional development always has a collaborative approach. Rather I will say when we talk about professional development capacity the first thing focused is collaborative approach and team work. Blended learning will create more opportunities for collaboration.
Regards
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Examples would be great. Thanks
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yes I Interested
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The Canadian Institute of Mass Communication (CIMCweb.com) is embarking on a pilot project to create language-barrier-free learning environment for deaf students, as a scalable model for Inclusive Education. The prototype system would utilize relevant available technologies, including HamNoSys/SiGML programming and Applied Artificial Intelligence. Contact santosh.shail@CIMCweb.com.
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Congratulations for this great project of the Canadian Institute of Mass Communication (CIMCweb.com). In Brazil, we developed the Hand Talk app. This is a revolutionary app for the deaf community. Representing an accessible solution, the app was acknowledged around the globe for its innovation and potential. The startup has won a number of awards including the Best Social App of the World in 2013, handed by UN at the World Summit Mobile Award, in Abu-Dhabi.
Best regards,
Carlos Alberto da Silva Júnior
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Dear researchers,
if you are you interested in research on efficient autonomous vehicles, I have something new for you.
We have just launched our new open source reinforcement learning environment. Here you can find it: https://github.com/dynamik1703/gym_longicontrol
Our new environment is in the field of autonomous driving. It offers the possibility to test and further develop algorithms for the efficient longitudinal control.
The longitudinal control problem has various challenges. One example is the trade-off between conflicting goals of travel time minimization and energy consumption. They contradict each other because a fast driving vehicle leads to high-energy consumption and vice versa.
Through the proposed RL environment, which is adapted to the OpenAi Gym standardization, we show that it is easy to prototype and implement state-of-art RL algorithms. Besides, the LongiControl environment is suitable for various examinations. In addition to the comparison of RL algorithms and the evaluation of safety algorithms, investigations in the area of Multi-Objective Reinforcement Learning are also possible. Further possible research objectives are the comparison with planning algorithms for known routes, investigation of the influence of model uncertainties and the consideration of very long-term objectives like arriving at a specific time.
LongiControl is designed to enable the community to leverage the latest strategies of reinforcement learning to address a real-world and high-impact problem in the field of autonomous driving.
Have fun trying it out! If you have any questions, feel free to write.
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Hi, I am preparing my research study on clinical learning environment among nursing students which I needs the clinical learning environment inventory from Mikko Saarikoski. However, her email address can't go through. Can anyone help me out? Thanks.
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Have you tried mikko.saarikoski@turkuamk.fi? BTW Mikko is typically a male name in Finn.
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An innovative environment is one that is capable of evolving and adapting as educational practices evolve and change.
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To kindle innovative intent, organizations need to stop counting on people succeeding despite the odds and instead shift the odds. There are three inseparable and mutually reinforcing ways to take innovation seriously: they pertain to values, resources, and processes. The first perspective admits that, barring the odd maverick, personnel will not innovate without license: an innovative culture needs pro-innovation governance and support from the top to make sure ideas take carriage. The second agrees that, because a resource is something from which an organization gains profit, assigning precisely that will put innovation at the heart of strategy and equip it. The third declares that, since a business process begins with a mission objective and ends with its achievement, endowing an organization with management, operational, and supporting processes that improve knowledge brokering of ideas from generation to selection, implementation, and diffusion will serve the goal of innovation.
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  • Effective models for conducting a research in learning analytics in an online learning environment
  • Teaching and learning theories associated with learning analytics
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@ Yaw Boateng Ampadu You need to understand that the application of data mining techniques and machine learning algorithms for the collection, wrangling, cleansing, storage and analysis from online sources requires an approach quite different from traditionally known research methods such that there is no need for Hypothesis testing, randomised design and so on. Instead, the collected and cleansed data is allowed to do the talking.
The beautiful thing about big data analytics (collection and analysis of large volumes of data from online sources, databases and data warehouses) is that you can rephrase, reshape and review your research questions in the course of the research work. I hope that I have answered your question in my own little way.
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Over the next month many academic institutions will be moving all learning online. As scientists, we are often used to being able to demonstrate difficult concepts in the real world to emphasize points from classroom lessons. Watch the pencil, feather, and bowling ball all drop at the same speed, etc. Watch the gears mech and spin at different speeds. See density and buoyancy reflected in multilayer float stacks. This shift may present great difficulties for students and instructors used to a different learning environment.
For twenty+ years we've promised a shift to online learning and resources to aid understanding. Now it's become a necessity. Every department in every college has weeks for professors to develop online solutions. I believe these online forums are an excellent opportunity for us to share the resources we have found the most useful/valuable so that other instructors and students can continue to learn in a new environment.
So, from Calculus, to Physics, to Chemistry, to Biology, to the various flavors of Engineering, what online resources have you found to be the most effective tool for visualizing a learning concept?
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Best free, online Physical/Chemical/Engineering visualization resources?
Over 15 resources are listed in this resource, answering your question.
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The research project will be illuminate by this generalization: Teaching practices developed by professors to combining informal learning at web 2.0 with formal learning at higher education courses, it corresponds with liquid and connective education phenomenon, because of teachers act like content curators trying to extend the learning to real contexts, combining structured and unstructured teaching activities.
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There are some thoughts...
Bugawa, A. M., & Mirzal, A. (2018). The impact of Web 2.0 technologies on the learning experience of students in higher education: A review. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13(3), 1-17.
Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206.
Gyamfi, S. A. (2017). Informal tools in formal context: Adoption of web 2.0 technologies among geography student teachers in Ghana. International Journal of Education and Development using ICT, 13(3).
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How will 4IR technologies exponentially continue to grow rapidly in contact, blended and open distance learning spaces? In view of this, how will the 4IR impact on these teaching and learning spaces, to support students’ personalised learning. In addition, the new 4IR technologies and Yusuf and Nur (2019) claim is, challenging notions of online pedagogy, in particular the processes involved in “flipping or inverted or ubiquitous” the settings, and how students learn in contact, blended or open distance learning environments. How will we embrace the 4IR paradigm in a socially sustainable way? How will the 4IR to transform and rethink the existing praxis and curricula?
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Cognition (artificial and natural), cognitive science and learning processes (autopoeisis) will be paramount; professions and disciplines will face a full cognitive shift (data---information---knowledge---wisdom as a learning circuit).
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Currently, I am working on a plan for action reserach within vocational education. It will be participatory AR on a framework or guidelines for teachers when working with students within a hybrid learning environment. I struggle somewhat with finding the right amount of detail in my plan: enough to get going and not too much (otherwise there is no room left for AR).
So, what are some do & dont's on a plan, regarding:
- research question (a general one or several or ..)
- detail of the research instruments
- documentation of the plan (one version, multiple, ongoing...)
What are your toughts?
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Maurice - I would recommend an 'overarching' question for AR. It allows the flexibility to expand. The 'plan' is complex and needs to be able to expand.
The attached chapter is generic in terms of AR principles.
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Dear research community,
I am in search for review studies that summarize the issues different kinds of online learning environments (MOOCs, SPOCs, flipped classrooms) face. I would be happy to draw from your knowledge in the field by receiving some hints!
Greetings,
Tobias
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Check these articles, it may help you
Anshari, M., Alas, Y., Hj Mohd Yunus, N., Pg Hj Sabtu, N. & Sheikh Abdul Hamid, M. (2016). Online Learning: trends, issues and challenges in the Big Data Era. Journal of e-Learning and Knowledge Society, 12(1),. Italian e-Learning Association. Retrieved August 6, 2019 from https://www.learntechlib.org/p/171433/.
Karen Kear, Allan Jones, Georgina Holden & Mark Curcher (2016) Social technologies for online learning: theoretical and contextual issues, Open Learning: The Journal of Open, Distance and e-Learning, 31:1, 42-53, DOI: 10.1080/02680513.2016.1140570
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I want to learn opinions of teachers on future classes or learning environments that they think to be around in next decades. The purpose of the study will be to determine the expected qualities of future classes (a picture of future learning environments) according to teachers opinions. I am having problem in selecting the right design for it? as I am mixed in choosing grounded, case or phenomenological research.
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In my view, depending on the resources and time you have, you could plan several steps: first to start with a case study, then to use Delphi, or other expert estimation, or/and to compare teachers/students attitudes with focus groups. You even could interact on changing the educational environment with Action research.
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I teach courses in blended learning environment, and I want to keep my students active and motivated to participate and share information. What helps me to achieve this goal, to assess students' online participation or just control it.
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As both a postgraduate co-ordinator for distance taught qualifications, and a distance postgraduate student, I can understand the benefit in seeing that all students are posting something in forums and are displaying the fact that they are active participants in the course. From a student perspective, however, there isn't always something meaningful to contribute (especially if you haven't been one of the first 4-5 students to comment) and it just becomes a compliance exercise, rather than a task in which we are articultaing what we have learned.
I do think that portfolios and monitoring what materials students are accessing (and how frequently) may be a better indication of thier engagement in a course.
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When indoor ambient conditions affect or initiate certain behavior, the mechanics of this type of learning can be viewed from an environmental psychology perspective (Mehrabian, & Russell, 1974; Pati & Barach, 2010). In fact, the pressure of task performance in a compromised learning environment can cause students to rationalize the outcome their learning based on these conditions and display actions geared toward dealing with the immediate surroundings (Wechsler, 1958).
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The learning environment is much mote than just the physical characteristics of the classroom. See this paper for a discussion of many factors that are part of the learning environment. The paper is about language learning, but many of the factors apply across the curriculum, I believe.
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My research title is "Assessment of mentoring in clinical learning environment for radiotherapy students in Malaysia". Its a 5 point likert scale questionnaire ranging from strongly agree to strongly disagree. I have collected several questionnaires from previous related papers, combine some of relevant questions from there, and edited some of the question to suit my research as some papers involved nursing student instead of radiotherapy students. What is the best method to validate it and how?
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As above mentioned answers, all are helping; if questionaire has aready been used in some study and it has been passed through all sorts of validity process, and your research question is similar to the previous one then you can easily use that questionare, but if it is new one and you have developed it, then face validity(show ypour questionaire to some expert in the field or your mentor, they can check for face and content validity) Dont get confused, these things seem complex apparently but they are actually not. Then you can piolt that questionaire before conducting actual study (piloting can be done on the 10% of sample in accordance with your actual sample; but sometimes five percent sample is also used, it is stated differently in many books, but for practical purpose, piloting is good thing as sometimes what questions we have posed are comprehended by the participants differently; and if discrepancy exists what we are asking and others are answering, then questions can be modified). Peer review of your questionaire can also help; purpose of all this practice is simple as our questionaire must measure what it needs to be measured, oranges comparison must be with oranges and this process is simple but lengthy and needs careful, common sense. Expert responses on questionaire can also be halpful to see inter rater and intrarater reliability.....Good luck!
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One Congress is about
Want do you thing about models of inteligent artificial
A presença da Inteligência Artificial nos ambientes de aprendizagem e sua ubiquidade crescente em todas as esferas da nossa vida proporcionam um contexto de ecossistemas de aprendizagem cada vez mais ricos e diversificados e também mais sujeitos a desafios e tensões. A automatização de tarefas de gestão, os processos de avaliação, a oferta de conteúdos personalizados e de tutoria e feedback, os ambientes de aprendizagem com múltiplas alternativas de interação virtual são, entre outros, realidades que urge debater amplamente.
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Thanks Shafagat
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what is the impact of home or classroom learning environments on a child's academic success. If any knows any studies/ research on this topic can you please share?
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As reaserch I have seen that children with family orientation are more succesfull in lecture and writing
Ingrid
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Children's academic success
what is the impact of home or classroom learning environments on a child's academic success. If any knows any studies/ research on this topic can you please share?
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You may find starting here helpful and then follow the leads from there.
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Is it enough to employ authentic materials and communicative situations?
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Virtual communication with a contribution for people plays to communicated interesting.
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The digital transformation of learning environments affords the Bring Your Own Device (BYOD) option for students. But, what arrangements (e.g., policy and tech support) are in place at your University in facilitating this option and how is the implementation working for you?
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  • Charging Stations are available
  • wi-fi access password for that building will be provided
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Games and learning is a field of education research that studies what is learned by playing video games, and how the design principles, data and communities of video game play can be used to develop new learning environments. Video games create new social and cultural worlds – worlds that help people learn by integrating thinking, social interaction, and technology, all in service of doing things they care about
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Internet has a huge benefit to the learning environment . Interested in knowing if this has a huge influence on making today's student better .
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Definitely yes
Best Regards Marcus Ramdwar
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I am a Nurse Educator from College of Health Sciences University of Malaya.
Please share with me on how to get the CLEI questionnaires.
TQ
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TQ very much Prof Gulzar Shah for your kind response. That was very helpful.
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The idea is to know if there are case studies where open online courses (MOOCs) were implemented in mobile learning environments.
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Just happened to se a fresh paper on MOOC wrapping in my RG stream, perhaps you have seen it as well:
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Design and implementation of local area network in smart learning environment?
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LAN may be outdated, as the world has moved to cloud based connectivity... In all prudence to learning facilitation through curriculum built on inquiry or project-based learning or service-learning students directly witness the relevance of academic content and simultaneously develop their skills in critical thinking, communication, collaboration and creativity..... which to me is the best way of learning facilitation.
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Assessing a student’s learning progress is subject to individual learning methodology and student's particular learning aptitudes, as well as, the learning environment, which may be personally in class or remotely online.
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Dear Prof,
My friend Dr. Khin Khin Zaw, thihakhinkhin85@gmail.com is graduated with the related "Optimization for a Student's Learning Progress Assessment with least computational cost." Pleas contact her.
Beat regards,
Phyu
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Please, I'm looking for some Methods/Tools of the Learning Environments (LMS...) Qualification/Selection....
Many Thanks in advance.
Best Regards.
Yassine Zarouk
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Many thanks dear Michael for your valuable answer.
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As design-based research is an emerging paradigm for educational inquiry, is there any synergy between design-based research and technology-enhanced learning environment? If yes, how?
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Starting out from the generic domain of artifact/service design, it is somewhat difficult for me to agree with the claim that the design-based research 'or' design science research is/are 'problem-solving paradigm' (whatever this very last term means). First of all, in my interpretation as a design researcher, 'design-based research' and 'design science research' are not equivalent. Second, 'design-based research' typically has some practical (operative) flavor, whereas 'design science research' has a disciplinary (foundational) flavor. Third, design science research has multiple interpretations depending on the specific field of knowledge it is associated with. Fourth, .... Most importantly, research and design should be kept apart since they have different objectives (different ontology), they have different relationships to knowledge (different epistemology), and they also differ in terms of their methodological approaches (different methodology). Revisiting the original question, I agree with the viewpoint and answer of Dr. Cain.
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I am working on a project examining teacher's role in supporting student SRL. This clearly can include many things such as implementing interventions, utilizing teaching practices to foster or teach SRL skills (e.g., provide effective feedback, engage students in self-assessment), designing effective assignments (e.g., open-ended, long term projects), and creating supportive learning environments. I have read some really great review papers and many manuscripts, but my database searches seem to miss the mark (likely due to terminology) and I feel as though I am missing something. I am early in this project and if you know of any resources you think that I might want to read or include as I work on this project, I welcome your suggestions. Thanks a lot!
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Thanks for the recommendation. I will look into it
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I am a Nursing Master's student and the research data collection tool that I want to use for my research is Dr Chan's CLEI tool. I need his permission to use his tool, but cannot find a way to connect with him. If anybody can help it would be grately appreciated.
Alternatively if anybody can verify if this has been made an open access tool.
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If he is still in active service, you can contact him through his institution's web portal
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I would like to carry out a long-term study on infants (from 3 to 12 months of age). I have invented a simulation: The Infant Learning Environment Program. It puts infants in control of the program from their first interaction with it. Its goal is to simultaneously teach infants to speak, read, and think.
If interested, please read Inventing an Infant Learning Environment that can be downloaded from thinkingbabies.org and Research Gate.
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If they could help that would be wonderful. I will try but so far no non-profit agrees with my approach. Thanks.
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Instructors learn good classroom discipline strategies through academic preparation and on the job. Teachers always look for new and innovative ways to connect with their students to ensure a fun and safe learning environment. Keeping this in mind, how do I still maintain classroom discipline while keeping the classroom in a fun mood?
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I think this is something that all teachers and instructors would like to have answers to.
I think one way could be to engage the class as much as possible, maybe through the use of media (YouTube, videos, Social media). You could get the students to interact with the subject matter, or plan in some hands-on activities which could keep them interested.
An important thing to note is that even though the students may not be 100% quiet, but as long as they are on task and thinking/discussing about what is being taught, I think that will be considered a successful lesson.
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As teachers, we often reflect on our teaching-learning activities and attempt to modify them to enhance student learning. Do we have any standardized tool to assess student perceptions at the end of a specif course after we attempt a modification in the learning environment?
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Thank you Ms. Marianne. I was wondering if it would be ideal to use the DREEM (Dundee Ready Education Environement Measure) Questionnaire for this purpose. However, I could not really locate any studies where they have used DREEM-Q specific to a course.
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My data will compare student digital experiences in three universities. Two categories of students (distance and direct/regular students) would be considered in each university. The data will compare variables (such as access to institutional digital devices, the use of personal devices, experiences of digital technologies in the curriculum and attitudes towards the digital technologies in the digital learning environment).
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It depends how far apart the "time points" are. Longitudinal data provide the opportunity to identify responses that are not consistent or plausible over time because responses from the same individuals can be linked and analysed. For example, arespondent may report smoking at one survey but at a later survey report to the contrary by saying they have never smoked. It would not be possible to identify such errors in cross-sectional data. There may also be a ‘learnt component’ within longitudinal surveys whereby participants become more accustomed to the questions over time and are likely to find them easier to answer. In addition, there is evidence in the literature that individuals become ‘conditioned’ by repeated surveys ie responses given in one survey may be influenced by those given in previous surveys or questions may be answered differently when participants know the issues being studied (Anstey & Hofer 2004). When there are only two time points of assessment for each subject, such as in a simple pre-/posttreatment or baseline to single follow-up design, ANCOVA, and variations of it, may be suitable to answer important research questions. For example, if the researcher wants to know if two medication groups with different mean symptom levels at baseline change differentially in their symptom levels from baseline to follow-up, ANCOVA indicates if they differ on the follow-up (the dependent variable), holding the baseline (covariate) constant, statistically, i.e., it is assessing differential group change. In some cases, a simple difference score (‘change score’) analyzed as a dependent variable without using the baseline as a covariate might be appropriate, but generally ANCOVA is superior in that the former can be thought of as a specific instance of ANCOVA where the linear regression of follow-up on baseline is assumed to have a slope of one, which may not be true. In fact, the baseline versus follow-up relation may even be nonlinear, which can be accommodated in an ANCOVA model.... This kind of analysis assumes the time difference between baseline and follow-up is the same (or nearly so) for each subject or that it is irrelevant whether it is or not. If that is not the case, the time difference can be accounted for by introducing it as another covariate and looking for interactions in which the relation of follow-up and baseline differs depending on the time difference (perhaps the baseline to follow-up relation and correlation becomes increasingly attenuated as the time difference becomes greater).
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This is part of a project examining the use of technology in group learning environment. We're familiar with the music technology used in piano classes in the states, but are interested in learning what takes place in other countries.
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Unfortunately there are no group classes at our university at this time. Instead individually students hire others to individually train them or go off campus to learn from professionals.
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I am a music educator in an inner-city school district.  The inordinate amount of children interrupting the educational process in the classroom, due to behavioral issues related to diagnosed ADHD, ODD, ASD, combined with socio-emotional challenges, has inspired me to become a music therapist.  I am seeking research to help support my case presentation to a Board of Education. It is my intention to provide MT services within a school district in order to curb or eliminate IEPs (interruptions to the educational process), whereby reducing the related effects of anxiety experienced by educators and students will improve the overall learning environment.  
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Dear Joseph F Collette,
I would like to present to your atention my Science Musical Development http://www.music.fedulov.ge as MT product to listen The Anthem of Germany "Das Deutschlandlied", where it would be possible to perform music in accordance with the preferences of the users, namely to set own tempo, sound levels, composition of musical instruments and other parameters. I'm very interested in knowing about any feedback in order to go in the right direction for treatment children with behavioral disorders. In my understanding, by setting their own preferences, users will be able to get the illusion of active participation in the song and not just passively listen. It is this case that I consider as a musical psychotherapeutic effect.
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I am trying to bridge the passive orthodontic pedagogy with interactive Smart learning environment. Anyone working on a similar topic?
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I thik prof. Bashir Kinan from Umman state
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I'm interested in pedagogical approaches to collaborative learning with mixed reality that helps students become pro-summers of digital project based learning environments in a higher education setting.
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Very interesting term "pro-summers." I entered it into RG and got the following articles that may be of some help for you. I am also adding some research on collaborative debates online that I hope would also be helpful for you.
Best regards,
Debra
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I have designed several courses for adults in an online learning environment where students are from all over the world (e.g., Jones International University, the Open University).  In these courses, I used the research-validated Learner-Centered Psychological Principles which I helped author for the American Psychological Association (APA) beginning in 1990 and continuing to the present.  Have others used these principles as guidelines in their adult learning courses?
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Anything which includes reflection; SDL, SRL, EL, TL etc. Without doubt, the older I (you as well) get, more lessons I grab, when more seconds I REFLECT. Regards.
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I am doing research on forms of learning (formal, nonformal, and informal) and their relationship with constructivist learning environment and learning outcomes using SEM analysis. I would like to get published quantitative studies in relation to this, particularly with SEM model. 
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Dear Tadesse
I suggest this journal "Structural Equation Modeling: A Multidisciplinary Journal"  and the book " Structural Equation Modeling with Mplus"
Hugs
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I'm doing research on the role of HCI on the learning environment (inside and outside the classroom) of children. Does anybody know some good articles?
I'm looking for:
- The development of HCI and how it affected the learning environment of children.
- How HCI is currently used and/or affecting the learning environment of children.
- How HCI will affect the learning environment of children in the future (like; what are the possibilities with the technology that is developed?)
I hope you could help me.
Greeting,
Melanie
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I think, you are looking for wide topic, where, you can find a lot of articles about HCI and learning environment. Try to be more specific topic. 
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Many learning  programs employee playful learning or at your timent to help foster a more engaged in learning environment. At what point does the value of entertainment negatively impact the learning experience? 
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Michelle,
I think that gamification learning works best for basic and intermediate learners, who are instrumentally motivated.  The more advanced learner is, the more the learner will be integratively motivated and want to know the "why" not just the "what."  This more detailed analysis is harder to provide via game learning.
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I want to research studies on networked classrooms and distance education learning environment。I want to find instruments on this field,could anyone recommend some instruments? Thank you!
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We have studied the impact of shape, color, and most recently, game characters' expressions on learners' emotion and, as a result, on their learning outcomes. What other design elements have been found to induce positive (or negative) emotions?
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Jan,
I've thought about your question a bit and it seems to me that it's both complex and deserves a bit of consideration. If I'm up to date on your work and the games you and your group have been designing, then the types of cues and variables you've described seem likely to evoke some reaction. But my hesitation stems from what appears to be an underlying assumption inherent to the question. Color, shape, etc. may/do have biological links. Red has been shown in psychology to evoke a certain type of response in certain situations. Biologically linked variables like that seem to be universal. However, gesture, sound (notably, spoken tone), or other interpersonal cues are less universal. Consider, for example, that gestures in one culture have varying significance. Hand holding is quite common in the United States, but is a sign of advanced romantic affection in Japan. By extension, maintaining gaze in a conversation is a sign of respect in one culture, while averting gaze is a sign of resect in others.
I've written about the challenges games researchers face when generalizing the term games to mean more than they should. Tetris isn't World of Warcraft. Neither are the games you've been designing. I don't assert that this is happening here, but I caution against seeking general variables that are linked to culture. In that case, you're certainly going to be establishing a context to which your findings are applicable and others to which they are not.
For the most broadly applicable variables, I would look into elements of the Uncanny Valley as it applies to graphics (as opposed to human traits), motion and refresh rates, distracting elements, and maybe the alignment of expected affordances (or anticipated ones based on the system) and actual affordances. I could expand on any of these ideas if you're interested. Ultimately, they would likely have a mitigating impact on affect. But understanding that is just as important for design purposes as knowing how to promote growth and positive affect, right?
PG
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It's developed several tools for measuring/assessing clinical learning environment, like CLEI (Chan) and CLES+T ( Saarikoski).  I was only curious if you used any developed tool...  I am doing research in this area myself, using CLEI.  Kind regards Karin Berntsen, Norway
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Yes - CLES+T is used world wide as well - also in my country; Norway.  Alle the best for your projects.  Look forward to read your findings. Great to use an international tool - for comparing with other international studies. Kind regards Karin Berntsen
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i need to comput the entropy of the learner. 
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The Active-Learning Inventory Tool is a valid and reliable tool to measure active learning in the classroom. You may view the added resource useful
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I have an idea for a research about the impact of using TTS technology on english learning across cultures. I have developed a TTS-supported social networking website as a collaborative learning environment and hope to conduct such research with colleagues oversees or in a research team in relevant institute/university.
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I am working on a research about the effect of the learning environment over diverse learners. I need help with two questions:
- Is there any validated questionnaire to measure students' learning styles?
-Is there any validated questionnaire to identify the effect of spatial factors of the learning environment over learners? This can be, distance from teacher, lighting of the room, area of the room.. etc.
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For teaching, one needs an understanding of what each student already knows and can do and how instruction is aimed at increasing progress and levels of achievement for each student.  I have found MAP testing gives this information (reading and math) and is then interpreted in terms of Piaget's stages.  This has proven very successful in teaching.  In no way am I negating each student's preferred learning style; however, the MAP assessment (Rasch data) linked to Piaget's stages has given very practical data from which one can begin instruction. Often teachers change their entire class teaching given this data about their students.  See Visible Learning for Teachers , John Hattie (2012) for Learning Styles, pp. 25, 42, & 89).
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I look for a evaluation tool to measure personal creativity / changes in creativity caused by creative learning environments.
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These links & articles are related to the measurement of creativity.
Brophy, D. R. (1998). Understanding, measuring, and enhancing individual creative problem-solving efforts. Creativity Research Journal, 11(2), 123-150.
Hendricks, M., Guilford, J. P., & Hoepfner, R. (1969). Measuring creative social intelligence. University of Southern California.
Rowe, A. (2004). Creative intelligence: Discovering the innovative potential in ourselves and others. Ft Press.
Williams, F. E. (1972). A Total Creativity Program for Individualizing and Humanizing the Learning Process: Identifying and Measuring Creative Potential (Vol. 1). Educational Technology.
Davis, G. A., & Belcher, T. L. (1971). How shall creativity be measured? Torrance tests, RAT, Alpha Biographical, and IQ. The Journal of Creative Behavior, 5(3), 153-161.
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At my school, we have had some unexpected summer faculty changes.  
When students return to campus, they will find different teachers than they expected in some classes.  In some cases, the expertise of the new teacher may be lower, or at least considerably different than the students were expecting from the old faculty member.
What qualities do students most value, particularly in a "new" faculty member?  As a result, what things may the teacher do to gain the acceptance of the students?
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From years of teaching evaluations, it comes down to four things: enthusiasm for the subject matter, organized material, clarity of expectations, and reasonable accommodations.  If a faculty is excited and enthusiastic as they teach, students respond positively. If the students feel as though the material is laid out in an orderly fashion that makes sense to them, they respond positively. If the faculty spell out clearly "how to get an A" (i.e. have a grading rubric) then the students feel as though they are fair. Finally, if a student needs an accommodation ("a break"), and the faculty can give it to them while remaining fair to the other students, then the students feel as though they are being treated as human.  
New or established, I believe these same rules work equally for all faculty. 
I have to believe that there's a literature on this, though I can't seem to find it. Hopefully another respondent will do so.
Thanks for posing the question!  I've often thought these things, but never really written them down in this form. 
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Am looking for relevant literature support on 'Managerial workplace learning, linked to workplace learning environment', considering barriers/impediments and facilatators to learning and the right supportive workplace learning 
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salaam
antinatalist trends in academia have strongly influenced work place education in a disruptive manor creating barriers/impediments to productivity and quality of life for workers significantly impeding effective workplace communication. the reduction of perceived value of blue collar workers is strongly influenced by the onset of feminist thought on the subject of access to high paying construction jobs in the west. pathways to access for these jobs were made, however women did not respond in large numbers to take advantage of these difficult dirty and often highly technical jobs. women's studies classes started to become a reality in academia in the late 60's . men's studies was formed largely in response to, and as a critique of, an emerging men's rights movement, and as such, has been taught in academic settings only since the 1970s (https://en.wikipedia.org/wiki/Men's_studies) however these courses tended strongly to focus on male homosexuality and perceptions of male privilege. these stressors  contribute to disruption of Managerial workplace learning, linked to workplace learning environment'.
for the year 2003, the suicide rates in Australia were 17.7 per 100,000 for males, 4.7 per 100,000 for females, and 11.1 per 100,000 for the general population.
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I am struggling to find a good inclusive (overall) term to refer to distinct learning opportunities such as lectures, case-work, small-group discussions etc..
In my sense those are more than methods, but not learning environments, yet (especially since complex learning environments can be composed of more than one of them, e.g. in Problem-based learning, where you combine small-group collaborative case-work with other learning opportunities such as a lecture or a seminar).
Possible solutions could be 'learning opportunities', 'instructional elements', 'modes of instruction',..... However, are there any other good terms to use (preferably with reference)?
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Barbara, thank you for your thoughts. They do encourage me to stick with my initial terms because they seem well justified and catch what I think is in the core of it all: students' learning processes.
Many thanks for all the great suggestions/answers - much appreciated!
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There is quite a few studies on educators' attitudes toward e-learning in general, however I cannot find anything on educator's attitudes toward designing e-learning experiences once instructors have been required to create at least one online course (both content and the course design). Also, are there any instruments that can be adopted and modified to measure the attitudes toward the creation of online courses? Any suggestion would be very appreciated.
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Yulia:
Here's some background research I did on Flexible Learning Environments that give some of the trends and issues regarding creating e-learning courses that I hope would be helpful for you.
Many thanks,
Debra
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I'm not taking about natural introverts who are performing well. I want to focus on children who assume a quite disposition and quietly disengage from the learning environment?
How can we identify these pupils, how can we engage them and how can we educate professionals, so that they can identify these children before it is too late.
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Dear Ciara,
I think a lot of people have different strategies for motivation and engagement. In fact, most of studies regard classroom participation/engagement as an imperative.
Perhaps we should also be critical about it--the dogma of classroom participation leads to better learning.
Here is an intriguing non-mainstream view in HE sector:
Macfarlane, B. (2014). Student performativity in higher education: converting learning as a private space into a public performance. Higher Education Research & Development, 1-13. doi:10.1080/07294360.2014.956697
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I'm doing a study to investigate students' perception toward hybrid learning environment. I was wondering if there is any validated and reliable questionnaire for student perception toward hybrid learning environment?
I have a very short time to conduct this study and I'm not in a position to construct my own and check validity and reliability and conducting a pilot test, that's why I am looking for a ready instrument.
Thank you
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I am looking for a way to put discipline back into the hands of teachers.  However, I am looking at nontraditional avenues such as, creating the learning environment as a play therapy environment.  I use my art class as an informal art therapy environment where kids help kids informally and openly.  However, I would like to locate any literature or research available before I begin a study.
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Dear Jeanne,
I hope these articles will be useful for your purpose:
Edmund T. Emmer & Laura M. Stough (2001) Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education, Educational Psychologist, 36:2, 103-112, DOI: 10.1207/S15326985EP3602_5
Ray, D. C., Henson, R. K., Schottelkorb, A. A., Brown, A. G. and Muro, J. (2008), Effect of short- and long-term play therapy services on teacher–child relationship stress. Psychol. Schs., 45: 994–1009. doi: 10.1002/pits.20347
Implementing Play Therapy in the Schools: Lessons Learned.
Ray, Dee; Muro, Joel; Schumann, Brandy
International Journal of Play Therapy, Vol 13(1), 2004, 79-100. http://dx.doi.org/10.1037/h0088886
"The influence of play therapy on classroom management" by C. Conley, from the website of Liana Lowenstein