Transforming the Student Experience Through Learning Space Design

Sparrow, Jennifer; Whitmer, Susan

doi:10.1108/s1479-362820140000012020

Cited by 7 publications

(4 citation statements)

References 5 publications

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“…The learning experience through the Zoom platform An important element that can be correlated to academic engagement is the technological one. The space in which students learn has a considerable influence on the learning experience (Wiers-Jenssen et al, 2002), both in the physical context, of a classroom or work area (Ni, 2013), and in the virtual aspect, which relate to the user experience in online learning environments (Sparrow and Whitmer, 2014;Wiederhold, 2020). However, the mere presence of learning materials online is not sufficient evidence of engagement (Robinson and Cook, 2018).…”

Section: Lonelinessmentioning

confidence: 99%

“For students shall not live by Zoom alone”: psychological factors explaining the engagement of students during the COVID-19

Gazit

2023

ILS

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Purpose The purpose of this study was to obtain valuable insights into students’ engagement and experiences within the virtual learning environment, especially in the context of crises. Among the innumerable challenges people throughout the world faced during the first year of the COVID-19 pandemic, those of students in institutions of higher education needing to engage in online academic studies are of special interest. Using an online survey, this study could predict students’ online engagement during the COVID-19 pandemic through three theoretical frameworks: the students’ academic motivation to study, the Big Five personality traits, and loneliness, and with a new tool measuring the participation in the Zoom platform. Design/methodology/approach To examine the psychological and technological factors predicting the students’ engagement, this study surveyed 547 students from different academic institutions of higher learning. Findings Findings show that the less lonely the students felt, the less neurotic they were, and the higher they scored in levels of extroversion, agreeableness, consciousnesses and openness to experience, the greater their engagement in their academic studies. In addition, students who were older, more educated, with higher intrinsic motivation and lower lack of motivation were more engaged in their online academic studies. Finally, participating in classes through the Zoom platform and experiencing it positively was a significant predictor of higher academic engagement. Originality/value Recognizing these factors can enable educators, institutions of higher learning, counselling services and students to obtain tools for higher engagement in online learning.

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Section: Lonelinessmentioning

confidence: 99%

“For students shall not live by Zoom alone”: psychological factors explaining the engagement of students during the COVID-19

Gazit

2023

ILS

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“…In student-centered learning, "(students) can no longer rely on the lecturer to tell them what, how, where and when to think. They must start to do this" (Sparrow et al, 2000). This philosophy anchors the learning team facilitation activity.…”

Section: The Learning Team Facilitation Activitymentioning

confidence: 99%

“…The student-centered learning is defined as the ways of thinking and learning that emphasize students' responsibilities in learning (Cannon & Newble, 2000). In the student-centered learning, students should take a high level of responsibility on initiatively choosing their learning goals, and actively managing their learning (Sparrow, Sparrow, & Swan, 2000). It has been proven that properly implementing the student-centered learning approaches can lead to increased motivation to learn, greater retention of knowledge, deeper understanding, and more positive attitudes towards the subject being taught (Collins & O'Brien, 2003;Felder & Brent, 1996;Fernández, Díez, Zarraonandia, & Torres, 2011).…”

Section: Introductionmentioning

confidence: 99%

Applying the Polysynchronous Learning to Foster the Student-centered Learning in the Higher Education Context

Ouyang

2016

International Journal of Online Pedagogy and Course Design

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Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

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“…The lecturer must guide and train learners to learn by planning, goals, and options to evoke learners to self-learning strategies. Furthermore, in modern linguists, the cultivation of learning strategies must be done in the class and is divided into five parts: presentations, in which the lecturer tells learners the strategy they have to do; strategy of modeling, in which the lecturer shows how the strategy work; training, where the lecturer provides relevant material to test the strategy; evaluation, where the lecturer checks how well learners have mastered the new and final strategies; expansion, [4] Sparrow and Swan (2000) consider self-learning as one of the several teaching strategies that have much in common. This strategy is collaborative learning, experiential learning, authentic learning, problem-based learning, constructivist learning, and effective learning based on student-centered activities.…”

Section: Introductionmentioning

confidence: 99%

Self-Learning strategies: The Power of Maximizing Personal Autonomy for English Teaching in the Online Era

Yuliana¹

2023

Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07–08 November 20

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The didactic creativity based on Self-Learning Strategies (SLS) maximizes the learners' learning outcomes and the tendency of their learning activities on the concept of practical reaction in the free era of online learning. With Didactical Design Research (DDR), the research developed the phenomenon of "scientific imagination" followed by apperception exploring learners' knowledge and autonomy. The implementation of the didactic design shows the importance of the lecturer's anticipation of diverse learners' responses to achieve learning objectives. Thus, SLS is expected to elaborate student-centered learning which brings out relevant and elaboratively didactical creativity. It is also used to vary the creativity of the didactical process to learn English as a Foreign Language (EFL) at the master level. In short, encouraging the creation of innovative conditions for learners to help themselves learn reflectively as well as productively is the relevant target.

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Transforming the Student Experience Through Learning Space Design

Cited by 7 publications

References 5 publications

“For students shall not live by Zoom alone”: psychological factors explaining the engagement of students during the COVID-19

“For students shall not live by Zoom alone”: psychological factors explaining the engagement of students during the COVID-19

Applying the Polysynchronous Learning to Foster the Student-centered Learning in the Higher Education Context

Self-Learning strategies: The Power of Maximizing Personal Autonomy for English Teaching in the Online Era

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