Psychosocial environment and affective outcomes in technology-rich classrooms: testing a causal model

Dorman, Jeffrey P.; Fraser, Barry J.

doi:10.1007/s11218-008-9069-8

Cited by 71 publications

(44 citation statements)

References 42 publications

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“…This will improve student outcomes (Dorman, Fraser, Dorman, & Fraser, 2009) allow for constructing new competencies, beliefs, and personal empowerment student aptitude important as a teacher in the future. The unique environment of the educational 3D creations allows and invites the construction of knowledge and thinking about creative action or concrete guidelines.…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Nissim¹,

Weissblueth²

2017

IES

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The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21 st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers' self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners' social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

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Section: Discussionmentioning

confidence: 99%

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Nissim¹,

Weissblueth²

2017

IES

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“…Some scholars see students' participation in online courses as the expression of over-involvement and commitment in the context of the course contents (Dorman & Fraser, 2009). …”

Section: Theoretical Backgroundmentioning

confidence: 99%

From an Ancient Text to New Interpretation “The Allegory of the Cave”

Nissim¹,

Pinto²

2017

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The research observes thinking processes of students undergoing training to become teachers. It focused on their interpretations which provide a new approach to the ancient text "The Allegory of the Cave" in Plato's Politeia (The Republic). These processes enable students to reach insights concerning the characteristics of the educator's challenges of the 21 st century. This article is based on a thorough observation of discussions in an online forum (in a Moodle environment), accompanied a lesson entitled "Introduction to philosophy of education on the timeline" that took place during the academic years 2014, 2015, 2016. In this assay we demonstrate how a discussion mediated through an online discourse explores the process of knowledge construction, collaborative learning and constructivist dialog. This is with reference to the tension between the ancient and the modern, the past and the future, tension which its intensity increases in reality changes in accelerated pace.

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“…Results of previous studies have consistently shown that the learning environment affect students' academic self-efficacy and students' self-efficacy beliefs in academic performance and affect the improvement of learning environment and students' achievement (Velayutham & Aldrige, 2013). Dorman and Fraser (2009) stated that improvement of the classroom learning environment has the potential to improve students' outcomes. Students will learn better when they perceives that their classroom environment positively.…”

Section: Introductionmentioning

confidence: 99%

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

Ariani¹

2017

ASS

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This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learning motivation on relation between learning environment and self-regulation in learning effort. Respondents were 307 students of undergraduate program on business, management, and economics in Yogyakarta and Bandung, Indonesia. Self-report questionnaires were administered to respondents during their regular class periods. Results revealed that students' perception of learning environment on all dimensions were significantly related to learning motivation and self-regulation in effort regulation. Students' perception of learning environment especially task orientation dimension was significantly influenced on three dimensions of learning motivation. The result of this study also indicated that learning goal orientation and self-efficacy are the mediating variables in the relationship model. These results supported many of the hypothesized relationships. Further explanations are discussed regarding both the expected and unexpected outcomes.

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Psychosocial environment and affective outcomes in technology-rich classrooms: testing a causal model

Cited by 71 publications

References 42 publications

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

From an Ancient Text to New Interpretation “The Allegory of the Cave”

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

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