Academic literature on the topic 'Conducive learning environment'
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Journal articles on the topic "Conducive learning environment"
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Hohler, Sharon E. "Creating an environment conducive to adult learning." AORN Journal 77, no. 4 (2003): 833–35. http://dx.doi.org/10.1016/s0001-2092(06)60802-8.
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Suwarni, Suwarni. "Peran Budaya Sekolah dalam Menciptakan Lingkungan Belajar yang Kondusif." ITQAN: Jurnal Ilmu-ilmu Kependidikan 13, no. 2 (2022): 241–54. http://dx.doi.org/10.47766/itqan.v13i2.197.
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School culture plays a crucial role in creating a conducive learning environment for students. A conducive learning environment can help improve the quality of education and student learning outcomes. This study aims to explain how school culture can influence the formation of a conducive learning environment, as well as to explore the factors that affect the formation of such a school culture. The research method used in this study is a literature review by collecting data from relevant and reliable sources. The collected data is analyzed using qualitative analysis techniques (content analysis) to then be categorized and analyzed in identifying main patterns/themes. The results of data analysis are interpreted to find the relationship between school culture, the formation of a conducive learning environment, and the factors that affect the formation of such a school culture. The results of the study indicate that an inclusive, collaborative, and student-centered school culture can create a conducive learning environment. Factors such as leadership, communication, and student and parental participation also play important roles in shaping such a school culture.
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Yusuf, Adi, and Ernawati Pattisahusiwa. "TEACHER’S STRATEGIES TO CREATE A CONDUCIVE LEARNING ENVIRONMENT IN THE RON CLARK STORY MOVIE." Prosodi 14, no. 2 (2020): 87–98. http://dx.doi.org/10.21107/prosodi.v14i2.8760.
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In learning process, a good teacher indeed needs a strategy to create a conducive learning environment in order that it runs smoothly. The Ron Clark Story Movie depicts how a teacher uses various strategies to create a conducive classroom environment so that the learning process can run well. The purposes of this research are to identify what strategies used by the teacher, Mr. Clark, to create a conducive learning environment in The Ron Clark Story Movie and to describe how the strategies are implemented by the teacher to create a condusive learning environment in the Movie. This study was designed qualitatively. The data of this study were scenes on the teacher’s strategies to create a conducive learning environment in the movie. The source of data in this study was a movie entitled The Ron Clark Story.It was found that Mr. Clark used 5 types of teacher’s strategies to create a conducive classroom environment: physical design of the classroom, rules and routines, relationship, engaging and motivation, and discipline. Each of the strategies has several classifications. By applying these strategies, the students of Mr. Clark finally succeeded in passing the exam with satisfactory grades.
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Lyman, Bret, Marisa E. Biddulph, V. Grace Hopper, et al. "Creating a Work Environment Conducive to Organizational Learning." Journal of Continuing Education in Nursing 52, no. 6 (2021): 281–85. http://dx.doi.org/10.3928/00220124-20210514-07.
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Dr. Nasir Shaheen, Dr. Nasir Ahmad, and Dr. Rehmat Shah. "Quality University Education Through Conducive Classroom Learning Environment." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 1 (2020): 76–84. http://dx.doi.org/10.36902/rjsser-vol1-iss1-2020(76-84).
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Quality university education is the central aspiration of universities in the 21st century where different dimensions are explore as starting point including classroom learning environment. This classroom learning environment can boost or hinder students’ learning which covers the physical and psychological dimension shaving significant effects on classroom teaching learning process at university level. Promoting quality education therefore needs; supportive classroom environment, students’ confidence building, provision of learning facilities, its utilization, self-developed code of conduct and sense of responsibility among the stakeholders. This study explored students and teachers views about quality education through conducive’ classroom learning environment at university level following explanatory research design with a questionnaire and interview tools. The findings revealed that teachers took the learning responsibilities of students, impose external code of conduct for classroom business, rare utilization of classroom learning resources and scarcity of some important instructional materials for teaching in classroom. Therefore, it was recommended, that teachers may accept students’ potential, trust in them, respect their view point by engineering critical and creative thinking through authentic instructional approach.
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Wahlgren, Bjarne, and Vibe Aarkrog. "What constitutes a conducive learning environment in VET?" Nordic Journal of Vocational Education and Training 14, no. 2 (2024): 105–26. http://dx.doi.org/10.3384/njvet.2242-458x.24142105.
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Based on a review of international research, this article summarises the key factors identified as shaping a conducive learning environment at vocational schools. The factors are exemplified with data from an empirical study conducted at 13 Danish VET schools. We distinguish between curricular factors, i.e., the organisation, form, and content of teaching and training, and social factors, i.e., students’ relationships and social inter-actions with peers and teachers. Key curricular factors include giving students authentic, vocationally relevant tasks where they play an active role in and share responsibility for their own learning. Other important factors include that teachers tailor training to the individual, convey positive expectations concerning student performance, help students to set and achieve realistic goals, and offer regular feedback. Likewise, it has impact on the learning environment that the teaching is practice-related and that the teachers work closely with trainers at workplaces offering apprenticeships. Key social factors include teachers establishing positive relationships with their students, acting as role models. Furthermore, it is important that teachers nurture a positive social environment among students. As such, a well-functioning learning environment requires teachers to have not only the relevant vocational skills but also a range of social and personal competences.
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ARIANTI, ARIANTI. "URGENSI LINGKUNGAN BELAJAR YANG KONDUSIF DALAM MENDORONG SISWA BELAJAR AKTIF." DIDAKTIKA 11, no. 1 (2019): 41. http://dx.doi.org/10.30863/didaktika.v11i1.161.
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This journal discusses the urgency of a conducive learning environment in encouraging students to learn actively. A conducive school learning environment is closely related to the quality of student learning. It is realized that a conducive class can prevent students from boredom, boredom and psychological fatigue, while another conducive class conducts motivation and endurance in learning. In an active learning environment, students are not burdened individually in solving problems encountered in learning, but they can ask each other and discuss so that the burden of learning for them did not happen. With this active learning strategy is expected to grow and develop all the potential that they have so that in the end can optimize their learning results. Therefore, in the learning process of teachers play a role as mentors. Teachers should try to enliven and motivate students to create a conducive interaction process in the learning process in the classroom. In an active learning process it occurs a dialogue that interactions between students with students, students with teachers or students with other learning resources.
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Kandpal, Malvika. "Creating a Conducive / Positive Learning Environment is Corner Stone of Teaching and NEP-2020." International Journal of Science and Research (IJSR) 11, no. 5 (2022): 990–94. http://dx.doi.org/10.21275/sr22511220740.
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Wangchuk, Kesang, and Tashi Dendup. "School Principals’ perceptions on the conducive learning environment and their current practices: An Exploratory Study at Trashigang District, Bhutan." Asia Social Issues 16, no. 5 (2023): e258491. http://dx.doi.org/10.48048/asi.2023.258491.
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This study aimed to explore principals’ perceptions and current practices in schools to build conducive learning environment. The study employed qualitative research method guided by the constructivist paradigm. The study was conducted in Trashigang District, Bhutan, with 22 principals from February 2022 to July 2022. This study was purely exploratory, and the findings were broadly categorized into six themes: perceptions of a conducive learning environment, current practices in creating a conducive learning environment, managing students’ behavior, organizing the physical ambiance, and managing academic activities. Further, this study presents issues and challenges faced by school leaders. The study’s findings showed that school principals have positive perceptions of a conducive learning environment. The school principals in the study had given some methods to tackle academic, behavioral, and social issues. The study findings will help newly recruited principals create a conducive learning environment. Further, the study’s finding recommends Ministry of Education (MoE) and relevant stakeholders provide professional development to school leaders on behavioral management and enhancement of students’ academic performance. Moreover, the study recommends MoE to see if financial autonomy can be provided to the school. However, study’s finding is from the schools of one District and cannot be generalized. Therefore, future researchers can find the attributes of a conducive learning environment with a more excellent sample to validate the findings.
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Ventura, Jeandy I. "Conducive TLE Laboratory Environment and Learning Process Skills of the Students in Cluster 4 Schools in Davao City." Journal of Social Work and Science Education 5, no. 3 (2024): 923–35. http://dx.doi.org/10.52690/jswse.v5i3.825.
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Fundamentally, a conducive TLE laboratory environment was expected to improve the learning process skills of the students. In this study, the researcher selected 200 junior high school students in Cluster 4 Public Secondary Schools in Davao City as the respondents. Stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Product Moment Correlation, and multiple linear regression analysis. Findings revealed that the conducive TLE laboratory environment and the learning process skills of the students were described as extensive. Further, correlation analysis demonstrated that there was a significant relationship between a conducive TLE laboratory environment and the learning process skills of the students. Evidently, regression analysis proved that a conducive TLE laboratory environment in terms of open-endedness, rule clarity, and material environment were significant predictors of the learning process skills of the students. In other words, a conducive TLE laboratory environment influenced the learning process skills of the students in Cluster 4 Public Secondary Schools in Davao City.
Dissertations / Theses on the topic "Conducive learning environment"
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Evanshen, Pamela, and L. Phillips. "Redesigning a College Classroom Environment Conducive to Learning." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4369.
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Govender, Dayalan. "The creation of an environment conducive to adult distance learning at Technikon Southern Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52502.
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Thesis (MPhil)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: Distance education is increasingly being regarded as a possible solution for
some of South Africa's educational problems. The Literature, however,
illustrates no concrete research that has been conducted in terms of the creation
of an environment conducive to adult distance learning institutions like
Technikon Southern Africa. There are perhaps numerous reasons for this,
however being a 'distance learning setting' is probably one the most prominent
reasons for not seriously considering the learning environment as both an
essential and vital determinant governing the learning process.
In this research an interpretative study has been done of the programme group
Police Practice of Technikon Southern Africa. The purpose of this study was to
establish whether an environment conducive to adult learning does in fact exist
in Police Practice and to develop a set of recommendations/criteria which could
be used by this programme group of TSA.
Various critical questions stimulated this study. These questions were in tum
used to generate interview questions, which were used during the interview
process. A qualitative approach was followed and data was obtained by means
of interviews. The subjects of the study were educators of the programme group
Police Practice of Technikon Southern Africa. There were a number .of conclusions drawn from this study. Some of the most
prominent of them were as follows:
• This is a lack of meaning given to the open / flexible approach.
• Considering adult learning principles in distance learning IS of vital
importance.
• A more personalized approach to distance learning is necessary.
• There is a crucial need for in-service training and staff development.
• Technological advancements should be adopted with caution.
• There exists a need to create a much more challenging environment for
learners.
Various recommendations were generated from both the conclusions and the literature
study of this research. Some of the most important of them were as follows:
• An open learning approach should be used.
• The implications of adult learning principles should be carefully considered.
• Personalising learning through the use of the text should be implemented.
• Appropriate in-service training for educators should be made available.
• A challenging environment should be created.
In addition to this a possible checklist was proposed for the creation of an environment
more conducive to adult learning (distance education).<br>AFRIKAANSE OPSOMMING: DIE SKEP VAN 'N OMGEWING WAT BEVORDERLIK IS VIR LEER
AAN TECHNIKON SUIDER-AFRIKA
Afstandsleer word toenemend beskou as 'n moontlike oplossing vir sekere Suid-Afrikaan
onderwysprobleme. Volgens die literatuur is daar egter geen bewys van konkrete
navorsing oor die skep van 'n omgewing wat bevorderlik is vir volwassene
onderwysinstansies soos Technikon Suider-Afrika nie. Een van die hoofredes waarom die
onderwysomgewing in afstandsonderwys nie as 'n noodsaaklike bepalende faktor in die
leerproses beskou word nie is juis dat dit binne 'n "afstandsleer-konteks" val.
In hierdie navorsing is 'n interpretatiewe studie van die Programgroep: Polisiepraktyk
van Technikon Suider-Afrika uitgevoer. Die doel van die navorsing was om vas te stelof
daar wel 'n onderwysomgewing wat bevorderlik is vir afstandsleer by polisiepraktyk
bestaan. Verder was die doelook om riglyne te ontwikkel wat deur die Programgroep van
Technikon Suider-Afrika gebruik sou kon word.
Verskeie kritieke vrae het hierdie navorsing gestimuleer. Hierdioe vrae is op hulle beurt
gebruik om vrae wat in die onderhoudproses gebruik sou word, te genereer. 'n
Kwalitatiwe benadering is gevolg en die data is deur middel van onderhoude ingesamel.
Fasiliteerders/dosente van die Programgroep: Polisiepraktyk van Technikon Suider-
Afrika vir die onderhoude gebruik.
Verskeie gevolgtrekkings/afleidings het uit die navorsmg gespruit. Van die mees
prominente gevolgtrekkings sluit in:
• Daar is 'n gebrek aan sinvolheid met betrekking tot oop/plooibare leer.
• Dit is duidelik dat volwassene leerbeginsels in afstandsleer belangrik is.
• 'n Meer persoonlike benadering tot afstandsleer is noodsaaklik.
• Daar is 'n deurslaggewende behoefte aan indiensopleiding en ontwikkeling.
• Omsigtigheid in die benadering tot tegnologiese vooruitgang is noodsaaklik. • Daar bestaan 'n behoefte aan die skep van 'n veel meer uitdagende omgewing vir
leerders.
'n Aantal aanbevelings is op grond van die gevolgtrekkings en die literatuurstudie van
hierdie navorsing gegenereer. Voorts is 'n moontlike kontrolelys vir die totstandkoming
van 'n omgewing wat bevorderlik is vir volwassene afstandsleer, voorgestel. Die
belangrikste daarvan was die volgende:
• Die gebruik van 'n oop-leer-benadering
• Die inagneming van die implikasies van volwassene leer-beginsels
• Die verpersoonliking van leer deur die gebruik van die teks
• Toepaslike indiensopleiding vir opvoeders
• Die sken van 'n omgewing wat uitdagings bied.
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Falk, Carolina. "The Role of Motivational Strategies in the Upper Elementary Classroom : A systematic literature review about teacher strategies that promote self-confidence, motivation and a conducive learning environment." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21190.
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The aim of this literature review is to investigate which strategies teachers use to motivate pupils to communicate orally in English. The literature review also investigates how these teacher strategies affect pupils. The methodology used for this investigation is a systematic literature review. Various databases have been used when searching for literature. Scientific articles and theses have been searched for. They have also been read and analyzed before they have become a part of this review. The results indicate that some teachers feel insecure when speaking English. Therefore Swedish is spoken in many language classrooms. Teachers speaking in front of the class is the traditional way of teaching, and it does not seem to be a strategy who influences pupils positively. If teachers speak the target language among pupils they often get more motivated and focused pupils who feel comfortable speaking English. Young pupils are fast learners. By exposing them to the English language in early ages they receive great opportunities to learn a foreign language and strengthen their self-confidence. Drama, songs and rhymes are preferable strategies to use when teaching young learners. What position teachers decide to take in the classroom is also a significant element when teaching foreign languages.<br><p>Engelska</p>
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Netshandama-Funyufunyu, Vhonani Olive. "The role of the ward manager in creating a conducive clinical learning environment for nursing students." Diss., 1997. http://hdl.handle.net/10500/15616.
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The aim of this study was to investigate the role of the ward manager in creating a conducive clinical learning environment for nursing students. An explorative descriptive research method was employed. Findings reveal that the ward managers are generally satisfied with the way in which they handled the important role they play in facilitating teaching and learning for nursing students. They feel strongly, however, that the nursing students themselves need to be active in the learning process. While acknowledging the efforts of the ward managers in
creating and maintaining the learning environment, nursing students were dissatisfied about several aspects that appeared to be lacking in the clinical environment, such as good interpersonal relations, support, exposure to practice administrative skills (for example, problem-solving and decision-making) and lack of feedback about their performance. There appears to be a need to develop more effective support structures within the learning
environment so that nursing students can obtain sufficient exposure to learning opportunities.<br>Health Studies<br>M.A. (Advanced Nursing Sciences)
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Mulaudzi, Ntshengedzeni Olga. "An investigation on the role of grade R teachers in creating a conducive environment for learning numeracy at Vhuronga Vhembe District in South Africa." Thesis, 2017. http://hdl.handle.net/10500/22746.
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South Africa‟s recent participation in the national, regional and international studies revealed that the South African learners perform poorly in mathematics when compared with other same-level learners in other participating countries. In response to the results, the Department of Basic Education implemented intervention strategies such as Foundations for Learning and the Systemic Evaluation among others to enhance learner performance in mathematics. This study investigated the role of Grade R teachers in creating a conducive environment for learning numeracy using schools in the Vhuronga circuit of the Vhembe District in South Africa as case studies. The investigation encompassed: (a) the extent to which Grade R teachers create a conducive environment for learning numeracy; (b) how Grade
R teachers are implementing the numeracy curriculum and (c) classroom factors that influence approaches teachers employ during numeracy teaching. A qualitative methodology using case study research design was adopted for collecting data in Grade
R classrooms at Vhuronga. Interviews, observation, and document analyses ensured valid data. Qualitative data analysis involved coding and categorizing patterns from field notes in order to identify themes for discussion. The study established that inadequate resources which include limited classroom space, lack of appropriate learning materials, furniture, and in-service teacher training programmes, were impediments that restricted Grade R teachers from creating a
conducive environment for learning numeracy. The study further established that whole-class teaching dominated numeracy lessons. A few teachers who taught small classes implemented a variety of play-based activities that encouraged interaction and exploration of adequate learning materials in small-groups in order to create a conducive environment for learning numeracy. In contrast, most teachers with large classes considered the classroom layout fixed. The teachers arranged the desks in rows and engaged the whole-class in similar learning activities. Additionally, the study established
the need for ongoing training to refine and update teachers‟ skills in creating well organized classrooms that are conducive for numeracy learning. The study recommends that the Department of Basic Education should create opportunies for Grade R teachers to participate in regular in-service training that emphasize practical work, in order to strengthen their capacity in creating conducive
classrooms for learning numeracy and ensure quality education.<br>Mathematics Education<br>D. Ed. (Didactics)
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Pilane, Cynthia Nkhumisang. "An exploration of various clinical settings for the educational preparation of student nurses." Thesis, 2000. http://hdl.handle.net/10500/15787.
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Text in English<br>The purpose of this study, was to identify and describe factors, which facilitate or impede learning in clinical learning settings. The study adopted an exploratory descriptive approach, incorporating both quantitative and qualitative designs.
Data collection tool, comprised of two sections: Section 1 focused on demographic characteristics. While section 2 addressed study variables of clinical setting, staffing, patient care/ practice standards, nurse manager's commitment and interpersonal relationships. The last section had two parts; part 1 being close ended Likert type scale ranging from strongly agree to strongly disagree. Part 2, was open ended, and solicited respondents' feelings opinions and experiences on factors they perceived to facilitate or impede clinical learning.
The findings indicate that the majority of settings studied did not provide adequate factors to facilitate clinical learning. Factors such as availability of learning experiences, acceptable unit organization, space and resource availability, and accessibility to students, adequate staffing with qualified staff who actively participate in teaching, appropriate and quality patient care role modelled, lecturer availability
and involvement in clinical teaching, team building and inclusion of students in the team, committed nurse managers involved in students' learning, conducive relationships among staff, students and patients, comfort relationships, advocacy and creating conducive relationship by the nurse manager, were identified as necessary for learning.
These factors however, were found to be either lacking, inadequate or inaccessible to students. Findings were based on data from a quota sample of 202 participants proportionately drawn from students, nurse managers and nurse lecturers.
The study made recommendations to improve and enhance the conduciveness of clinical practice settings used for learning in Botswana.<br>Health Studies<br>D.Litt. et Phil. (Advanced Nursing Science)
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Hills, Caroline. "Are contemporary practice environments conducive to the learning needs and preferences of Generation Y occupational therapy students?" Thesis, 2018. http://hdl.handle.net/1959.13/1383690.
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Research Doctorate - Doctor of Philosophy (PhD)<br>Introduction: This thesis by publication reports on a study comprised of four interconnected stages that explored whether contemporary practice environments are conducive to the learning needs and preferences of Generation Y occupational therapy students. At the time of submission, seven papers have been published in peer-reviewed journals. Background: Practice education is a central component of occupational therapy programs. This study was conducted in response to growing concerns about the professional behaviours and attributes of students collectively referred to as ‘Generation Y’. Many generational authors had argued that due to the influence of parenting styles in their formative years and the increasing use of technology, students born between 1982–2002 both expect and require different teaching and learning approaches to those of previous generations. However, little was known about the teaching and learning preferences of Generation Y occupational therapy students, particularly regarding practice education. Aim: The overall objective of this study was to explore the perceptions of key stakeholders about whether contemporary practice environments are conducive to the learning needs and preferences of Generation Y occupational therapy students’. A series of aims were developed to address the perspectives of the main stakeholders in practice education, that is, students and practice educators. These aims were: 1. To explore practice educators’ perceptions of Generation Y occupational therapy students, and to investigate how this group of students are being managed in practice education. 2. To explore practice educators’ perceptions of Generation Y occupational therapy students, and to investigate how this group of students are being managed in practice education. 3. To explore the lifestyles of Generation Y occupational therapy students, including their use of technology, to determine whether they are consistent with the generational characteristics reported in the literature. 4. To review the teaching and learning preferences of Generation Y healthcare students reported in the literature. 5. To explore the preferred teaching and learning preferences of Generation Y occupational therapy students in practice education. Method: A sequential explanatory mixed method, multiphase study informed by the tenets of pragmatism was selected for this research. The research framework comprised of four stages: Stage One involved the administration of two surveys of practice educators to explore their perspective of whether a typical Generation Y student exists; how Generation Y students present in practice education; and the teaching and learning strategies that had proven effective with this cohort of learners. The results were analysed using descriptive statistics and thematic and content analysis. Stage Two consisted of two surveys of Generation Y occupational therapy students to identify their lifestyles; their technological abilities; and the extent to which these characteristics aligned with the purported generational stereotypes identified in the literature. The results were analysed using descriptive statistics and thematic analysis. Stage Three was a systematic review of the literature on Generation Y health professional students’ teaching and learning preferences. Quantitative papers were appraised using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI) and qualitative papers were appraised using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). Stage Four consisted of interviews with 22 Generation Y occupational therapy students to explore their preferred teaching and learning preferences in practice education and their views on how contemporary practice education environments meet their needs. The interview data were thematically analysed. Results: The results from each of these studies were reported in seven publications but true to a mixed methods design, a meta-synthesis was undertaken to integrate the key results (see Chapter Eight). In summary, little evidence was found in the published literature on the teaching and learning preferences of Generation Y Health care students. However, practice educators reported that the term “Generation Y” does appear to describe some common attitudes, behaviours, and characteristics of younger students, and that, with some exceptions, many students do fit the Generation Y stereotype. Many occupational therapy students in this study had different expectations of their practice learning experience, to those of previous generations, and to those highlighted in the literature. For example, the participants described how they wanted their educator to treat them as an individual and provide customised teaching and learning approaches. They also wanted opportunities for autonomous practice and meaningful relationships with their educators. The importance of high quality regular formative and summative feedback was also a recurring theme in the qualitative data. Interestingly, while seemingly confident in their abilities, many of the participants also demonstrated a degree of vulnerability and expressed a strong need to belong and be valued as a contributing member of the occupational therapy service and the multi-disciplinary team. Finally, although the Generation Y students in this study did not feel competent in the use of all technologies, they nevertheless valued the opportunities presented by social media and also believed that access to the internet was imperative both when undertaking practice education and for lifelong learning. A range of teaching and learning preferences and approaches were generated from both practice educators and students’ perspectives and these have been synthesised into a Student-Centred Practice Education Model (see Chapter Eight). This model aims to provide a pedagogical structure for practice educators and students in contemporary practice education. Conclusion: There is evidence of changes in the focus and direction of the occupational therapy profession across history, through the generations, and in response to changes in knowledge, societal expectations, and healthcare delivery models. This research identified there are also changes occurring in practice education, particularly with the emergence of Generation Y learners. The occupational therapy profession’s fundamental ethos is one of embracing diversity through individualising approaches in order to provide client-centred care. Therefore, it can similarly be argued that practice educators must have the ability to respond to changes in the occupational therapy student cohort and to provide individualised student-centred practice education. The recommendations emanating from this study provide clear guidance to educators in this regard, and can be used to inform and optimise the benefits from practice learning experiences.
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Pinho, Rita Inês Teixeira Ribeiro. "A assembleia de turma como promotora de um ambiente propício às aprendizagens." Master's thesis, 2021. http://hdl.handle.net/10400.26/36112.
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A presente investigação tem como principal foco de estudo perceber como as práticas pedagógicas dos professores podem promover ambientes agradáveis e estimulantes em sala de aula, que contribuam para que os alunos se sintam motivados a aprender. Pretende-se, portanto, perceber de que forma é que as Assembleias de Turma podem proporcionar um ambiente favorável às aprendizagens dos alunos.
Do ponto de vista metodológico, o estudo é de natureza qualitativa e baseia-se na metodologia investigação sobre a prática. A recolha de dados foi feita através da observação, análise documental e inquérito por entrevista. Para a análise de dados recorreu-se sobretudo à análise de conteúdo.
Os resultados obtidos, após a análise dos dados recolhidos, revelam uma melhoria significativa no comportamento e aproveitamento dos alunos, bem como uma apropriação do método de trabalho cooperativo, tanto para a resolução de conflitos como para o processo de ensino-aprendizagem, o que sugere que as Assembleias de Turma podem assumir-se como uma estratégia que proporciona um ambiente favorável às aprendizagens dos alunos.<br>The present research has as main focus of study to realize if the pedagogical practice of the teachers promotes pleasant and stimulating environments in the classroom, which contribute for the students to feel motivated to learn and an integral part of the context they integrate. In this way, we intend to understand how Class Assemblies can provide a favorable environment for students' learning.
From a methodological point of view, the study is of a qualitative nature and is based on research methodology about the practice. Data collection was carried out through observation, document analysis and an interview survey. Photographs, videos, audio recordings and field notes were used for the collection of this information.
The results obtained, after analyzing the collected data, reveal a significant improvement in the students' behavior and performance, as well as an appropriation of the cooperative working method, both for conflict resolution and for the teaching-learning process, which suggests that Class Assemblies can be seen as a strategy that provides an environment conducive to students' learning.
Books on the topic "Conducive learning environment"
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South Sudan. Directorate of Gender Equity and Inclusive Education. National girls' education strategy 2018-2022: "creating a safe and conducive learning environment for girls". Ministry of General Education and Instruction, 2018.
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Fairholm, Gilbert W. Leadership and the Culture of Trust. Greenwood Publishing Group, Inc., 1994. http://dx.doi.org/10.5040/9798400677595.
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Leadership is not something one does alone. It is an expression of collective, community action--unified action of leaders and followers who trust enough to jointly achieve mutual goals. The task of creating a culture conducive to interactive trust is perhaps the preeminent leadership task. This practical guide identifies the key elements leaders need to manipulate to create such a trust culture in any work environment. By learning to shape culture to meet changing needs--by learning to be continually responsive to the organization's vision as well as to the needs of a changing follower core--the leader can create the situation necessary for any successful organization, one where followers can trust others and feel free to work together to gain mutually desired goals.
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Farmer, Lesley S. Student Success and Library Media Programs. Libraries Unlimited, 2003. http://dx.doi.org/10.5040/9798216020547.
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Student success comprises a complex system of expectations and measurements. Designed for school library media specialists, this book focuses on library media programs and examines the factors that influence student achievement. Through a presentation of research trends and actual practice, award-winning author Lesley Farmer demonstrates how media specialists can encourage student achievement by creating an environment conducive to learning. Farmer takes a systems approach, illuminating how each stakeholder in a student's education contributes to and impacts student achievement. Chapters include: What Defines Student Achievement? Research in the School Library World Internal Factors: The School Library Media Program School Factors Towards Student Achievement Student Factors Towards Student Achievement Societal Factors Towards Student Achievement Focus on Reading: Who's a Good Reader? Next Steps In addition to research findings about library programming, Farmer examines collection resources, facilities, staffing, curricula, instruction, reading issues, services, products, and administration. Key research studies are cited throughout the work to optimize referral to relevant information. This is an invaluable guide for school library media specialists, as well as for faculty and students in LIS and education programs.
Book chapters on the topic "Conducive learning environment"
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Sharma, Bibhya, Pritika Reddy, and Krishan Kumar. "Learner-Centered Nourishments for Conducive Blended Learning Environment." In Case Studies on Blended Learning in Higher Education. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-0722-8_5.
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Fitria, Muhammad Yahya, Syahrul, Purnamawati, and Hasanah Nur. "The Impact of a Conducive Learning Environment on Learning Motivation and Student Achievement in Vocational Schools." In Proceedings of the 2nd World Conference on Social and Humanities Research (W-SHARE 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-084-8_27.
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Luhalima, Takalani Rhoda, Shonisani Agnes Mulovhedzi, and Julia Langanani Mafumo. "Establishing a Conducive Learning Environment for LGBTQIA+ Communities in South African Higher Education Institutions." In Queer Studies and Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87689-9_16.
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Gutiérrez-Valerio, Rosaura, Juan Leiva-Olivencia, and Itaya Andy. "Interculturality in the Classroom: Accompanying Students from Minority Cultures in Pastaza." In EADI Global Development Series. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58860-0_8.
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AbstractThe chapter recounts experiences from the classroom, within the university environment of the Universidad Estatal Amazónica (UEA). The introduction of predominantly active and critical methodological tools has been necessary, such as supporting the Colectivo Retomando Raíces, binding wheels, and caring for the educator, referred to as the pedagogy of being, to establish conducive atmospheres for reflective learning with diverse educational agents. Similarly, the faculty has acknowledged the need for continuous improvement in their training to address the personal and community needs of their students.
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Mu, Junbo, Peng Zhang, and Xiaoping Wang. "Effects of the Built Environment on Physical Activity in the Elderly: A Comparative Study Based on Machine Learning and Logistic Regression." In Lecture Notes in Civil Engineering. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8401-1_57.
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AbstractIn China, a conspicuous disparity exists among the built environments within urban and rural areas and the lifestyle requirements of the elderly, presenting a notable social issue. Throughout the urbanization process, the built environments in both urban and rural regions may not sufficiently address the preferences and requirements of the elderly demographic. This deficiency may encompass shortcomings in public transportation infrastructure, community services, and other aspects, consequently constraining the social engagement and activity scope of the elderly population. Despite the built environment at the community level being conducive to social interaction and physical activity among the elderly, the reality often deviates from their needs. Challenges such as insufficient pedestrian pathways, parks, and fitness facilities may impede the eagerness and capability of the elderly to actively participate in community life. To address these challenges, this study employed the Adaboost iterative algorithm and traditional logistic regression analysis to comprehensively grasp the influence of the constructed environment on the well-being of older adults. Through an examination of factors such as physical activity levels, dietary intake, and social interaction among the elderly, it was discerned that the built environment significantly influences the physical activity of older individuals, particularly in factors such as population density and residential areas. Additionally, a close correlation was observed between the built environment and the dietary intake of the elderly, indicating the potential influence of the built environment on their lifestyle. However, it is noteworthy that besides built environment factors, social demographic factors also play a pivotal role in determining social interaction among the elderly. This suggests that when considering the living environment of the elderly, attention should not solely be directed towards enhancing physical surroundings but also towards comprehending the influence of social environments on their lives. Therefore, future research endeavors should further propose strategic recommendations for creating “age-friendly” and "aging in one’s original place” environments in urban and rural areas of China, aiming to better address the diverse needs of the elderly and provide a more scientifically grounded basis for relevant policy-making.
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Newton, Nigel. "How Quaker Schools Create Environments Conducive to Learning." In Palgrave Studies in Alternative Education. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51784-6_10.
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Hefler, Günter, and Ivana Studená. "The Interplay of Organisational and Individual Bounded Agency in Workplace Learning: A Framework Approach." In Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14109-6_10.
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AbstractThis chapter sets out the framework used in 17 organisational case studies (across three economic sectors in nine countries) to investigate ‘organisational’ and individual agency in workplace learning. Agency is key to explaining why individuals take up learning opportunities in different dimensions of their lives over the life course. It is relational: actors’ choices are bound by their environments. The framework treats both individuals and organisations as actors with agency: whether workplace learning actually occurs results from how they interact. Those who find their workplace offers limited learning opportunities may seek more learning-conducive jobs, or to learn outside work. Policies should promote meaningful learning across society, but poor workplace organisation is a barrier to making lifelong learning a reality for all.
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Khelil, Alla Eddine, and Sara Khelil. "Evaluation and Optimization of Daylighting in Classroom Environments." In Proceedings in Technology Transfer. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-8588-9_40.
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Abstract In educational settings, the quality of lighting plays a crucial role in creating conducive learning environments. This study focuses on the evaluation and optimization of daylighting in a classroom setting, aiming to enhance the visual comfort and well-being of students and educators. The research employs a comprehensive approach, integrating quantitative method to assess the existing daylighting conditions and subsequently applying optimization techniques for improved lighting performance. The evaluation phase involves a detailed analysis of the current daylighting levels, taking into account factors such as illuminance, glare, and distribution of natural light. Various metrics and tools are employed to gauge the effectiveness of the existing daylighting system in meeting established standards and guidelines for educational spaces. To address potential shortcomings identified during the evaluation, an optimization process is initiated. This phase utilizes parametric design strategies and advanced simulation tools to iteratively refine the physical and architectural components influencing daylight penetration. This study bridges the gap between theoretical daylighting principles and practical applications in educational spaces. By combining rigorous evaluation with cutting-edge optimization techniques, the research aims to set a precedent for creating healthier and more productive learning environments through the thoughtful integration of natural light.
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Ross, Katie Michelle. "Online Learning Design." In Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8701-0.ch001.
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This chapter will review prominent online learning theories to showcase how to design a virtual reality learning environment that enhances student community, cognitive learning, and student autonomy. Twenty-first-century student learning behaviors will be intertwined with the topics of discussion to support practical steps that professionals, researchers, and educators can use to design a learning environment that speaks to the needs of online learners. Finally, virtual reality will be highlighted in relation to learning and design principles to bridge synchronous and asynchronous learning and create an environment conducive to deeper learning.
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Kibirige, Israel. "Introduction of a Conducive Inclusive Teaching and Learning Environment Into Classrooms." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1147-9.ch012.
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This chapter explores strategies for fostering a conducive inclusive teaching and learning (CITAL) environment, focusing on the challenges posed by integrating learners with special needs (LWSN) into mainstream classrooms. It addresses three key questions: 1) What strategies enhance CITAL in the classroom?; 2) How does a CITAL environment differ from a non-inclusive one?; and 3) Why do teachers in a conducive inclusive classroom reflect on their practice? Crucial factors include the teacher's understanding and application of teaching paradigms and learning theories, pre-class preparation considering Universal Design and Universal Design Learning, and employing assessment for inclusion aligned with cognitive demands. Graphic organizers enhance LWSN learning, and reflection on practice leads to innovative improvements. The chapter advocates for a paradigm shift and capacity-building programs, such as Progressive Professional Development Programs, to ensure successful CITAL implementation, fostering ongoing teacher development.
Conference papers on the topic "Conducive learning environment"
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Atinaja, Jean Mari D., and Exequiel Francisco. "The Elements of a Conducive Online Distance Learning Environment for Deaf Students." In The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.2.
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Orongan, Maris Jade Q., and Edna B. Nabua. "A Causal Model for Psycho-social Aspects of Science Learning Environment on Academic Performance of Secondary School Students in Region X, Philippines." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3108.
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The study geared to develop a causal model for the psychosocial attributes of the learning environment on Grade 10 students' science performance in secondary schools divisions of Region X, Northern Mindanao. This study utilized descriptive correlational and causal-comparative research design. A random sample of 1,123 Grade 10 students was utilized in this study. Data were analyzed using descriptive statistics, Correlation, Regression, and Path Analyses. The results revealed that students' performance in Science was found out of low mastery level. In terms of psychosocial aspects, the students generally practiced their science activities in both laboratory and classroom environments, possessed moderate confidence in their emotion and self-efficacy in chemistry, having average science process skills, and were mentored by science teachers with very satisfactory teaching ability. Classroom environment and teacher ability were the psychosocial aspects that significantly correlated with performance. The best-fitting causal model on students' performance is anchored on the classroom environment, supported by teachers' qualifications. A classroom learning environment that is highly conducive can stimulate students' interest to enhance their science learning. It is highly recommended that administrators and policymakers revisit curricular activities, particularly on students' classroom learning environment in the teaching-learning process. Keywords: academic performance, a causal model, and psychosocial aspects of the learning environment
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Okudan, Gu¨l, Madara Ogot, and Saraj Gupta. "Assessment of Learning and Its Retention in the Engineering Design Classroom: Part B — Instrument Application." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35679.
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This paper describes the application of the instrument developed to measure engineering design knowledge gain as a result of a course. The goal for the development of the instrument was the need for an assessment instrument that will be a stable measure of the impact of pedagogic improvements and introduction of new supporting material in the classroom environment. Our ultimate goal is to prepare the environmental conditions and course material that are most conducive for our students in teaching engineering design courses. This paper documents the application process and the results.
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Pujadas, Pablo, and Stanislav Aidarov. "Learning and Motivation Impact of Collaborative Questioning Sessions in Construction and Building Engineering Educational Environments." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17319.
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This manuscript offers an in-depth examination of an innovative active learning methodology introduced within the Master's Degree program in Advanced Construction Engineering at the Universitat Politècnica de Catalunya. This pedagogical initiative centered around structured competitive engagements among student teams, where each group devised and presented multiple-choice questions to their peers. The primary objectives of this study are to delineate the implementation process comprehensively, appraise the efficacy of this approach, and scrutinize its influence on student learning and motivation. The evaluation encompassed experiences and surveys. The findings yield valuable insights into the potential of Collaborative Questioning Battles to cultivate highly competitive dynamics, thereby augmenting comprehension, retention of concepts, and overall engagement, thus fostering a conducive learning environment.
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DRAGHICI, Camelia, Cezar-Petre SIMION, Carmen TEODOSIU, and David Christian FINGER. "ENVIRONMENTAL EDUCATION – OERS FOR RURAL CITIZENS. PROJECT MANAGEMENT AND RESULTS." In International Management Conference. Editura ASE, 2023. http://dx.doi.org/10.24818/imc/2022/02.14.
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In this article, the main aspects of a managerial nature are presented and analyzed, as well as the results of an international cooperation project in the field of environmental education in which universities from Romania and Iceland participated. Creating open educational resources and accessing them through an online learning platform is a good opportunity to ensure environmental education in disadvantaged rural communities. The conception and implementation of an international cooperation project, in the context of the Covid-19 pandemic, generates additional risks that require appropriate response measures. Such projects constitute a conducive environment for the transfer of knowledge and lessons learned.
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J. Maluleka, Khazamula. "Indigenous African philosophy of Ubuntu as a foundation for a conducive environment for a culturally responsive teaching and learning." In International Conference on New Trends in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/ntte.2019.09.498.
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Shrivastava, Dr Geetanjali, and Mr Sahil Sahu. "UNLEASHING THE POTENTIAL OF MSMES: CONTRIBUTION TO INDIA’S ECONOMIC EXPANSION." In Transforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250128.
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This paper analyzes the distribution and key characteristics of Micro, Small, and Medium Enterprises (MSMEs) in India, with a focus on factors such as ownership type, urban-rural employment distribution, and recent trends in MSME registrations. Urban areas employ 55% of the MSME workforce, which translates to 612.10 lakh people, while rural areas contribute 45% with 497.78 lakh jobs. This urban-rural employment distribution highlights the significant role both sectors play in driving MSME sector growth and employment. The analysis also delves into the registration trends of new MSMEs, a critical indicator of the sector’s expansion and the business environment's health. The number of MSMEs being established indicates the level of entrepreneurial confidence and the availability of a conducive environment for business growth. Data from Udyam Registration provides a detailed overview of MSME registrations and employment generation, shedding light on the concentration of MSMEs in specific states and Union Territories. The turnover range of MSMEs, as defined by the updated MSME classification, is also presented, offering insights into the economic scale of these enterprises. Furthermore, the paper explores the historical and current challenges faced by MSMEs, alongside a discussion on the future outlook for the sector. Key challenges include access to finance, regulatory hurdles, and infrastructure deficiencies. Finally, the recent measures announced in the 2024 Budget for MSMEs are examined, which aim to address these challenges and support the sector’s continued growth. These measures are designed to foster a more favorable environment for MSMEs, contributing to their long-term success and resilience in the economy.
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Fausto, Ilma Rodrigues de Souza, Fabiana Rodrigues Leta, Ruth Maria Mariani Braz, Luemy Avila Santos Silva, and Edivânia Floro Nicácio Almeida. "The use of Padlet in activities of the Initial and Continuing Education Course in Computing, Technologies, and Educational Robotics for Basic Education in the EAD modality." In Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/wie.2023.233280.
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This research investigates the impacts of using Padlet in the teaching and learning process and explores its potential as a collaborative tool. Data collection was conducted through bibliometrics and content analysis, including scientific articles, theses, and related materials. The results have shown that the use of Padlet as a collaborative tool provides a conducive environment for content sharing, discussions, and collective knowledge construction. This approach stimulates interaction among educators and contributes to the development of collaborative and constructive activities.
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BĂRCULESCU, Marilena. "Speed thinking syndrome in education, approaches and strategies for adaptability and school success." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p175-180.
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Contemporary education faces significant challenges from accelerated thinking syndrome (SGA), which affects student behavior and motivation. In this context, it is essential to develop effective strategies to support students' adaptability and promote a healthy educational environment. This article explores the causes and effects of SGA, highlighting the importance of adopting appropriate educational approaches. Methods and materials are proposed to help reduce classroom stress and foster adaptive learning, such as the use of ambient music, non-traditional classroom organization, questioning exposure, and storytelling. These strategies, combined with a deep understanding of students' needs, can significantly contribute to creating a conducive educational environment in which they can learn and develop optimally.
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DRUGUȘ, Olga. "Methodological elements of communication development for children with learning difficulties." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p438-443.
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The entire school community, including each class of students, represents a conducive and favorable environment for communication, which is determined by common goals and interests, by the interpersonal relationships of all actors involved. Free and open trusting communication increases the trust of school group members. Parallel to the application of differentiated training techniques for children with learning difficulties, the didactic approach is also adapted. Both long-term and unit-based designs require the application of effective planning tools. Teachers who plan their lessons with curricular adaptations in mind must realize that students' learning levels do not mean labeling them, reducing lesson quality or performance expectations. In the case of children with ED, teachers apply psycho-pedagogical adaptations and curricular modifications/adaptations of the corresponding contents in order to achieve the educational goals. Thus, an indicative sense of the optimal route to achieve the objectives is indicated, therefore the didactic methods and strategies are flexible, being adapted for each child according to individual potential.
Reports on the topic "Conducive learning environment"
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Ahouansou, Wildfrid, Fadhel Medard Salifou-Bio, and Arnaud Dangvenon. Academic success of students and educational trajectories: Characteristics and needs for a digital learning environment at the University of Abomey-Calavi. Mary Lou Fulton Teachers College, 2024. http://dx.doi.org/10.14507/mcf-eli.i15.
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The upsurge of COVID-19 proved the need to improve higher education capabilities to continue training even during class discontinuity. In UAC’s context, adopting e-learning is also a way to mitigate the significant number of students enrolled yearly (approximately 60.000) and provide quality education to all. Therefore, this research on students’ success and needs aims to identify the optimal learning conditions conducive to academic and professional success. Targeting two schools of UAC, we investigated the online learning environment, considering material and virtual environments, as well as pedagogical support provided to students at UAC. We analyzed the choice made at UAC to promote blended learning. We conducted in-person interviews with students, faculty, and staff and held a focus group with selected students. We collected information about what is being done regarding e-learning and users' perceptions and requested their needs for an optimal learning environment. We found that UAC does not have optimal conditions to provide quality e-learning to students. Many do not have access to devices (laptops, smartphones, or tablets) or a quality Internet connection. Faculty members still seek training, even if some have received Instructional Design and Pedagogy training from Arizona State University. Students and faculty members also express a need to receive coaching, tutoring, and pedagogical support from the technical staff, which are in a low number (only 3 in charge of supporting e-learning at the whole university). Based on this, we recommended that UAC: 1) develop a better material learning environment for students, faculty members, and staff through the acquisition of devices and improvement of the Internet connection, 2) provide training to students on how to learn online, and 3) develop staff capabilities to coach, tutor and support students and faculty members on the integration of e-Learning in academic practices.
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Jengo, Eunice, Salome Maro, and Björn Haßler. Leveraging IOT Systems to Assess and Reduce the Impact of Climate Change in Learning Environments. Open Development & Education, 2025. https://doi.org/10.53832/opendeved.1185.
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Learning environments in low- and middle-income countries are increasingly impacted by climate change, facing challenges such as extreme heat, poor air quality, and noise pollution. However, there is limited research that comprehensively assesses these conditions across diverse climatic zones. This study addresses that gap by designing and piloting a low-cost, energy-efficient, solar-powered IoT system to monitor environmental conditions in schools. Using a mixed-methods, multi-phase research design, the study deploys sensor networks in Tanzanian classrooms—including retrofitted and control spaces—to collect real-time data on temperature, humidity, air quality, and noise levels. Data is transmitted via LoRa to an IoT gateway and then to the cloud using mobile connectivity. The pilot aims to inform decisions on classroom design, scheduling, and retrofitting to mitigate climate-related stress. With plans to scale across other regions and countries, this initiative supports evidence-based interventions for creating more resilient and conducive learning environments in resource-constrained settings.
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Toyinbo, Oluyemi, and Xuzel Villavicencio. Education and climate change – What retrofits could make classroom environments more conducive to learning? Open Development & Education, 2023. http://dx.doi.org/10.53832/opendeved.0297.
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Paredes, Juan Roberto, María Clara Ramos, Marina Robles, and Emma Näslund-Hadley. Environmentally Friendly School Infrastructure. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0006240.
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Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.
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Chikha, Ines Ben, and Anis Jarboui. Determinants and Support Mechanisms in Social Entrepreneurship: An Empirical Analysis of Intentions and Development. Vilnius Business College, 2024. https://doi.org/10.57005/ab.2024.4.3.
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In recent years, social entrepreneurship has emerged as a powerful solution to various global challenges in the social, environmental, and economic spheres, gaining significant recognition. Promoting this form of entrepreneurship on a global scale is essential. Understanding its determinants has attracted the attention of numerous researchers. To effectively stimulate social entrepreneurship, it is crucial to investigate its determinants, particularly the factors that influence social entrepreneurial intentions. Through a statistical analysis using the PLS-SEM method, this study demonstrates that psychological characteristics, skills, motivations, and conducive environmental factors positively influence social entrepreneurship. Furthermore, mechanisms provided by support organizations for the creation of social enterprises; such as awareness-raising, network integration, access to resources, learning opportunities, and psychological support, play a significant role in shaping intentions through the dimensions of desirability and feasibility.
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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.
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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teaching and learning modalities. As a lower-middle-income country, Cambodia encountered its own challenges, most notably technology readiness, as it embarked on the journey of adopting online learning and teaching. Cambodian efforts to integrate ICT in education began in 2004, culminating in promulgating the 2010 Master Plan for ICT in education for 2009-2013. This study aimed to contribute to the growing body of literature on technology readiness among educators and students amidst the forced transition to online learning during the COVID-19 pandemic. Its overarching goals were to provide insights into technology readiness levels, its determinants, and regional disparities. To assess these aspects comprehensively, two independent surveys were conducted between June and July 2020 gathering responses from 370 teachers across 18 HEIs and 1,338 students from 22 HEIs in Cambodia. Findings from this study illuminated how educators and students adopted online learning and teaching at a slow pace in the pre-pandemic era. This sluggish adoption was attributed to a combination of factors, including a lack of motivation, inadequate support, and limited funding for HEIs to transition to e-learning environments. Nevertheless, when the pandemic necessitated a rapid shift, nearly all teachers and students embraced online learning and teaching irrespective of their levels of technology readiness. Concerns emerged as a significant portion of students reported dedicating only one to two hours daily to online classes, potentially resulting in learning loss. Furthermore, less than one-third of students expressed satisfaction with online learning and a minority favouring it over traditional approaches. Strategies such as ensuring access to necessary ICT tools, providing conducive study environments, and offering personalised support for e-learning modes become paramount to mitigate learning loss. This study utilised the technology readiness measure developed by Parasuraman and Colby (2015) to understand how teachers exhibited greater technology readiness than students. Teachers displayed higher levels of optimism and motivation, with a larger proportion falling into the explorer and pioneer categories with a smaller percentage identified as sceptics. These findings underscored the pivotal role of teachers' accumulated ICT experience and positive attitudes toward technology in enhancing their technology readiness. Strategies aimed at bolstering students' ICT skills and reshaping their perceptions, particularly among those identified as sceptics, are recommended to address these disparities. Furthermore, regional disparities in technology readiness were evident among both teachers and students. Urban educators were more inclined to be pioneers and less prone to hesitancy compared to their non-urban counterparts. Similarly, urban students were more likely to exhibit explorer and pioneer characteristics and less likely to be sceptics when contrasted with their rural peers. This regional variance highlights the importance of tailoring technology integration strategies to attract both teachers and students in different geographical contexts. Gender differences in technology readiness were also evident. Male teachers and students displayed higher readiness levels than their female counterparts. Specific interventions targeting female students and educators alongside mentoring and support programs should be implemented to address these gender disparities. Lastly, the study delved into a quantitative analysis of technology readiness determinants among teachers and students during the COVID-19 pandemic. Factors influencing technology readiness among teachers encompassed birthplace region, tablet ownership at home, the percentage of teaching time involving ICT tools, perceived benefits of ICT usage in teaching, general ICT competency, ICT-related training experience, and perceptions of school ICT infrastructure and policies. In contrast, student technology readiness was influenced by variables such as gender, English language proficiency, home assets, tablet ownership, prior online class experience, satisfaction with online learning during the pandemic, and the average daily hours spent online. In navigating the ever-evolving landscape of education in the digital age, this study underscores the importance of comprehensively addressing technology readiness across several areas. Based on the research findings, a set of recommendations is proposed to enhance technology readiness and better facilitate the transition to online learning within Cambodia's HEIs. Firstly, these initiatives should prioritise student preparedness and support by offering incoming students with pre-requisite ICT skills training, orientation sessions, and dedicated support services. Second, efforts to enhance English language programs within HEIs can significantly improve language proficiency and technology readiness among students. Third, it is also important to ensure equitable access to technology, mainly by providing tailored assistance to students from lower socio-economic backgrounds and guaranteeing widespread internet access, especially in rural areas. Fourth, advocating for the integration of ICT tools into the curriculum and promoting digital teaching methods that align with student preferences should be prioritized. Fifth, it will be crucial to develop comprehensive training programs for teachers encompassing a wide range of ICT skills and emphasising practical applications within their teaching practices. Sixth, addressing gender and regional disparities in technology readiness requires specialised interventions and mentorship programs. Lastly, promoting research and innovation initiatives will facilitate the identification of emerging trends and innovative approaches tailored to Cambodia's unique educational context.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.