Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Background In the process of education reform, carrying out continuous educational environment measurement is necessary. This study aimed to evaluate the perceptions of the medical education environment and learning autonomy in blended learning in pediatrics among clinical medicine students, as well as the relationship between these two constructs. Methods A cross-sectional study was conducted on clinical medical students from the First Clinical School of Wuhan University who had completed the blended learning courses of pediatrics. Perceptions of the medical education environment and learning autonomy were surveyed using the Dundee Ready Education Environment Measure (DREEM) and the Autonomy in Learning Rating Scale for college students (ALRS), respectively. Independent samples t-test, one-way ANOVA, correlation, and multiple linear regression analyses were conducted. Results A total of 487 students participated in the survey (valid response rate: 83.53%). Students’ perceptions of the current medical education environment and learning autonomy were generally positive. Among the average scoring rates of DREEM, students’ perception of teachers (SPT) > students’ perception of learning (SPL) > students’ perception of atmosphere (SPA) > students’ academic self-perceptions (SASP) > students’ social self-perception (SSSP), while learning strategies > learning motivation > self-regulation > content and environment among the average scoring rates of ALRS. Correlation analyses revealed that all subscales of the two were significantly associated with each other ( P < 0.05). Regression analyses showed that SPA and SASP were significant factors for students’ learning autonomy. Conclusion Clinical medicine students who experienced blended learning in pediatrics had positive perceptions of the medical education environment, and their learning autonomy was good and closely related to the perceptions of the medical education environment. In the implementation of blended learning, continuous optimization of teaching content and proactive enhancement of the medical education environment will help enhance clinical medicine students’ satisfaction with the educational environment and their learning autonomy. Clinical trial number Not applicable. Supplementary Information The online version contains supplementary material available at 10.1186/s12909-024-06490-z.

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Perceptions of Afghan EFL undergraduate learners towards autonomous learning

Tareen,

Zhang,

Haand

2024

Asian. J. Second. Foreign. Lang. Educ.

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Autonomous learning is extensively acknowledged as a desirable goal in undergraduate education as it is found to comply with learner-centered approaches and enable learners to pursue life-long learning. However, very few empirical researchers have closely examined the actual practices of autonomous learning in the Afghan context. Therefore, the main purpose of the current research project was to investigate EFL undergraduates’ perceptions of autonomous learning, strategies used for improving language proficiency, and the extent to of these strategies are deployed. With regard to achieving these objectives, a mixed-method approach was adopted. The quantitative data were analyzed through SPSS v24 by conducting descriptive and inferential statistics. The findings revealed that EFL learners had positive perspectives on autonomous learning and were ready to take the initiative in autonomous learning. Qualitative analysis of nine EFL students’ interviews revealed that they have to create learning goals for their learning, assess themselves for controlling their learning, and take part in inside and outside classroom activities to improve their language proficiency. This case study concludes that the findings cannot be generalized to other contexts, and the study makes an original contribution to understanding the promotion of autonomous learning at Kandahar University. In addition, this study offers practical implications for policymakers and lecturers who are interested in adopting autonomous learning as a worthwhile educational goal.

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Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Cited by 4 publications

References 64 publications

Globalisation, Education and Policy Research: The Field of Learning Environments in Global Perspective

Globalisation, Education and Policy Research: The Field of Learning Environments in Global Perspective

Investigating students’ perceptions of the medical education environment and learning autonomy in blended learning in pediatrics: a cross-sectional study

Perceptions of Afghan EFL undergraduate learners towards autonomous learning

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