Developing a Model of Student Learning in a Studio-Based Teaching Environment

Introduction An innovative teaching and learning environment was established in 2000 in the School of Information Management and Systems at Monash University, Australia. Taking inspiration from the Bauhaus School of Design, a studio model was incorporated into a core subject in all year levels of the Bachelor of Information Management and Systems (BIMS). The studio model is a radical shift from the lecture/tutorial teaching environment typically found in a tertiary institution. It has meant the construction of a new teaching space, provision of a supporting IT infrastructure and the development of a curriculum integrated within and across all year levels. The initial cost of building, furnishing and equipping the studio was funded by a grant (Carbone et al., 1999). The ongoing cost in terms of maintenance and technical support is equivalent to a traditional teaching environment. However, the high staff-student ratio, particularly at the lecturer level, has meant that the cost of running a studio subject is approximately three times more than teaching with the traditional approach. This paper compares first year students' reactions, at mid-year and at the end of the year, in respect to four aspects of the studio model: the layout of the physical teaching space, the integrated curriculum, the IT infrastructure, and use of portfolio assessment. It also reports on students' reactions to the studio in comparison to the traditional teaching environments they experience in their other subjects. Data was obtained through survey questionnaires. Results are used to inform a discussion of the issue of appropriate teaching and learning environments for first year IT students. This paper extends the research that examined the students' reactions to the studio in semester 1 of 2001, (Carbone and Sheard 2002). Other research has compared students' reactions across the three year levels of the undergraduate BIMS degree (Carbone et al., 2002a; Carbone et al., 2002b). Background The studio model has been described in (Arnott & Atchison, 1997; Carbone et al., 2000). Excerpts from the Carbone et al. paper, (2000), that describe the four aspects of the SIMS studio and its foundational influences are included below to enable the reader to gain a full understanding of the context of the research. The BIMS Undergraduate Degree Program The Bachelor of Information Management and Systems (BIMS), at Monash University, Australia, is a three-year IT degree with a strong practical focus. It aims to prepare students for careers in information systems and information management. Central to the BIMS program is a compulsory (core) year long studio subject in each year of the course. Other core subjects include information systems, information management, systems analysis and design, project management, the Internet, and multimedia. In addition to the core subjects, students can select elective subjects from a wide range of disciplines that are usually taught in a traditional setting. The Bauhaus Influence The studio-based teaching and learning approach adopted for use in the BIMS program is based on the Bauhaus School of Design's model for teaching and learning. The Bauhaus, developed in Germany in the early 1900s, was an innovative art school whose basic ideologies started a move towards the better integration of art and technology for the mutual benefit of both (Flores, 2000). The Bauhaus set out to create a consulting art center for industry and the trades (Bayer, 1975). The influences of the Bauhaus are widespread and varied, and the educational concepts upon which the Bauhaus philosophy was based appealed to the BIMS teaching and learning development team. The Bauhaus school had three aims: the first was to rescue all of the arts from the isolation in which each then found itself (Whitford, 1992) in order to encourage the individual artisans and craftsmen to work cooperatively and combine all of their skills. …

The researches justify the importance of using IT in the process. However, the use of IT in the teaching environment is a new challenge in protecting and enhancing the health of primary students. The natural tendency of children, the need of the use of IT in the process of teaching (learning) necessitates the management of this process. Research aim – to examine expanse’s tendencies of IT in primary education and to reveal the features of creating a healthy teaching (learning) environment for pupils. 237 teachers of primary school from the west of Lithuania have been surveyed. The study showed that primary school teachers and students are not yet appointed with a variety of IT tools. Although almost all of the teachers had computers in their classrooms and almost half of the respondents had a digital projector, only a very small part of the teachers had interactive whiteboards and tablets in their classrooms. Primary schools have purchased different IT tools for co-use, but only few of the teachers have those tools in their classrooms. The lack of IT tools in the classroom limits the possibilities of their use in the education process. The study revealed that the knowledge of the primary students about the safe use of IT tools, healthcare while working with IT is not related to their skills. Children lack the ability to learn practical activities, their application in life situations and healthy behaviours. Although a lot of teachers think that primary students are aware of the safe use of IT and the effect of misuse of IT, only one third or less of primary school teachers agreed that primary students are able to properly sit at the desk using IT, to do eye exercises, to protect their eyesight, to adjust eye and hand movements, etc.

The research deals with theoretical and methodological policy-making problems with regard to changes in the teaching and learning environment. In the conditions of the rapidly globalizing world and in the course of change processes in education the learners’ community encounters new challenges. Emerging trends of lifelong learning necessitate to conceptually rethink and theoretically ground goals and objectives of the policy of changes in the teaching and learning environment, arising to the system of education, draw new or revise guidelines of the strategy of its formation and implementation. Looking for new ways of formation and implementation of policy of changes in the teaching and learning environment, it is particularly important to fully perceive the context of its functioning, to adequately assess the type and scope of new objectives arising to it, and to reflect on contexts of manifestation of new trends in the teaching and learning policy. The article deals with issues of the policy of changes in the teaching and learning environment in two key aspects. First, it is aimed to disclose links between theoretical discourse and the current policy of the teaching and learning environment, demonstrating how the postmodern shift in education transforms the conceptual model of the teaching and learning environment. Second, it is sought to discuss the state of the current discourse on changes in the teaching and learning environment in Europe and Lithuania, analysing how various preconditions for changes function in the public domain of the educational policy and in the educational area, and the type and content of their manifestation. The shift of scientific thinking to the area of narration about change processes visualized the discursive narrative. This originates from the refusal of essentialist concepts of politics, which directly led to political deconstruction-reconstruction procedures of changes in the teaching and learning environment. Key words: discourse, policy of changes, contextual analysis, educational environment of teaching and learning, new trends, praxeology, educational policy.

Bilingual edition (English/German) / Zweisprachige Ausgabe (deutsch/englisch) New and cutting-edge forms of pedagogy such as distance learning, design-build, collaborative learning, and peer-to-peer practices are increasingly calling conventional teaching and learning environments, in architecture and other design disciplines, into question. Academic institutions in Western Europe, in particular, are faced with the challenge of rethinking standardized spatial structures and institutional hierarchies and adapting them to unconventional and radical teaching and learning concepts. GAM.18 explores anew the area of conflict between architecture teaching in universities and the teaching environment. It calls for spatial structures and working environments that enable the contemplation and design of architecture, and investigates teaching and learning methods that include critical consideration of the spaces and institutions in which the teaching takes place. With contributions from Hélène Frichot, Charlotte Malterre-Barthes, Lucia Pennati, Jean-Louis Violeau, and others

This study investigates the effects of teaching and learning environments on student teachers’ approaches to teaching and compares a lecture‐based setting to a student‐activating teaching environment, in which self‐discovery learning by means of authentic tasks is central. Data collection (N = 852) was obtained by a pre‐test/post‐test design including the Approaches to Teaching Inventory. Though student teachers’ approaches changed significantly, the direction is only consistent with the assumption that the student‐activating experiences push students towards conceptual change/student‐focused approaches; however, not away from information transmission/teacher‐focused teaching. In fact, students’ approaches to teaching at the start of the experiment are important predictors of their scores after they followed the course on child development under both conditions. Moreover, student teachers’ changes in approaches to teaching tend to be affected by variables such as performance, academic self‐esteem, perceived workload and students’ changes in approaches to learning: variables that operate in distinct ways for diverse categories of approaches and work differently in both settings. In addition, the willingness of students to teach in the way they have been taught is not as straightforward as might be expected. Although several students became convinced of the use of the teaching methods in the experiment for their own practice, the majority of students demonstrate reflective practices, make critical judgements, formulate terms or suggest amendments to the teaching methods before simply adopting them for their own future pupils.

Re-evaluation of pedagogical practice is driving learning design at Queensland University of Technology. One objective of the design for learning is to support approaches to increase student engagement and attendance in physical and virtual learning spaces through opportunities for active and problem-based learning. This paper provides an overview and preliminary evaluation of the pilot of one of these initiatives, the Open Web Lecture (OWL), a new web-based student response application that seamlessly integrates a virtual learning environment within a physical learning space.

<p>The extensive literature relating to student barriers within the Science, Technology, Engineering and Mathematics (STEM) fields and, in particular, engineering education illustrates that STEM education has a widespread problem in retaining students. A plethora of studies have concentrated on placing the student at the centre of the problem – for example by focusing on student academic ability, work habits and social background. By analysing staff interviews, and investigating pertinent factors from the surrounding institutional, cultural and social environment, I shift the focus away from the phenomenological experience of individuals to examine the way power relations affect the teaching and learning environment. Foucauldian Discourse Analysis (FDA) offers a theoretical and methodological basis for critically exploring networks of power, through the investigation of discourse and can provide insights into the complex situation in the School of Engineering and Computer Science (ECS). I use FDA to ask: how is power experienced and manifested by lecturers in the Bachelor of Engineering with Honours (BE) first-year teaching and learning environment at Victoria University of Wellington (VUW), New Zealand. I do this by analysing transcripts of interviews with teaching staff, as well as ECS, University, and Government documentation. By adopting an FDA approach to lecturers’ experiences of power, situated in the New Zealand neoliberal educational context, I aim to identify issues that impact the teaching and learning environment. These include academic practices relating to Government and University pressure to increase engineering student recruitment and retention numbers, an academically diverse incoming student cohort, course design, teaching and research. From a Foucauldian perspective, the New Zealand Government, the University, its lecturers, and students are all part of an educational setting comprising a complex network of power relationships active in the operation of the teaching and learning environment. By placing lecturers at the epicentre of the situation and by understanding how lecturers both experience and exercise power in the teaching-learning environment, the issue of student retention may be re-framed. This study offers a unique perspective from which we can assess these problematic experiences at the source, whether that be at government, institution, department, teacher or learner level. As such, by exploring the operation of power, this thesis explores an important aspect of the retention problem which has never been fully investigated in NZ engineering education.</p>

The study assessed the contribution of District School Quality Assurance Officers (DSQAOs) feedback implementation in improving the teaching and learning environment in public primary schools of Kilimanjaro region, Tanzania. The study was guided by the Total Quality Management Theory by William Deming in the 1920s. The study employed a convergent research design under a mixed methods approach to collect and analyze quantitative and qualitative data sets. Probability and non-probability sampling techniques were used to draw the sample from a target population of 5,788 from which 95 head teachers (HTs) were sampled from 950, likewise 480 of 4831 primary schools’ teachers, 190 of 380 Internal Schools Quality Assurance Officers (ISQAOs), and 5 of 7 District Chief School Quality Assurance Officers (DCQAOs) making a sample size of 770 respondents. The study used questionnaires and interview guides for data collection. The validity of the questionnaires was determined by three research experts from Mwenge Catholic University (MWECAU). The reliability of quantitative instruments for Likert scale items was established through the Cronbach’s Alpha technique with 0.879, 0.941, and 0.889 coefficients for questionnaires for teachers, HTs, and ISQAOs, respectively. Using Statistical Package for Social Sciences (SPSS) version 26, the quantitative data were summarized through frequencies, percentages, and means and presented in tables. The qualitative data were thematically analyzed and presented through quotations and narration. The study found that feedback from District Schools Quality Assurance Officers has a great contribution to the teaching and learning environment in public primary schools. The study concludes that the implementation of district school quality assurance officers’ feedback contributes to the improvement of the quality of teaching and learning environments in public primary schools. The study recommends that the Ministry of Education Science and Technology should stress on mandatory implementation of DSQAOs’ feedback to improve the teaching and learning environment for the pupils.

Diversifying the health care workforce remains a critical goal for health care organizations focused on reducing disparities in care. However, it remains unknown what factors create inclusive health system environments and help organizations retain a diverse workforce. To understand from members of the health care workforce what factors contribute to inclusive work and learning environments and what can be done to improve inclusion within health care organizations. A qualitative narrative analysis of responses to a weekly email call for narratives within health care organizations sent June 1, 8, 15, and 22, 2016. The email contained an anonymous link to 2 open-ended stimulus questions asking for stories reflecting inclusion or lack thereof within participants' work environments as well as demographic questions. The study took place at 6 hospitals, including a free-standing children's hospital and a Veterans Affairs medical center, 4 health sciences schools (Medicine, Nursing, Dental, and Social Policy and Practice), and outpatient facilities within a university-based health care system in Pennsylvania. There were 315 completed narratives submitted from health care system executives (n = 3), staff (n = 113), academic faculty (n = 97), trainees or students (n = 99), and 3 who declined to specify their positions. Workplace experiences with inclusivity, implications of these experiences, and recommendations to improve inclusion within environments. Of 315 narratives submitted from members of the health care system, in 188 (59.7%) the writer self-identified as female; in 10 (3.2%), as transgender/queer; in 38 (12.1%), as non-Hispanic black; in 152 (48.3%), as non-Christian; in 31 (9.8%), as having a language other than English as their primary language; and in 14 (4.4%), as having a disability. Analysis of the narratives revealed 6 broad factors that affected inclusion within health care organizations: (1) the presence of discrimination; (2) the silent witness; (3) the interplay of hierarchy, recognition, and civility; (4) the effectiveness of organizational leadership and mentors; (5) support for work-life balance; and (6) perceptions of exclusion from inclusion efforts. Challenges with inclusion had negative effects on job performance and well-being, with reports of stress, anxiety, and feelings of hopelessness. Most respondents referenced a systemic culture that influenced their interpersonal dynamics and provided specific strategies to improve organizational culture that focused on leadership training and expanding collegial networks. This narrative analysis provides a taxonomy of factors that health care organizations can use to assess inclusion within their learning and work environments as well as strategies to improve inclusion and retain a diverse health care workforce.

The aims of this study were to: (1) produce a learning device in STAD cooperative learning model with a portfolio that was good for the subject of algebra in seventh grade junior high school, (2) know the effectiveness of cooperative learning of STAD type with portfolio assessment when it is viewed from early ability. This research was a kind of research and development. The development procedure used in this study was the development of a learning device according Thiagarajan et al, which was consisted of four stages: define, design, development, and disseminate. In disseminate stage, the experiment was conducted with portfolio assessment. Experiments conducted on the two junior high schools, they were Muhammadiyah Yanggong junior high school and Muhammadiyah Jenangan junior high school. Based on the inferential analysis, it showed that (1) the learning outcomes of students who were taught mathematics STAD cooperative learning with portfolio assessment was better than the mathematics learning outcomes of students who were taught STAD cooperative learning on the subject of algebra, (2) students who had high early ability had better performance than who had low early ability, (3) in the high ability, the students who were taught by using STAD cooperative learning model with portfolio assessment had better learning achievement than the students who were taught by using STAD cooperative model STAD without portfolio assessment, (4) in the low early ability, the students who were taught using STAD cooperative learning model with portfolio assessment had the same performance with STAD cooperative learning model without portfolio assessment, (5) the students who were taught by the STAD cooperative learning without portfolio assessment, students who had high early ability had better performance than who had low early ability, and (6) the students who were taught by using STAD cooperative learning model with portfolio assessment, the students who had high early ability had better performance than the students who had early ability. Key words : Cooperative STAD, Portfolio Assessment, Early ability

The final chapter returns to the questions posed in the preview. The book has attempted to provide a way to interpret the questions through two frameworks; the motivational orientation framework and the motivational teaching and learning environment framework. One represents the nature of motivation, the other shows how that motivation can be influenced by the prime factor which it is a function of; the teaching and learning environment. Both are multi-faceted models, with each facet represented by a continuum with positive and negative ends. The facets can influence each other in the motivational orientation framework and act as a whole environment in the motivational teaching and learning environment framework. Both models are dynamic, which can be represented by shifts across continua. Levels of motivation on each facet of the motivational orientation framework will be influenced by perceptions of changes in the elements of the teaching and learning environment.

Speaker's Comfort in Teaching Environments: Voice Problems in Swedish Teaching Staff

For many educational leaders, the move to an online (virtual) teaching and learning environment which requires different ways of engaging from a traditional daily in person leadership approach can be daunting. The research reported in this article explored how I, an education leader who had previously enjoyed traditional face to face leadership roles, could move into an online teaching and learning environment and maintain the relational leadership approach I had strived to enact in face-to-face settings. Through an autoethnographic framework, journaling and critical reflective process, the research data captured the personal and professional characteristics and attributes that influenced my leadership practice. These characteristics were explored through the lens of Bronfenbrenner’s ecological systems theory (Bronfenbrenner, 1979; 2005), and the philosophical framework of the Whatu metaphor (Hiha, 2015), strengthening the understanding that the personal and professional characteristics identified within my leadership practice had been shaped and influenced by my early life and formative experiences. The findings from the research offer a unique contribution to the limited research demonstrating how education leaders can enact agency of their leadership through self-awareness in an online teaching and learning environment.

Previously it has been proposed that explanations of nontraditional withdrawal might be defined by the underlying characteristics of the teaching and learning environment, especially on how a student's perceptions and expectations of that environment impact on their decision to withdraw. An ethnographic study using grounded theory was used to capture these underlying characteristics. The results of that study provided an explanation of the teaching and learning environment as a function of student beliefs, staff-student actions, and institutional intentions. A follow-up longitudinal study is now being undertaken. The aim of this study is, (a) refine the grounded analysis, and (b) model the grounded teaching and learning environment within a Bayesian vector auto regression (BVAR) framework.

The complexity of medical education and healthcare systems is a ‘wicked problem’. Change will be a continuous iteration between evaluation and revaluation. Medicine is a social science. It is about people, societies and human interaction and communication. Medical College of the future should be developed in the light of social constructivism theories. Students from year one, day one, should be embedded in the work environment. Academic Healthcare Systems will be the norm not the exceptional. The training of students will be in all healthcare related facilities in the community. Public-private partnership in education and research will spread and become more regulated and encouraged. The students who want to be the future physicians should be selected differently. The curriculum will be more context related. Entrustable professional activities will be measured more frequently at different points of the students learning trajectory. Research and innovation will be integral to the students' learning experience. They should be exposed to how researchers think and behave and be embedded in a research environment. The medical college of the future will be using advanced technology which will be disruptive and transform existing educational models. E-Learning materials will be shared by consortia of collaborating medical colleges from all around the world. Artificial intelligence and machine learning will influence how students learn. National and international accreditation systems should ensure quality, but not stifle innovation. Physical learning spaces should reflect and express the underlying assumptions about “what is learning and teaching?”. This should be reflected and expressed through the design of its buildings, infrastructure, technology, furniture and out of class learning environment. Predicting the future is difficult in a rapidly changing world. Next generation physicians should be competent in treating the next generation of patients while maintaining the health of the population.