Journal articles: 'Positive learning experiences'

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Sanders, Jos M. A. F., Marc A. W. Damen, and Karen Van Dam. "Are positive learning experiences levers for lifelong learning among low educated workers?" Evidence-based HRM: a Global Forum for Empirical Scholarship 3, no. 3 (December 7, 2015): 244–57. http://dx.doi.org/10.1108/ebhrm-01-2014-0002.

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Purpose – Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach – Low-educated workers of three different organizations (n=359) filled out a questionnaire at three different points in time, with a half-yearly interval. Regression analyses were used to establish the effects of training participation and learning experience on learning self-efficacy. Findings – Training participation alone did not affect low-educated workers’ learning self-efficacy, but a positive learning experience did contribute to workers’ post-training learning self-efficacy. These results support the relevance of positive learning experiences. Research limitations/implications – Follow-up studies could focus on the effects of learning self-efficacy for subsequent learning activities, establish which aspects of training contribute to a positive learning experience, and include contextual characteristics that may predict learning self-efficacy. Practical implications – To stimulate learning among lower educated workers, it is necessary that they have confidence in their ability to successfully complete their training. Trainers and training developers working for this specific target group of lower educated workers should aim to provide training that is a positive experience, besides being a learning exercise. Originality/value – The study is the first to analyse the longitudinal effects of training participation and learning experience on post-training learning self-efficacy among low-educated workers.

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Palmer, David. "Positive and Negative Curiosity Experiences Among Tertiary Students." Global Journal of Educational Studies 4, no. 1 (June 17, 2018): 90. http://dx.doi.org/10.5296/gjes.v4i1.13226.

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Curiosity is a motivation construct that is important at all levels of education. This study investigated the curiosity experiences of tertiary students. Individual interviews were carried out with 20 tertiary students. Participants were asked to describe experiences of wanting-to-learn (positive curiosity) or not-wanting-to-learn (negative curiosity) that they had recently experienced in regular classes. Participants reported they had recently experienced both forms of curiosity, which correlated with high and low levels of cognitive learning behaviours. Antecedent factors included personal interest, confidence, expectancies, value, and teacher influences.

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Lee, Yoo Young, and M. Sara Lowe. "Building Positive Learning Experiences through Pedagogical Research Guide Design." Journal of Web Librarianship 12, no. 4 (October 2, 2018): 205–31. http://dx.doi.org/10.1080/19322909.2018.1499453.

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Lee, Misook, Soo Jung Lee, Bo Kyung Cho, Sang Ah Lee, and Kihee Jo. "Examination of Positive Learning Experiences in Small Elementary Schools." Journal of Curriculum and Evaluation 24, no. 2 (May 2021): 1–25. http://dx.doi.org/10.29221/jce.2021.24.2.1.

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Yen, Cherng-Jyh, Emrah Emre Ozkeskin, Moussa Tankari, Chih-Hsiung Tu, Hoda Harati, and Laura E. Sujo-Montes. "Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students." International Journal of Online Pedagogy and Course Design 11, no. 3 (July 2021): 17–35. http://dx.doi.org/10.4018/ijopcd.2021070102.

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Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.

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Scheve, Ann, and Elizabeth Bruderle. "Implementing a Positive Learning Experience Related to Older Adults for Undergraduates: A Toolkit." Innovation in Aging 4, Supplement_1 (December 1, 2020): 546. http://dx.doi.org/10.1093/geroni/igaa057.1781.

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Abstract Undergraduate nursing students are frequently exposed to older adults in the clinical setting, where they assess and manage their diseases and its consequences. But that is not enough! To support healthy aging, students need positive intergenerational learning experiences with older adults to discover the gifts of aging early in their curriculum. The goal of these experiences is to help students reflect on their thoughts about aging and reframe how they view older adults. During this presentation we will provide a tool kit based on our experience incorporating positive intergenerational learning early in our curriculum, offer practical guidelines and share constructive feedback.

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Marek, Michael W., Chiou Sheng Chew, and Wen-chi Vivian Wu. "Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic." International Journal of Distance Education Technologies 19, no. 1 (January 2021): 40–60. http://dx.doi.org/10.4018/ijdet.20210101.oa3.

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The authors conducted a worldwide survey to explore the experiences of higher education faculty who converted classes to distance learning during the COVID-19 pandemic. Most respondents experienced much higher workloads and stress than in face-to-face classes. Previous experience with Online Distance Learning (ODL) predicted positive faculty response. Less than half used a school-provided LMS, instead using a wide range of other technologies. Respondents said they learned the need for adaptability and good planning, emphasizing doing what it takes to serve their students. There was high variability in most answers, indicating that the experiences of individual teachers ranged widely between positive and negative. The researchers provide recommendations based on the findings, including the need for better ODL instructional design training as part of long-term professional development for faculty and remembering the importance of all student higher education experiences, many of which are beyond the scope of the actual classes.

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Loukomies, Anni, and Kalle Juuti. "Primary Students’ Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland." Education Sciences 11, no. 9 (September 18, 2021): 560. http://dx.doi.org/10.3390/educsci11090560.

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The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future and to support all students appropriately, it is important to be aware of students’ experiences. In this study, instant video blogging (IVB) was used to collect primary school students’ first-hand reports of their emotions in remote learning situations. Through an experience sampling method, 23 Finnish fifth-grade students (aged 11–12 years) took part in IVB during the remote learning period 18 March 2020–13 May 2020. Students’ expressions related to negative emotional experiences were more diverse than those related to positive ones. Nice was the most often reported positive evaluation related to studying. The most often reported negative feelings were bored and irritated, and the most often reported negative aspects related to learning were difficult tasks or not having learned anything. Towards the end of the research period, positive mentions about returning to school increased. The IVB method offered direct insight into how primary students experienced the remote learning period, which can support preparation for exceptional periods in the future and the development of digital learning solutions.

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Cray, Amy. "Starting out - Find positive learning from negative experiences of care." Nursing Standard 22, no. 5 (October 10, 2007): 26. http://dx.doi.org/10.7748/ns.22.5.26.s31.

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Fozdar, Farida, and Simone Volet. "Intercultural learning among community development students: positive attitudes, ambivalent experiences." Community Development 43, no. 3 (July 2012): 361–78. http://dx.doi.org/10.1080/15575330.2011.621085.

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Domingo, Jelia R., and Elizabeth Gates Bradley. "Education Student Perceptions of Virtual Reality as a Learning Tool." Journal of Educational Technology Systems 46, no. 3 (October 24, 2017): 329–42. http://dx.doi.org/10.1177/0047239517736873.

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The purpose of this study was to ascertain student perceptions of the use and value of three-dimensional virtual environments. A grounded theory approach was used to gather and examine data. Just over half of student participants reported positive experiences. However, most experienced technical difficulties. Despite the technical challenges of operating within the virtual space, the majority reported positive aspects of using the virtual space, including increased meaningful social interactions and reduced social anxiety. Overall, students reported positive experiences and value of virtual reality, but technical difficulties demonstrate the need for adequate technology and institutional technology support.

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Ackerman, Kera, and Channon Horn. "The Positive Implications of Intentional Feedback." Journal of Special Education Preparation 1, no. 1 (May 19, 2021): 16–24. http://dx.doi.org/10.33043/josep.1.1.16-24.

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Positive and constructive feedback is a high leverage practice that can be learned and practiced through scaffolded and structured experiences. Teaching preservice candidates to provide effective feedback is an efficient way to increase P-12 students’ learning and behavioral outcomes. Teacher educators can craft experiences for their preservice teachers that offer rich coursework experiences, practice-based opportunities, and aligned clinical placement. Using the scaffolded approach provided in this article, teacher educators can ensure these experiences are robust and aligned with evidence-based pedagogy.

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Sinaga, Juniarta, Ni Gusti Ayu Eka, and Yenni Ferawati Sitanggang. "NURSING STUDENTS’ LEARNING EXPERIENCES IN AN ONLINE LEARNING COURSE." Nursing Current Jurnal Keperawatan 6, no. 1 (December 6, 2018): 43. http://dx.doi.org/10.19166/nc.v6i1.1285.

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<p>To improve the quality of online learning in Indonesia higher education, Faculty of Nursing (FoN), Universitas Pelita Harapan (UPH) supported by the Directorate of Higher Education in Indonesia that known as DIKTI developed an online course named Family Nursing. The course is a community nursing course in regard with the care of family nursing and it discusses the concept of family, family health, and the concept of a wellness family. The course was developed to achieve the mission of equitable access to information, relevance, and improvement of the quality of higher education throughout Indonesia, especially in nursing education. The online course was offered in one private nursing school in Jakarta area that never had any online course nor using online learning method in the delivery of their subjects. The aim of this report was to describe students’ experiences in an online course. This paper reports on the evaluation work of one semester online/blended learning project funded by DIKTI. Sixty five students, who experienced the online/blended learning method for the first time, were enrolled in the online course. The students have agreed to fill an evaluation online form after their mid semester exam. The evaluation form consisted of closed- and openended questions. This report revealed that most students (> 70%) agreed that their experience on the online (blended) learning was positive. However, it should be noted that, a quarter of students (27-28%) had less motivation to do the independent learning and perceived that the online learning was a learning experience that lack of support in developing their critical thinking. Several important themes further emerged including students’ issues (lack of knowledge and motivation), teaching-learning process issues (lack of facilities and clarity) and academic staff issues (minimal feedback and different perceptions between academic staff and students). Though online/blended learning can be employed to support nursing and healthcare education, there is limited appreciation of students' experience and the use of e-learning. Context is also being considered as an important part when applying the online/blended learning, thus, this report provides a new understanding of students’ opinions on their first experience when engaging with online learning at a private nursing school. This report further provides a number of inhibiting factors continue to affect the student experience.</p>

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Stern, Marc J., and Robert B. Powell. "Field Trips and the Experiential Learning Cycle." Journal of Interpretation Research 25, no. 1 (April 2020): 46–50. http://dx.doi.org/10.1177/1092587220963530.

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Drawing on results from a recent national study, we draw attention to the importance of the experiential learning cycle for enhancing meaningful outcomes of interpretive and educational experiences. The experiential learning cycle involves participating in a concrete experience, reflecting on that experience, drawing out lessons learned and principles from that reflection, and putting that knowledge to work in a new situation. Recent studies reveal that attention to completing all four stages of the experiential learning cycle can enhance positive outcomes for participants in educational and interpretive experiences. We discuss what this might look like in practice for interpreter and educators interacting with visiting groups.

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AlDahdouh, Alaa A. "Emotions Among Students Engaging in Connectivist Learning Experiences." International Review of Research in Open and Distributed Learning 21, no. 2 (April 8, 2020): 98–117. http://dx.doi.org/10.19173/irrodl.v21i2.4586.

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Emotion has long been a question of great interest in a wide range of fields. As a general rule, emotions are categorized as positive, which we seek, and negative, from which we turn away. However, empirically-backed connectivists claim that even negative emotions produce positive effects on student performance. What is less clear is how this process happens. This study had two primary aims. First, to assess the prevalence and distribution of emotions in connectivist environments. Second, to provide in-depth and experiment-based analysis that shows how and when negative emotions have their positive effect. Data for this study were mainly collected using an aided think-aloud protocol with nine participants, each of whom received ten tasks. Findings of the current study confirmed the dominance of negative emotions in connectivist learning environments and presented a model that could explain the variation of empirical results. Implications for researchers and teachers in distance education are discussed.

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Luyt, Ilka. "Bridging Spaces: Cross-Cultural Perspectives on Promoting Positive Online Learning Experiences." Journal of Educational Technology Systems 42, no. 1 (September 2013): 3–20. http://dx.doi.org/10.2190/et.42.1.b.

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Lynch, Gordon, and Stephen Pattison. "Exploring Positive Learning Experiences in the Context of Practical Theological Education." Teaching Theology and Religion 8, no. 3 (July 2005): 144–54. http://dx.doi.org/10.1111/j.1467-9647.2005.00238.x.

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Attrill, Stacie, Michelle Lincoln, and Sue McAllister. "International students in professional placements: supervision strategies for positive learning experiences." International Journal of Language & Communication Disorders 55, no. 2 (December 4, 2019): 243–54. http://dx.doi.org/10.1111/1460-6984.12516.

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Bers, Marina U., Carina González-González, and Mª Belén Armas–Torres. "Coding as a playground: Promoting positive learning experiences in childhood classrooms." Computers & Education 138 (September 2019): 130–45. http://dx.doi.org/10.1016/j.compedu.2019.04.013.

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Elliott, Craig M., Robert J. Toomey, Brooke A. Goodman, and Peter Barbosa. "Transformative Learning." Journal of the American Podiatric Medical Association 102, no. 1 (January 1, 2012): 39–46. http://dx.doi.org/10.7547/1020039.

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Background: Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students’ transformative learning, in particular as it relates to empathy and multicultural awareness. Methods: Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Results: Six students (75%) “strongly agreed” that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students’ views of health care and increased empathy toward their patients. Conclusions: Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine. (J Am Podiatr Med Assoc 102(1): 39–46, 2012)

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Orahood, Tammy, Larisa Kruze, and Denise Easley Pearson. "The Impact of Study Abroad on Business Students’ Career Goals." Frontiers: The Interdisciplinary Journal of Study Abroad 10, no. 1 (August 15, 2004): 117–30. http://dx.doi.org/10.36366/frontiers.v10i1.137.

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This study seeks to understand the impact of studying abroad on business students and their career plans to determine whether study abroad experiences are all “hype,” or if they have “substance.” It considers study abroad experiences as “learning experiences,” providing first-hand and observational learning for developing associated skills (Krumboltz, 1979). Thus, this study assumes that a positive study abroad experience will lead towards a favorable international dimension in a given career. These dimensions would include a positive outlook on working in an international capacity, the development of skills useful to international business, and entry into a career with international involvement.

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Ruismäki, Heikki, and Tarja Tereska. "Students' assessments of music learning experiences from kindergarten to university." British Journal of Music Education 25, no. 1 (March 2008): 23–39. http://dx.doi.org/10.1017/s026505170700770x.

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This article reports on a retrospective study of Finnish pre-service elementary teachers' assessments of their musical experiences in nursery school and elementary and secondary school and real-time study of their experiences in teacher training. The participants (N = 590) had received musical instruction in five age groups (4–6 years, 7–12 years, 13–15 years, 16–19 years, 20–25 years). The assessments were most positive in the 4–6 years group and thereafter declined until puberty in the 13–15 years group. A change in a positive direction was perceived in the 16–19 years group and also in the 20–25 years group (during teacher training). Gender differences were statistically significant except during upper secondary school. The most enjoyable activities in formal music education were singing and playing; music theory was experienced most negatively.

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Brigati, Jennifer. "Student Attitudes toward Active Learning vs. Lecture in Cell Biology Instruction." American Biology Teacher 80, no. 8 (October 1, 2018): 584–91. http://dx.doi.org/10.1525/abt.2018.80.8.584.

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Active learning increases performance in STEM courses, but many instructors are hesitant to adopt active-learning practices because they are afraid students will have negative attitudes toward them. It was hypothesized that students whose first college biology experience was in a course that used active learning would have more positive attitudes toward active learning than students who initially experienced a traditional lecture-based course. Students in an introductory Cell Biology course were queried regarding their attitudes toward active-learning practices used in the class. Responses to a Likert-scale survey indicated that students had positive attitudes toward active learning, and an analysis of variance indicated that there were no significant differences between the attitudes of students who had previously taken a lecture-based biology course at the same institution, students who had previously taken a biology course at another institution, and students who were enrolled in Cell Biology as their first college biology experience (n = 52, P = 0.530). Students strongly favored active-learning techniques over passive techniques but were less convinced of their learning benefits. Experienced students indicated that they preferred the teaching methods used in Cell Biology over the techniques used in their prior biology course. The results indicate that in the context of a small classroom setting, most students have positive attitudes toward active learning regardless of their prior biology lecture experiences.

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Karagiannopoulou, Evangelia. "Effects of classroom learning experiences and examination type on students’ learning." Psychology: the Journal of the Hellenic Psychological Society 17, no. 4 (October 15, 2020): 325. http://dx.doi.org/10.12681/psy_hps.23771.

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The study explores the effect of in-class experience and open and closed-book examinations on understanding. In-depth interviews were conducted with twenty final year psychology students. They were asked about their study strategies to develop understanding when revising for open-book and closed-book essay-type examinations, and alsoabout their in-class experiences. The findings indicate the effect of in-class experience, as a both cognitive and emotional experience, on approaches to studying and of students’ attitudes to the differing forms of examination. Positive and negative effects of lectures on students’ learning appeared related to alignment and misalignment, respectively, between teaching, learning and assessment. Tutor’s authoritarianism was pointed out by students who appeared to be strategically shifting approaches according to the type of the exams, and this led to elements of a surface approach. While the majority of the students maintained thesame broad approach across different types of examination, there were marked differences in how that approach was enacted, depending on the examination requirements. Students appeared to make broaderconnections within the deep approach in relation to the open-book examinations (holistic approach) and showed fewer connections and more fragmentation for the closed-book examinations (atomistic approach). The findings are discussed in relation to recent literature.

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Lordly, Daphne. "Dietetic Prior Learning Assessment: Student and Faculty Experiences." Canadian Journal of Dietetic Practice and Research 68, no. 4 (December 2007): 207–12. http://dx.doi.org/10.3148/68.4.2007.207.

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Prior learning assessment (PLA) is a process for documenting competence gained through formal and informal opportunities. It has been endorsed by adult educators but is not widely used in dietetic education. Graduate students at a Canadian university, who have prior learning relevant to dietetics, are given the opportunity to develop a portfolio documenting competence in lieu of portions of formal internship experience. An exploratory descriptive methodology is used to describe the experiences of graduate students (n=6) and faculty (n=3) who participated in this innovative program from 2000 to 2005. All students successfully completed portfolios for one-third or more of their internship. After completing the documentation process, students participated in semi-structured interviews consisting of 16 open-ended questions. Faculty completed a five-item survey designed to capture their experiences with the PLA process. Student and faculty data were thematically analyzed and several risks and benefits were documented. Results indicate that, overall, both students and faculty viewed the PLA as a positive experience. Because of the limited placements available for practical internship experiences, PLA can be a useful process for the confirmation of dietetic competence.

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Zehr, Sarah M., and Russell Korte. "Student internship experiences: learning about the workplace." Education + Training 62, no. 3 (February 6, 2020): 311–24. http://dx.doi.org/10.1108/et-11-2018-0236.

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PurposeThe purpose of this study was to explore the experiences of engineering student interns, as well as the perceptions of internship supervisors.Design/methodology/approachThe study was designed to investigate internships as a complex social phenomenon in the field, through the use of an inductive qualitative design grounded in a naturalistic paradigm guided by theories of learning and socialisation. The researchers used semistructured interviews of 24 engineering student interns and 10 internship supervisors at various organisations.FindingsStudents reported varying levels of learning about how a company works and how to work with others in a professional environment as the results of their internships. The researchers found that students did not look for connections between the classroom and the workplace, making it difficult to apply skills from one setting to the other. Supervisors received very little training, if any, prior to supervising interns. They were unsure how much work students could handle during an internship and perceived that making sure students had a positive experience was part of their role. In addition, internship goals for companies and educational institutions did not necessarily align.Practical implicationsBoth students and supervisors would benefit from more formal preparation or training prior to the start of an internship. Educational institutions and companies would also benefit by collaborating to better understand each other's goals and coordinating student experiences to foster learning and positive outcomes.Originality/valueThis paper emphasises the importance of helping students understand the nature of work and the importance of developing relationships in the workplace.

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Kobbernagel, Christian. "Factors enhancing learning possibilities in digital workshops." MedieKultur: Journal of media and communication research 30, no. 56 (June 30, 2014): 21. http://dx.doi.org/10.7146/mediekultur.v30i56.9762.

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<p>This article presents a study of processes supporting student learning possibilities in digital workshops planned and held at art museums in Denmark. The investigation aims to provide insights into factors enhancing learning possibilities, including the educator’s dialogic performance, experiences of art, and perceived qualities of digital content creation processes in art museum education workshops. To address the research question of what conditional and processual factors can be said to support learning possibilities, a model was developed on the basis of fieldwork and theories of media education, art pedagogy and motivation. The model was then analyzed using structural equation modelling (SEM) on data collected (N= 502) after workshops in two museums. The results suggest that the dialogic performance of museum educators, a positive art experience and positive perceptions of working with digital media are factors that strongly support student participation and reflection – although to various degrees. The findings also show that, in cases in which students are disinterested and see little value in participating during the workshop, this amotivation is likely to be lower when their art experiences and their perceptions of the media production process are positive. </p>

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Kaur, Paramjit, and Reenuga Nadarajan. "LANGUAGE LEARNING AND TEACHING USING KAHOOT!" International Journal of Modern Education 2, no. 5 (June 15, 2020): 19–28. http://dx.doi.org/10.35631/ijmoe.25003.

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There are various technological tools and software that can be used to enhance the language teaching-learning process. Research has shown that the integration of ‘gamification’ based software like Kahoot! has the ability to influence and enhance language learning outcomes and can be used as effective teaching and assessment tools in language classrooms. This study explores the language teaching and learning experiences of five teachers and 50 secondary students in an international school when they used Kahoot! in their English classes. The study employed a questionnaire with ten items using a five-level categorical Likert scale and a semi-structured interview to collect data. Almost all the teachers reported that Kahoot! was an effective teaching and assessment tool, and the use Kahoot! enabled the teachers to engage students actively in classes. The results from the questionnaire highlighted that almost all the students reported positive experiences when they had lessons integrated with the use of Kahoot!. The majority of students reported that they were able to engage actively in their language lessons when Kahoot! was used. Almost all the students reported positive experiences when they used Kahoot! in their language classrooms. Generally, it was found that Kahoot! enabled students to engage and actively participate in their language learning processes, and teachers used Kahoot! to create a more meaningful and rich language learning experience for their students.

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Yusof, Norhafezah, Rosna Awang-Hashim, Amrita Kaur, Marzura Abdul Malek, S. Kanageswari Suppiah Shanmugam, Nor Aziah Abdul Manaf, Angelina Seow Voon Yee, and Ainol Madziah Zubairi. "The Role of Relatedness in Student Learning Experiences." Asian Journal of University Education 16, no. 2 (August 6, 2020): 235. http://dx.doi.org/10.24191/ajue.v16i2.10308.

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Failure in addressing students’ needs in the context of student learning experiences may lead to negative impact on the image of higher education. Framed in self-determination theory, this study examined students’ relatedness on most satisfying experiences in their respective universities. Participants’ (N=1974) responses to open-ended questions were inductively coded to understand relatedness principles of student learning experiences to emerge from the data. The findings revealed that students valued the role of lecturers in professional and personal contexts, peers for friendship and teamwork and academic and non-academic experiences resulted from projects and activities. Given this, to provide a positive learning environment for students, university management needs to address and support lecturers’ well-being, pay attention to student relations on campus and support academic and non-academic activities. By understanding the roles of connecting students to lecturers, students to students and students to administrative staff, we could build a dynamic and functional campus environment for each party to live and care about each other. Keywords: Learning environment, Learning experience, Relatedness, Student engagement

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Ross, Andrew S., and Elke Stracke. "Learner perceptions and experiences of pride in second language education." Australian Review of Applied Linguistics 39, no. 3 (December 31, 2016): 272–91. http://dx.doi.org/10.1075/aral.39.3.04ros.

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Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human experience, so a greater understanding of their impact on language learners is critical. In particular, the role and impact of positive emotions on learners and their learning experience has been overlooked in favour of a focus on issues of confidence and anxiety. One particular positive emotion that has a meaningful connection with the learning experience is that of pride. Drawing on qualitative interview data from tertiary English language learners in Australian universities, this article singles out pride as a means of confirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning.

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Payne, Jackelyn, Huma Babar, Elizabeth Tse, and Anne Moyer. "The Gratitude visit: Student reflections on a positive psychology experiential learning exercise." Journal of Positive School Psychology 4, no. 2 (October 4, 2020): 165–75. http://dx.doi.org/10.47602/jpsp.v4i2.228.

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This study aimed to examine students' subjective experiences and insights in response to engaging in a positive psychology exercise focused on gratefulness that was part of a college course. We conducted a qualitative content analysis of 97 reflection assignments submitted as part of undergraduate and graduate level positive psychology courses at a large public university. A grounded theory approach to qualitative research guided the analytic process. Six major themes emerged, including students’ thoughts about the interventions and difficulties with the experience, how the gratitude visit impacted their interpersonal relationships, reflections on the construct of gratitude, the effect of the intervention on their mood and stress levels, and beliefs about how the experience had and would continue to affect their lives beyond the course. Our findings support prior research suggesting the beneficial impact of experiential learning and imply that such experiential exercises are feasible in multiple levels of psychology courses.

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Hyun, Myung Sun, Jennie C. De Gagne, Jeonghwa Park, and Hee Sun Kang. "Incivility experiences of nursing students in South Korea." Nursing Ethics 25, no. 2 (December 21, 2016): 186–98. http://dx.doi.org/10.1177/0969733016684546.

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Background: Incivility behaviors are negative social behaviors that can create conflict and disrespect among the persons involved. In a learning environment, incivility negatively affects learning by reducing academic motivation, lowering satisfaction with the education program, and interrupting the learning process. In addition, incivility causes those involved to feel negative emotions, such as anger, depression, and anxiety. Research question: What are the incivility experiences of nursing students during their nursing education? In what context do nursing students experience incivility during their education? Research design: This study used an exploratory qualitative methodology. Participants and research context: Participants (n = 34) were nursing students at three universities in South Korea. Data were collected during focus group interviews of 34 participants between 20 March and 26 June 2015 and were examined using a qualitative content analysis. Ethical consideration: The institutional review board approved this study. Findings: The analysis revealed four learning contexts in which participants experienced incivility: (a) in the classroom, (b) outside the classroom, (c) clinical settings, and (d) related to technology use. Five themes were identified: student non-adherence to classroom standards, faculty non-adherence to classroom standards, lack of helping-trusting relationships with peers, lack of dedication to teaching and learning in a clinical setting, and inappropriate use of technology. Conclusion: Nursing students experience incivility in a variety of situations and settings and expect a safer, more positive learning environment. The incivility experienced by nursing students during their education affects their goal of becoming professional nurses.

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Segaran, Kogilathah, Ahmad Zamzuri Mohamad Ali, and Tan Wee Hoe. "Does avatar design in educational games promote a positive emotional experience among learners?" E-Learning and Digital Media 18, no. 5 (February 14, 2021): 422–40. http://dx.doi.org/10.1177/2042753021994337.

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Virtual learning companions, such as avatars, have shown significant potential in assisting learners—particularly in the Digital Game-Based Learning (DGBL) condition. Since there are many avatar design approaches which can be utilized in DGBL, questions arise on which type of these are most preferred by learners. Mainly, in ensuring that the design promotes positive emotional experience throughout the learning process. This research has specifically explored the realism aspect of avatar design. In particular, we have found that moderate cartoon-like character designs can be more promising in promoting positive emotional experiences among viewers, in comparison to slightly realistic and overly exaggerated avatar designs.

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Shessel, Isabel, and Henry B. Reiff. "Experiences of Adults with Learning Disabilities: Positive and Negative Impacts and Outcomes." Learning Disability Quarterly 22, no. 4 (1999): 305. http://dx.doi.org/10.2307/1511264.

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LEE HYEJUNG and 임현우. "Characteristics of peer mentor-mentee interactions related to positive English learning experiences." English Language Teaching 30, no. 2 (June 2018): 87–106. http://dx.doi.org/10.17936/pkelt.2018.30.2.005.

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Alayan, Samira. "Arab Education in Israel: Lessons From Positive Learning Experiences of Palestinian-Israelis." Diaspora, Indigenous, and Minority Education 6, no. 4 (October 2012): 214–29. http://dx.doi.org/10.1080/15595692.2012.715104.

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Walker, Charles J. "Classroom assessment techniques for promoting more positive experiences in teaching and learning." Journal of Positive Psychology 6, no. 6 (November 2011): 440–45. http://dx.doi.org/10.1080/17439760.2011.634825.

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Alfaruqy, Doni, and Harits Setyawan. "Learning with KAHOOT! as Advantageous Learning Experience in EFL Classroom." JEE (Journal of English Education) 7, no. 1 (June 30, 2021): 56–64. http://dx.doi.org/10.30606/jee.v7i1.812.

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Kahoot! as a game-based student response system has been widely used for new virtual learning experiences. On the other hand, the impacts of Kahoot! in learning EFL for university students have not been investigated yet. The objective of this study is to describe students’ perceptions towards the use of Kahoot! in learning EFL and explore students’ learning virtual experience by using Kahoot!. The research method used is qualitative method with data collection technique by using observation techniques and documentation techniques. Interviews were done to collect students’ perceptions. Furthermore, the benefits of using Kahoot! and the description of activities in Kahoot! have been observed. The result of the analysis revealed that students have a positive learning experience toward Kahoot!. As a result, Kahoot! can be used as an additional learning application for reviewing the materials and motivating students to learn English.

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Pavelescu, Liana Maria. "Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases." Studies in Second Language Learning and Teaching 9, no. 1 (March 22, 2019): 55–82. http://dx.doi.org/10.14746/ssllt.2019.9.1.4.

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The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.

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Du, Jianxia, Xun Ge, and Ke Zhang. "Graduate Students’ Perceptions and Experiences of Online Collaborative Learning in Web-Based and Web-Supplemented Learning Environments." International Journal of Information and Communication Technology Education 8, no. 4 (October 2012): 62–74. http://dx.doi.org/10.4018/jicte.2012100106.

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This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal interviews, group reflection papers, and instructor’s observations. Forty-one graduate students enrolled in the same course with the same instructor in two different learning environments – web-based and web-supplemented, participated in the study. The overall results indicated that students in the two environments shared their positive understandings and perceptions about online collaborative learning, which were significantly deepened over time. However, the students in the web-based class were found more positive about the advantages of online collaborative learning than those in the web-supplemented class as their learning experience developed. The study also identified the attributes that were considered crucial to successful online collaboration.

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Tiainen, Minna, Heidi Pietilä, and Sanna Tyni. "Emotions and learning in the chemistry laboratory." Lumat: International Journal of Math, Science and Technology Education 4, no. 2 (December 27, 2016): 107–19. http://dx.doi.org/10.31129/lumat.4.2.35.

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In this study, the first-year chemistry laboratory course was renewed and made more intensive, three weeks course. Students’ experiences of the renewed course were examined by analyzing their learning diaries which they were encouraged to keep during the whole course. The purpose of this study was to find out how the intense coursework affects students’ emotions and learning experiences. Thus, the learning diaries were analyzed in order to find out different emotions that students experienced during the course. These emotions were then classified and represented using a model based on a two-dimensional emotion theory. Diversity of students’ emotions during the course gave us important information how emotions influenced on student’s learning and achievement. For teacher it is valuable to understand and deal with the emotions experienced by students while planning and carrying out the laboratory course. This enables not only higher quality teaching, but also more positive learning outcomes for students regarding their chemistry laboratory studies. FULL TEXT IN FINNISH.

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Lapina, Angelina. "Facilitating Coping Through Reflective Learning in Adult Education: A Review of the Reciprocal Relationship Between Coping and Learning." Adult Learning 29, no. 4 (May 15, 2018): 131–40. http://dx.doi.org/10.1177/1045159518776126.

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Coping in adult learning-based environments is a relevant phenomenon because stressful experiences are inevitable at times. Three main types of coping strategies are distinguished to either solve the problem (problem-focused coping), avoid the problem (avoidance coping), or reduce anxiety and other negative emotions (emotion-focused coping) in learning-based contexts. The type of coping strategy impacts not only learning outcomes but it also affects stress levels and adults’ experience with learning. Allowing adults to reflect on their learning experiences has positive effects on their coping capacity and learning outcomes. This article reviews literature that shows interactions between learning and coping and vice versa and the role that reflection plays in strengthening this relationship. After providing an overview of the meaning of coping in adult experience, an analysis and suggestions for future research based on the research findings of the literature are presented. Finally, recommendations for practicing reflective learning in adult education programs are offered.

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Doyle, Cathal, Cameron M. Pierson, Cathy Buntting, and Yevgeniya Li. "Learning to teach from home." Set: Research Information for Teachers, no. 1 (June 4, 2021): 60–66. http://dx.doi.org/10.18296/set.0196.

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This article presents the thoughts of six teachers asked to reflect on their experiences planning for and delivering school-led learning from home opportunities during Aotearoa New Zealand’s COVID-19 Alert Levels 3 and 4 lockdown at the end of the first term and beginning of the second term 2020. What comes through is the efforts that these teachers made to keep connected with their students, the ways in which they prioritised student wellbeing ahead of formal learning, and the support that came from feeling part of a wider community where they could share their experiences and learn from others. The insights are shared in the hope that they inspire readers to reflect critically on their own experiences of learning to teach from home, identifying positive outcomes, insights into their own practice and motivations, and learnings that will continue to shape their professional practice moving forward.

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Juntunen, Marja-Leena. "Ways to enhance embodied learning in Dalcroze-inspired music education." International Journal of Music in Early Childhood 15, no. 1 (July 1, 2020): 39–59. http://dx.doi.org/10.1386/ijmec_00011_1.

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Drawing on the phenomenology of embodied learning, this article presents suggestions for ways that embodied learning can be enhanced in Dalcroze-inspired music education. Here, embodied learning refers to learning from interactional experiences of the self with the physical and social environment through senses, perceptions and mind‐body action and reaction. It is suggested that embodied learning can be efficiently facilitated through teaching that promotes multisensory perceptions, images, integration and experiences, while also motivating physical, social, emotional and intellectual participation. Furthermore, promoting social interaction as well as interaction between perceptions, thoughts, emotions and actions could be regarded essential. Embodied learning can be reinforced by pedagogical actions, such as advancing awareness and a sense of self, triggering mental images, integrating different functions, building a balance between mental and physical activities, and fostering positive emotions and experiences in learning situations. By reflecting on experience, embodied learning becomes more explicit and shareable.

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V Alamäki, Ari, Amir Dirin, Jyrki Suomala, and Cheul Rhee. "Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education." Journal of Information Technology Education: Research 20 (2021): 309–29. http://dx.doi.org/10.28945/4816.

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Aim/Purpose: This case study examines students’ affective responses to and relationships with two-dimensional (2D) and 360° videos that were experienced with or without low-cost virtual reality (VR) headsets. Background: The prior research on low-cost VR technology is scant. Schools and universities are not financially able to purchase tens or hundreds of expensive inbuilt VR headsets. Therefore, we recommend an alternative, low-cost solution. Methodology: We conducted the experiment with students’ (N=100) responses to videos and VR technologies used in a higher education setting. We also applied a quantitative research approach examined in light of media richness and affective experience theories. Contribution: This study provides evidence of the integral role that VR technologies and 360° video content play, because using low-cost VR headsets potentially decreases the initial affective experiences of 360° videos among students. Although VR headsets improve media richness, they might simultaneously weaken students’ overall affective experiences if they experience usability challenges. Findings: The results showed that using low-cost VR headsets decreased positive user experiences when they were watching 360° videos. The 360° video experience was noted to be better without low-cost VR headsets. Low-cost VR headsets with a smartphone and 360° videos were found to be complicated to set up and use among first-time users. However, 360° videos created a more positive affect than did 2D videos. We also found that the positive affect of videos enhanced the social sharing intention. Recommendations for Practitioners: Educational institutes and teachers with limited financial budgets need to plan and manage courses that increases their need to adopt low-cost VR headsets. However, a poor initial user experience of low-cost VR technology usability might create negative student attitudes, which might hinder VR’s adoption rate in higher education. Recommendation for Researchers: This study provides a new understanding about students’ affective experiences of 2D videos and 360° videos with and without low-cost VR headsets. The results show that positive user experiences of 2D and 360° videos enhance students’ interest in sharing and collaboration in digital learning environments. Impact on Society: The results help educators to predict possible usability challenges in selecting the proper rich media for different learning situations. Additionally, the results assist educators to design VR assisted courses that motivate students. Future Research: The experimental comparison of different VR solutions and traditional learning technologies merits further examination. Additionally, more research is needed to determine the relationship of VR technologies, video content and learning methods, because technological features and content are tightly integrated in VR.

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Willets, Laura, Paul Mooney, and Nicholas Blagden. "Social climate in Learning Disability services." Journal of Intellectual Disabilities and Offending Behaviour 5, no. 1 (March 4, 2014): 24–37. http://dx.doi.org/10.1108/jidob-10-2013-0025.

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Purpose – The social climate of psychiatric institutions correlates with multiple outcomes related to staff and patients. Research into social climate in Learning Disability services is limited. Staff and patients in Learning Disability services have documented both positive and negative experiences. No research has directly compared the social climate of Learning Disability and non-Learning Disability psychiatric services. The purpose of this paper is to understand how these compare. The study will also compare staff and patient views of social climate and the impact of security on social climate in Learning Disability services. Design/methodology/approach – A total of 64 patients and 73 staff, from Learning Disability and non-Learning Disability psychiatric hospitals completed the Essen Climate Evaluation Schema (EssenCES) measure of social climate. Findings – Patients in Learning Disability and non-Learning Disability services did not differ in their perceptions of social climate. Staff in non-Learning Disability services had a more positive perception of social climate than staff in Learning Disability services. Patients and staff did not differ in their views on climate. Security was negatively related to patients’ Experienced Safety. Originality/value – The findings suggest that staff perceive that the deficits associated with Learning Disabilities may limit patients’ therapeutic experience and relationships with their peers. Despite this, patients with Learning Disabilities feel supported by their peers, have positive views of the treatment process and feel as safe as non-Learning Disabled psychiatric patients.

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Carr-Chellman, Davin Jules, and Michael Kroth. "Public school teachers’ experiences of profound learning." Andragoška spoznanja 25, no. 3 (October 8, 2019): 107–23. http://dx.doi.org/10.4312/as.25.3.107-123.

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Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity.

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Casinillo, Leomarich F., and Emily L. Casinillo. "Modelling Experiences And Its Factors In General Mathematics: The Case Of Grade 11 Students." Indonesian Journal Of Educational Research and Review 3, no. 2 (June 26, 2020): 25. http://dx.doi.org/10.23887/ijerr.v3i2.25670.

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Student’s experiences in learning plays an essential role in producing quality academic achievement. This study aimed to develop multiple regression models on the students’ experiences in learning mathematics in regards to its influencing factors. A simple random sampling of 112 grade 11 students in the first semester of school year 2018-2019 from Visayas State University were used as the respondents of this study. Result of the study reveals that grade 11 students’ learning experience in general mathematics is challenging and logical. However, it is found out that it is satisfying and rewarding since it develops their critical thinking and decision making in real life. The number of hours in studying and studying with internet positively influence the students’ learning experience in mathematics. It is also revealed that STEM students are more fond learning mathematics compare to non-STEM students. Furthermore, result also shows that a conducive learning environment and religious activities in the campus helps the students to have a peaceful and positive learning experience.

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Scogin, Stephen C., Christopher J. Kruger, Regan E. Jekkals, and Chelsea Steinfeldt. "Learning by Experience in a Standardized Testing Culture." Journal of Experiential Education 40, no. 1 (January 12, 2017): 39–57. http://dx.doi.org/10.1177/1053825916685737.

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Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students with opportunities to connect content with authentic experiences at the middle school level. Using a convergent-parallel mixed methods design, researchers investigated the program and discovered (a) students in the experiential program perceived school as more enjoyable, (b) learning to successfully collaborate was a key factor leading to positive experiences for students, (c) students showed evidence of noncognitive skill growth, and (d) students in the experiential program progressed appropriately on standardized tests and did not differ significantly from their counterparts in traditional classes.

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Roper, Emily A., and José A. Santiago. "Influence of Service-Learning on Kinesiology Students’ Attitudes Toward P–12 Students With Disabilities." Adapted Physical Activity Quarterly 31, no. 2 (April 2014): 162–80. http://dx.doi.org/10.1123/apaq.2013-0086.

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Employing a grounded theory approach, the purpose of this study was to qualitatively examine the influence of service-learning (SL) on undergraduate kinesiology students’ attitudes toward and experiences working with P–12 students with disabilities. Fourteen (9 female, 5 male) kinesiology students enrolled in an adapted physical education class participated in one of three focus group interviews regarding their experiences of working with P–12 students with disabilities. All interview data were analyzed following procedures outlined by Strauss and Corbin (1998). The following five themes represent the participants’ experiences and attitudes toward P–12 students with disabilities after their involvement in a SL project: (a) initial reactions, (b) selection of P–12 students, (c) preconceived attitudes, (d) the benefits of SL, and (e) positive experience. All 14 of the participants who volunteered to share their experiences indicated that the SL experience positively affected their attitudes toward individuals with disabilities.

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Journal articles on the topic 'Positive learning experiences'

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