POE: Understanding Innovative Learning Places and Their Impact on Student Academic Engagement—Index 6–8 ‘Alpha’ Survey Developments

Scott-Webber, Lennie; Konyndyk, Roger; Denison, Marilyn

doi:10.5539/jel.v8n5p31

Cited by 6 publications

(8 citation statements)

References 7 publications

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“…The focused geography was North America (USA and Canada) due to the opportunity of a convenience sample. This study relates to previous work done in the area of student engagement and learning, and how the design of the built space impacts student engagement levels (Scott-Webber, Konyndyk, & Denison, 2019;Scott-Webber, Konyndyk, & French, 2019;Scott-Webber, Konyndyk, French, & French, 2018). As mentioned, it was conducted in fall of 2020, and used educators as learning experts.…”

Section: Introduction To the Problemmentioning

confidence: 90%

“…Some classic EB researchers include: Hall (1966), Sommer (1959), Maslow (1943), Anderson and Krathwohol (2001), Elliot and Covington (2001), Scott-Webber (2000b& 2004), Scott-Webber, Abraham and Marini (2000. Early research work from this author was completed in higher education (Scott-Webber, 2014;Scott-Webber, Strickland, & Kapitula, 2013;Scott-Webber Marini, & Abraham, Spring, 2000), and newer research in grades kindergarten to grade 12 (French, Scott-Webber & Sivakumar, 2020;Kilbourne, Scott-Webber, & Kapitula, 2017;Scott-Webber, Konyndyk, & Denison, 2019;Scott-Webber, Konyndyk, & French, 2019;Scott-Webber, Konyndyk, French, & French, 2018;Scott-Webber, Konyndyk, French, Lembke, & Kinney, 2017).…”

Section: Area #1-explore the Problemmentioning

confidence: 99%

“…This study used a Human-centered Research Design (HcRD) (Scott-Webber, Konyndyk, & Denison, 2019) as a mixed-method protocol with three techniques and three situations studied. The techniques included: (a) online survey, (b) focused interviews, and (c) crowd-sourced photo images and writings.…”

Section: Introduction To the Problemmentioning

confidence: 99%

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Row-by-Column, Plexiglass & Zoom, Oh My! A K-12 COVID-19 Storm / A Pilot

Scott-Webber¹

2021

JEL

Self Cite

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We are 21 years into the 21st century, and educational practices across North America were woefully unprepared to ‘flip the switch’ to online learning; at times no education occurred at all, not online or onsite. The COVID-19 pandemic disruptor storm peeled off the layers of blindfolds time accrued in an instant. Issues included three areas. Area one—unpreparedness: digital illiteracy relative to online learning and corresponding teaching models, equity issues pertaining to internet access and computer access, platforms that varied and were unreliable. Area two—inconsistent: (if any) guidelines on how to teach onsite, or those from a disease control group dictating a six-foot distancing, masks, plexiglass, and row-by-column with eyes facing forward (back to a 19th century teaching didactic model), and smaller class sizes. Area three-time/space continuum: the combining of online and onsite, teaching loads, and maintenance. This ‘alpha’ research study tried to capture a historic moment in time. A Human-centered Research Design (HcRD) protocol with three techniques to mitigate bias was used: (1) online survey, (2) focused interviews, and (3) crowd-sourced photographic content across two countries—USA and Canada as a convenience sample. The findings will reveal a ‘just-in-time’ snap shot of the tactics used pre- and current-, as well as ideas for post-pandemic—this research’s differentiator. The storm of COVID-19 played unprecedented havoc on schools across North America, but there are important learnings and these, along with some insights will be shared.

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Section: Introduction To the Problemmentioning

confidence: 90%

Section: Area #1-explore the Problemmentioning

confidence: 99%

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Row-by-Column, Plexiglass & Zoom, Oh My! A K-12 COVID-19 Storm / A Pilot

Scott-Webber¹

2021

JEL

Self Cite

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“…Informal learning spaces are environments in which students self-direct their own learning pathways, alone or with others, in a variety of different, self-chosen spatial settings, focusing on self-chosen learning content. The purposeful design of informal learning spaces is an important direction for architectural design and for higher education institutions to think about student engagement and retention [5].…”

Section: Literature Reviewmentioning

confidence: 99%

Comparative study of informal learning spaces in colleges based on the occurrence probability of informal learning

Shi

et al. 2023

Third International Conference on Computer Vision and Information Technology (CVIT 2022)

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Different teaching modes arising from different educational backgrounds have an important influence on the architectural design of colleges. There is a relationship between the layout designs of informal learning spaces in college teaching buildings and the probablity of informal learning behaviors. This paper attempts to combine visual and topological analyses to investigate the socio-spatial properties of informal learning spaces and use them to assess the influence of the floor plan characteristics of the teaching building on the probablity of informal learning behaviors. It has been found that planes with high accessibility and visibility are more conducive to the occurrence of informal learning behaviors. Informal learning spaces increase the probability of informal learning behaviors occurring by relying on corridor spaces with high visibility attributes and frequency of use. This study will delve into how the layout of informal learning influences the occurrence of informal learning behaviors, providing some reference significance for future renovation and new construction of college teaching buildings.

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“…According to [10], all learning models can be identified through the goal structure, reward structure and task structure. The goal structure, reward structure and task structure in the cooperative learning model are different from the goal structure, reward structure and task structure in other learning models.…”

Section: Fig 2 Pyramid Of Dalementioning

confidence: 99%

Contextual teaching material development model

Listiadi

2022

SR:PE

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Learning accounting so far only uses student activity sheets or books or handouts. This obviously can cause students to be vulnerable to disinterest, difficulty in learning accounting, less motivated and abstract lessons. This study aims to determine the extent, to which the process of making printed teaching materials model products is in the form of real document transactions that contextually integrate student worksheets in accounting. By designing learning experiences that are close to real-world conditions, so that they can grow knowledge and skills in the field of accounting, through innovation in creating product models of printed teaching materials that are contextually integrated with working papers in the accounting field. The method, designed in this research, is the Thiagarajan (4D) development model, which consists of the Define stage, Design stage, Develop stage, and Dissemination stage. The results showed that the product in this development research was in the form of appropriate teaching materials to support the application of the scientific approach in implementing the curriculum. Overall, the teaching materials made are real and contextual, students are motivated to learn well by using Real document transaction products because learning is like using transaction proof documents in the real industrial world

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POE: Understanding Innovative Learning Places and Their Impact on Student Academic Engagement—Index 6–8 ‘Alpha’ Survey Developments

Cited by 6 publications

References 7 publications

Row-by-Column, Plexiglass & Zoom, Oh My! A K-12 COVID-19 Storm / A Pilot

Row-by-Column, Plexiglass & Zoom, Oh My! A K-12 COVID-19 Storm / A Pilot

Comparative study of informal learning spaces in colleges based on the occurrence probability of informal learning

Contextual teaching material development model

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