Changing classrooms bring new questions: environmental influences, self-efficacy, and academic achievement

Mantooth, Renae; Usher, Ellen L.; Love, Abigail M. A.

doi:10.1007/s10984-020-09341-y

Cited by 16 publications

(15 citation statements)

References 38 publications

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“…Butler et al, 2017 ) have shown that audio quality (in the sense of not having too much noise) is important in determining the quality of a learning space. Mantooth et al ( 2021 ) reinforce the point that, for effective learning environments, any novel technology needs to be paired with appropriate pedagogy, which is a point that this research endorses. There is an emerging literature on student perceptions of this form of learning environment, with Keiper et al ( 2021 ) identifying examples of positive feedback with a given tool in a specific context.…”

Section: Literature Reviewmentioning

confidence: 68%

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic

Detyna

Sanchez-Pizani

Giampietro

et al. 2022

Learning Environ Res

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In 2020, King’s College London introduced HyFlex teaching as a means to supplement online and face-to-face teaching and to respond to Covid-19 restrictions. This enabled teaching to a mixed cohort of students (both online and on campus). This article provides an outline of how such an approach was conceptualized and implemented in a higher-education institution during an intense three-month period over that summer and prior to the limited re-opening of the university campus. This was a new approach that offers a number of pointers for reflection and provides key insights in on this novel learning environment and the physical and pedagogical contexts in which learning can occur. Technical implementation factors are detailed, along with both reflections on challenges and solutions. Pedagogical issues such as cognitive load, social presence, and resolving the issues of a cohort spread across two locations are discussed. While we should be mindful of the limitations of this relatively-specific research, and shouldn’t therefore over-extrapolate our findings, one key finding is that delivering Hyflex is associated with a higher cognitive load. Further, the audio quality of our implementation enhanced the feeling of presence in the learning environment. We recommend providing appropriate technical and pedagogical training, as well as audio-visual and digital education support.

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Section: Literature Reviewmentioning

confidence: 68%

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic

Detyna

Sanchez-Pizani

Giampietro

et al. 2022

Learning Environ Res

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show abstract

“…Specifically, under the smart classroom environment, the students perceived the usefulness of the enrich-technology, and they were confident to use the internet for studying. That's up to a point can change their preference or tendencies, facilitate interaction, improve collaboration abilities, and finally develop computational thinking skills (MacLeod et al, 2018;Mantooth et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Predicting Key Factors Affecting Secondary School Students’ Computational Thinking Skills Under the Smart Classroom Environment: Evidence From the Science Course

Xing

2022

JBSE

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The main purpose of this research was to explore the key factors influencing secondary school students’ computational thinking skills within the smart classroom environment. Data were collected from 420 students in 4 secondary schools in B city, China. The optimal fitting results of the structural equation model showed that internet attitudes, internet self-efficacy, and internet use are the key factors directly related to students’ computational thinking skills. Furthermore, there are indirect effects between students’ attitudes towards the internet and computational thinking skills through internet self-efficacy and internet use as mediators. These internet-related characteristics were confirmed to be significantly associated and simultaneously affected their computational thinking skills. After reviewing and reflecting on the research conclusions, this study proposed several measures to improve secondary school students’ computational thinking skills while taking into account the complicated interplay of internet psychology and behavior characteristics. Keywords: computational thinking skills, Internet attitude, Internet self-efficacy, Internet use, smart classroom, secondary school students.

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“…La confianza en sí mismo es importante en el aprendizaje de las matemáticas (Bartley e Ingram, 2018). Específicamente se ha demostrado que la autoeficacia percibida baja se asocia con un bajo rendimiento (Rozgonjuk et al, 2019), y viceversa (Mantooth, Usher y Love, 2020). A su vez, es considerada como un elemento que potencia la motivación y el sentimiento de logro (Star, Chen, Taylor, Durkin, Dede y Chao, 2014).…”

Section: Marco Teóricounclassified

Ansiedad matemática, actitud y autoeficacia: un estudio sobre el efecto de AppCalc en estudiantes de ingeniería

Gyves¹,

Ramírez²

2021

IE REDIECH

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En este estudio se investigó la efectividad de un entorno de enseñanza en la reducción de los niveles de ansiedad en estudiantes, incremento en el sentimiento de autoeficacia y el cambio de actitudes hacia las matemáticas. Se incluyó el empleo de algunas herramientas digitales y se aplicaron tres cuestionarios involucrados en el aprendizaje de conceptos matemáticos: de ansiedad, de actitud y de autoeficacia. La investigación tuvo un diseño cuasiexperimental con un grupo que empleó la aplicación móvil AppCalc, y un grupo control que cursó la asignatura sin el uso de AppCalc. A la par de investigar los aspectos psicosociales mencionados se indagó el efecto del empleo de la aplicación móvil sobre el manejo de ciertas habilidades básicas de matemáticas en estudiantes de ingeniería del sureste del país. Entre los hallazgos es posible mencionar que solo algunos de los resultados fueron mejores en el sentido de que pudieran ser atribuibles al empleo de la herramienta digital, sin embargo, explicitar el objetivo del estudio en el aula sí proporcionó una ventaja en la percepción docente acerca del aprendizaje del alumno.

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Changing classrooms bring new questions: environmental influences, self-efficacy, and academic achievement

Cited by 16 publications

References 38 publications

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic

Predicting Key Factors Affecting Secondary School Students’ Computational Thinking Skills Under the Smart Classroom Environment: Evidence From the Science Course

Ansiedad matemática, actitud y autoeficacia: un estudio sobre el efecto de AppCalc en estudiantes de ingeniería

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