Innovative learning environments: Beginning with the concept

Kedian, Jeremy; West‐Burnham, John

doi:10.21307/jelpp-2017-002

Cited by 8 publications

(4 citation statements)

References 5 publications

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“…In the modern higher school of Ukraine, the institute of an inclusive environment is considered an important component of the educational process, which provides an opportunity to achieve the educational and professional goals of higher education seekers with disabilities. To implement the idea of "education accessible to all", higher education must be a safe and functional environment for students with disabilities (Kedian & West-Burnham, 2017). Recognition of the rights of such students, their interests, needs, assistance in the process of socialization, and choice of professional activity is very important in the development of education (O'Rourke & Houghton, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…An inclusive environment in educational institutions in scientific intelligence is considered a key factor in the socialization of students with disabilities (Kedian, & West-Burnham, 2017;Smith, 2004). There is an active search for ways to organize and operate an inclusive educational environment in higher education (Campos, Ferreira, & Block, 2014), the features of inclusive education, analysis of European-oriented educational inclusion (Goodwin & Watkinson, 2000;Haycock & Smith, 2010) and opportunities for integration of such experiences (Bondar, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Individualization of the Educational Process of Inclusive Physical Education of Students with Disabilities

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2022

J. learn. theory methodol.

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Background. The relevance of the study is due to the objective need to increase the effectiveness of РЕ for students with disabilities during their studies in higher education. The study purpose was: of the article is to identify the effectiveness of the implementation of classes on inclusive physical education for students with disabilities according to the individual program. Materials and methods. The experiment was attended by 30 students of Lviv Polytechnic National University with disabilities (with diseases of the nervous system) during a three-year physical education course, with equal numbers of female and male students participating. To determine the effectiveness of the program of physical education for students with disabilities (with diseases of the nervous system), cardiovascular tests have been used. Results. From the standpoint of the general objectives of the study, the results of the experimental study showed the effectiveness of the individual approach in the choice of correctional and developmental means of inclusive physical education for students with disabilities. After the course, we observe stabilization with a tendency to regression of autonomic disorders, and improvement of peripheral hemodynamics, against the background of reducing the clinical manifestations of diseases of the nervous system in students of the study sample. Conclusions. It is proved that the main reason for the introduction of an individualized approach to inclusive physical education of students with disabilities is the provision that this process should focus on the individual health of each student and the ability to eliminate existing deviations by physical education, and thus achieve the highest results in such activities. Analysis of research and educational practice gives grounds to conclude that such an approach in physical education, namely taking into account the individual characteristics of a contingent of students with disabilities, identifies new prospects for inclusive physical education of students in higher education in general.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Individualization of the Educational Process of Inclusive Physical Education of Students with Disabilities

Блавт

2022

J. learn. theory methodol.

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“…Connected to ideas related to noise and distraction in innovative learning environments, there was also discussion of how these spaces, designed to promote team teaching (Kedian & West-Burham, 2017 ; Starkey & Wood, 2021 ), were ineffectively used and explored. For instance, differences in teaching styles and classroom behaviour management were perceived as factors hampering teacher collaboration, as shown in the comments below.…”

Section: Resultsmentioning

confidence: 99%

Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools

et al. 2023

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In New Zealand, the architectural design of schools and the spaces where children learn are being innovated to allow for more opportunities for teachers and students to work collaboratively. However, there is a dearth of research that has investigated both teachers’ and students’ perceptions of the learning spaces. Little attention has been paid to Asian students, who may perceive learning quite differently from their English-only speaking counterparts. This article compares the perceptions of teachers with students, highlighting the group from Asian backgrounds in both innovative with traditional learning spaces. Fourteen Year 5 and 6 primary teachers from traditional and innovative learning environments were interviewed. Additionally, a questionnaire was given to 150 Year 5 and 6 students. The study found that although many of the teachers perceived challenges with noise and distraction in innovative learning environments, this was not as evident in the responses from the students, particularly the Asian students.

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“…Essa constatação de que o aprendizado desses estudantes tenha ocorrido de uma maneira que pôde ser considerada como insatisfatória indica que este agrupamento apresente um potencial de representar uma parcela considerável da população. Portanto, um detalhamento mais afundo de determinados elementos percebidos por esse grupo apresenta potencial para, além de descrever, fornecer as bases para tomadas de decisão em relação a educação fornecida na pós-graduação stricto sensu (Kedian e West-Burnham, 2017;Oliveira Junior, 2018).…”

Section: Estudantes Com Dificuldades De Aprendizagem E Baixo Aproveit...unclassified

A percepção de aprendizagem na pós-graduação brasileira durante a pandemia de Covid-19

et al. 2022

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Com a emergência da pandemia de COVID-19 as atividades de ensino e de aprendizagem, assim como os ambientes de aprendizagem da pós-graduação, sofreram modificações. A principal delas foi a transferência do ensino presencial para aulas no formato remoto, ação esta que não foi acompanhada por condizente reflexão acerca de como isso reflete no aprendizado por parte dos estudantes. Assim, o objetivo do estudo foi analisar a percepção dos alunos da pós-graduação quanto a aprendizagem em função dos ambientes de aprendizagem vivenciados durante o distanciamento social decorrente da pandemia de COVID-19. A pesquisa adotou uma abordagem quantitativa de cunho descritivo, tendo sido realizada através de um levantamento com 734 estudantes de pós-graduação stricto sensu de diversos cursos a nível nacional, durante fevereiro de 2021. O questionário abordou 21 variáveis que se aglutinavam em quatro ambientes de aprendizagem: físico; psicossocial; pedagógico; e tecnológico. Através da análise de agrupamentos, identificou-se cinco grupos distintos: estudantes com alta aprendizagem e bom aproveitamento dos ambientes de aprendizagem; estudantes com nível mediano de aprendizagem; estudantes com bom nível de aprendizagem e dificuldades no ambiente físico; estudantes com baixo nível de aprendizagem; e estudantes com dificuldades de aprendizagem e baixo aproveitamento dos ambientes de aprendizagem. Os resultados mostraram que grande parte dos alunos da pós-graduação no Brasil conseguiram se adaptar bem diante do cenário pandêmico e ter aprendizados satisfatórios.

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Innovative learning environments: Beginning with the concept

Cited by 8 publications

References 5 publications

Individualization of the Educational Process of Inclusive Physical Education of Students with Disabilities

Individualization of the Educational Process of Inclusive Physical Education of Students with Disabilities

Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools

A percepção de aprendizagem na pós-graduação brasileira durante a pandemia de Covid-19

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