Session 1: Effectiveness of a learning environment
The fundamental goal of learning would be about enhancing cognitive learning potential and/or collaborative processes (Whidschitl, 2002).
Effectiveness has to take into account the objective that LE is created for. Different learning objectives would dictate instructional methods as would different disciplines naturally subscribing to different environments.
Take for example if the objective was to develop students creativity through the use of ICT. If the design was such that students product has to be a PowerPoint presentation as opposed to one where students could expressed themselves freely either through blogs, podcasts etc, it is obvious which one is more effective.
If the teacher is one that encourages students participation in class through the use of wait time and good questioning skills, students would feel more at ease at voicing their opinions. However if the teacher is unable to facilitate discussions well, students would take over the lesson and much time could be wasted. In addition, students who are less vocal or academically weaker may feel embarrassed to speak up resulting in teachers thinking that they are not paying attention or are just plain freeloaders.
The classroom learning environment can also be affected by outside influences. A good partnership with parents may lead to pupils paying more attention in class as pupils may feel that their parents are concerned about their learning. This is one of the goals of the No Child Left Behind Act in US.
Thus how a student copes with the environment (both in and out of a classroom) created by a teacher determines in part its effectiveness, and this could be partly seen through results. I say, partly as assessments are primarily targeted at curriculum / knowledge based goals and not the social emotional aspects.
Effectiveness has to take into account the objective that LE is created for. Different learning objectives would dictate instructional methods as would different disciplines naturally subscribing to different environments.
Take for example if the objective was to develop students creativity through the use of ICT. If the design was such that students product has to be a PowerPoint presentation as opposed to one where students could expressed themselves freely either through blogs, podcasts etc, it is obvious which one is more effective.
If the teacher is one that encourages students participation in class through the use of wait time and good questioning skills, students would feel more at ease at voicing their opinions. However if the teacher is unable to facilitate discussions well, students would take over the lesson and much time could be wasted. In addition, students who are less vocal or academically weaker may feel embarrassed to speak up resulting in teachers thinking that they are not paying attention or are just plain freeloaders.
The classroom learning environment can also be affected by outside influences. A good partnership with parents may lead to pupils paying more attention in class as pupils may feel that their parents are concerned about their learning. This is one of the goals of the No Child Left Behind Act in US.
Thus how a student copes with the environment (both in and out of a classroom) created by a teacher determines in part its effectiveness, and this could be partly seen through results. I say, partly as assessments are primarily targeted at curriculum / knowledge based goals and not the social emotional aspects.
posted by Covenant Youths at 1:54 PM
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