The Evolution of the Field of Learning Environments Research
Abstract
:1. Introduction
2. Historical Beginnings and Milestones
3. Assessment of Learning Environments
4. Types of Learning Environment Research
4.1. Associations between Learning Environment and Student Outcomes
4.2. Evaluation of Educational Programmes
4.3. Improving Learning Environments
5. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Student Cohesiveness | |
1. | I make friendships among students in this class. |
2. | I know other students in this class. |
3. | I am friendly to members of this class. |
4. | Members of the class are my friends. |
5. | I work well with other class members. |
6. | I help other class members who are having trouble with their work. |
7. | Students in this class like me. |
8. | In this class, I get help from other students. |
Teacher Support | |
9. | The teacher takes a personal interest in me. |
10. | The teacher goes out of his/her way to help me. |
11. | The teacher considers my feelings. |
12. | The teacher helps me when I have trouble with the work. |
13. | The teacher talks with me. |
14. | The teacher is interested in my problems. |
15. | The teacher moves about the class to talk with me. |
16. | The teacher’s questions help me to understand. |
Involvement | |
17. | I discuss ideas in class. |
18. | I give my opinions during class discussions. |
19. | The teacher asks me questions. |
20. | My ideas and suggestions are used during classroom discussions. |
21. | I ask the teacher questions. |
22. | I explain my ideas to other students. |
23. | Students discuss with me how to go about solving problems. |
24. | I am asked to explain how I solve problems. |
Investigation | |
25. | I carry out investigations to test my ideas. |
26. | I am asked to think about the evidence for statements. |
27. | I carry out investigations to answer questions coming from discussions. |
28. | I explain the meaning of statements, diagrams, and graphs. |
29. | I carry out investigations to answer questions that puzzle me. |
30. | I carry out investigations to answer the teacher’s questions. |
31. | I find out answers to questions by doing investigations. |
32. | I solve problems by using information obtained from my own investigations. |
Task Orientation | |
33. | Getting a certain amount of work done is important to me. |
34. | I do as much as I set out to do. |
35. | I know the goals for this class. |
36. | I am ready to start this class on time. |
37. | I know what I am trying to accomplish in this class. |
38. | I pay attention during this class. |
39. | I try to understand the work in this class. |
40. | I know how much work I have to do. |
Cooperation | |
41. | I cooperate with other students when doing assignment work. |
42. | I share my books and resources with other students when doing assignments. |
43. | When I work in groups in this class, there is teamwork. |
44. | I work with other students on projects in this class. |
45. | I learn from other students in this class. |
46. | I work with other students in this class. |
47. | I cooperate with other students on class activities. |
48. | Students work with me to achieve class goals. |
Equity | |
49. | The teacher gives as much attention to my questions as to other students’ questions. |
50. | I get the same amount of help from the teacher as do other students. |
51. | I have the same amount of say in this class as other students. |
52. | I am treated the same as other students in this class. |
53. | I receive the same encouragement from the teacher as other students do. |
54. | I get the same opportunities to contribute to class discussions as other students. |
55. | My work receives as much praise as other students’ work. |
56. | I get the same opportunities to answer questions as other students. |
References
- Fraser, B.J. Evaluation of a science-based curriculum. In Educational Environments and Effects: Evaluation, Policy, and Productivity; Walberg, H., Ed.; McCutchan: Berkeley, CA, USA, 1979; pp. 218–234. [Google Scholar]
- Anderson, G.L.; Walberg, H.J. Classroom climate group learning. Int. J. Educ. Sci. 1968, 2, 175–180. [Google Scholar]
- Welch, W.W.; Walberg, H.J. A national experiment in curriculum evaluation. Am. Educ. Res. J. 1972, 9, 373–383. [Google Scholar] [CrossRef]
- Wubbels, T. My journey in the learning environments research community: Research on teacher–student interactions and relationships. In Thirty Years of Learning Environments: Looking Back and Looking Forward; Zandvliet, D.B., Fraser, B.J., Eds.; Brill Sense: Leiden, The Netherlands, 2019; pp. 20–40. [Google Scholar]
- Aldridge, J.M.; Fraser, B.J. Outcomes-Focused Learning Environments: Determinants and Effects; Sense Publishers: Rotterdam, The Netherlands, 2008. [Google Scholar]
- Fisher, K. (Ed.) The Translational Design of Schools: An Evidence-based Approach to Aligning Pedagogy and Learning Environments; Advances in Learning Environments Research Series; Sense Publishers: Rotterdam, The Netherlands, 2016. [Google Scholar]
- Zandvliet, D.B.; Fraser, B.J. (Eds.) Thirty Years of Learning Environments: Looking Back and Looking Forward; (Advances in Learning Environments Research Series); Brill Sense: Leiden, The Netherlands, 2019. [Google Scholar]
- Fraser, B.J. Classroom learning environments: Retrospect, context and prospect. In Second International Handbook of Science Education; Fraser, B.J., Tobin, K.G., McRobbie, C.J., Eds.; Springer: New York, NY, USA, 2012; pp. 1191–1239. [Google Scholar]
- Tobin, K.G.; Fraser, B.J. Qualitative and quantitative landscapes of classroom learning environments. In International Handbook of Science Education; Fraser, B.J., Tobin, K.G., Eds.; Kluwer: Dordrecht, The Netherlands, 1998; pp. 623–640. [Google Scholar]
- Aldridge, J.M.; Fraser, B.J.; Huang, I.T.-C. Investigating classroom environments in Taiwan and Australia with multiple research methods. J. Educ. Res. 1999, 93, 48–62. [Google Scholar] [CrossRef]
- Fraser, B.J. Milestone in the evolution of the learning environments field over the past three decades. In Thirty Years of Learning Environments: Looking Back and Looking Forward; Zandvliet, D.B., Fraser, B.J., Eds.; Brill Sense: Leiden, The Netherlands, 2019; pp. 1–19. [Google Scholar]
- Hanke, C.Y.; Fraser, B.J. A cross-national study of students’ affective outcomes among middle-school mathematics students in the USA and Hong Kong. In Students’ Attitudes Towards Learning and Education; Rolph, W.S., Ed.; Nova Science Publishers: New York, NY, USA, 2002; pp. 45–73. [Google Scholar]
- Long, C.S.; Sinclair, B.B.; Fraser, B.J.; Larson, T.R.; Harrell, P.E. Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption. Learn. Environ. Res. 2022, 25, 343–357. [Google Scholar] [CrossRef] [PubMed]
- Cai, J.; Wen, Q.; Lombaerts, K.; Jaime, I.; Cai, L. Assessing students’ perceptions about classroom learning environments: The New What Is Happening In this Class (NWIHIC) instrument. Learn. Environ. Res. 2022, 25, 601–618. [Google Scholar] [CrossRef]
- Charalampous, K.; Kokkinos, C.M. The Greek elementary “What Is Happening In this Class?” (G-EWIHIC): A three-phase multi-sample mixed methods study. Stud. Educ. Eval. 2017, 52, 55–70. [Google Scholar] [CrossRef]
- Aldridge, J.M.; Fraser, B.J.; Bell, L.; Dorman, J.P. Using a new learning environment questionnaire for reflection in teacher action research. J. Sci. Teach. Educ. 2012, 23, 259–290. [Google Scholar] [CrossRef]
- Henderson, D.; Loh, M. Using classroom environment perceptions to guide teacher professional learning. In Thirty Years of Learning Environments: Looking Back and Looking Forward; Zandvliet, D.B., Fraser, B.J., Eds.; Brill Sense: Leiden, The Netherlands, 2019; pp. 127–140. [Google Scholar]
- Teh, G.P.L.; Fraser, B.J. Development and validation of an instrument for assessing the psychosocial environment of computer-assisted learning classrooms. J. Educ. Comput. Res. 1995, 12, 177–193. [Google Scholar] [CrossRef]
- Fraser, B.J.; Giddings, G.J.; McRobbie, C.J. Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. J. Res. Sci. Teach. 1995, 32, 399–422. [Google Scholar] [CrossRef]
- Lee, M.-H.; Liang, J.C.; Wu, Y.T.; Chiou, G.L.; Hsu, C.Y.; Wang, C.Y.; Lin, J.W.; Tsai, C.C. High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science education. Int. J. Sci. Math. Educ. 2020, 18, 1–18. [Google Scholar] [CrossRef]
- Fraser, B.J.; Lee, S.S. Science laboratory classroom environments in Korean high schools. Learn. Environ. Res. 2009, 12, 67–84. [Google Scholar] [CrossRef]
- Hofstein, A.; Levi-Nahum, T.; Shore, N. Assessment of the learning environment of inquiry-type laboratories in high school chemistry. Learn. Environ. Res. 2001, 4, 193–207. [Google Scholar] [CrossRef]
- De Juan, J.; Perez-Canaveras, R.M.; Segovia, Y.; Girela, J.L.; Martinez-Ruiz, N.; Romero-Rameta, A.; Gomez-Torres, M.J.; Vizcaya-Moreno, M.F. Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain. Learn. Environ. Res. 2016, 19, 87–106. [Google Scholar] [CrossRef] [Green Version]
- Wubbels, T.; Brekelmans, M. Teacher-students relationships in the classroom. In Second International Handbook of Science Education; Fraser, B.J., Tobin, K.G., McRobbie, C.J., Eds.; Springer: New York, NY, USA, 2012; pp. 1241–1255. [Google Scholar]
- van Tartwijk, J.; Brekelmans, M.; Wubbels, T.; Fisher, D.L.; Fraser, B.J. Students’ perceptions of teacher interpersonal style: The front of the classroom as the teacher’s stage. Teach. Teach. Educ. 1998, 14, 607–617. [Google Scholar] [CrossRef]
- Scott, R.; Fisher, D.L. Development, validation and application of a Malay translation of an elementary version of the Questionnaire on Teacher Interaction. Res. Sci. Educ. 2004, 34, 173–194. [Google Scholar] [CrossRef]
- Fraser, B.J.; Aldridge, J.M.; Soerjaningsih, W. Instructor-student interpersonal interaction and student outcomes at the university level in Indonesia. Open Educ. J. 2010, 3, 21–33. [Google Scholar] [CrossRef]
- Sivan, A.; Chan, D.W.K.; Kwan, Y.W. Psychometric evaluation of the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) in Hong Kong. Psychol. Rep. 2017, 114, 1–20. [Google Scholar] [CrossRef]
- Sivan, A.; Cohen, A. The structure of teacher interpersonal behaviour in Hong Kong secondary schools. Learn. Environ. Res. 2022. [Google Scholar] [CrossRef]
- Sun, X.; Mainhard, T.; Wubbels, T. Development and evaluation of a Chinese version of the Questionnaire on Teacher Interaction. Learn. Environ. Res. 2018, 21, 1–17. [Google Scholar] [CrossRef] [Green Version]
- Haertel, G.D.; Walberg, H.J.; Haertel, E.H. Socio-psychological environments and learning: A quantitative synthesis. Br. Educ. Res. J. 1981, 7, 27–36. [Google Scholar] [CrossRef]
- Tadesse, T.; Melese, W.; Ferede, B.; Getachew, K.; Asmamaw, A. Constructivist learning environments and forms of learning in Ethiopean public universities: Testing factor structures and prediction models. Learn. Environ. Res. 2022, 25, 75–95. [Google Scholar] [CrossRef]
- Wan, Z.H. What predicts students’ critical thinking disposition? A comparison of the roles of classroom and family environments. Learn. Environ. Res. 2022, 25, 565–580. [Google Scholar] [CrossRef]
- Khine, M.S.; Fraser, B.J.; Afari, E. Structural relationships between learning environments and students’ non-cognitive outcomes: Secondary analysis of PISA data. Learn. Environments. Res. 2020, 23, 395–412. [Google Scholar] [CrossRef]
- Fraser, B.J.; Kahle, J.B. Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data. Int. J. Sci. Educ. 2007, 29, 1891–1909. [Google Scholar] [CrossRef]
- Polat, H.; Karabatak, S. Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness. Learn. Environ. Res. 2022, 25, 159–182. [Google Scholar] [CrossRef]
- Strayer, J.F. How learning in an inverted classroom influences cooperation, innovation and task orientation. Learn. Environ. Res. 2012, 15, 171–193. [Google Scholar] [CrossRef]
- Aldridge, J.M.; Laugksch, R.C.; Fraser, B.J. School-level environment and outcomes-based education in South Africa. Learn. Environ. Res. 2006, 9, 123–147. [Google Scholar] [CrossRef]
- Pickett, L.H.; Fraser, B.J. Evaluation of a mentoring program for beginning teachers in terms of the learning environment and student outcomes in participants’ school classrooms. In Teacher Education: Policy, Practice and Research; Selkirk, A., Tichenor, M., Eds.; Nova Science Publishers: Hauppauge, NY, USA, 2009; pp. 1–15. [Google Scholar]
- Fraser, B.J. Using learning environment perceptions to improve classroom and school climates. In School Climate: Measuring, Improving and Sustaining Healthy Learning Environments; Freiberg, H.J., Ed.; Falmer Press: London, UK, 1999; pp. 65–83. [Google Scholar]
- Bell, L.M.; Aldridge, J.M. Student Voice, Teacher Action Research and Classroom Improvement; Sense Publishers: Rotterdam, The Netherlands, 2014. [Google Scholar]
- Aldridge, J.M.; Fraser, B.J.; Ntuli, S. Utilising learning environment assessments to improve teaching practices among in-service teachers undertaking a distance education programme. S. Afr. J. Educ. 2009, 29, 147–170. [Google Scholar] [CrossRef]
- Taylor, S.P. Students’ perceptions of their first experiences of secondary-school science in New Zealand. Learn. Environ. Res. 2022. [Google Scholar] [CrossRef]
- Aldridge, J.M.; Bianchet, S. Using feedback about the learning environment as a starting point for co-construction. Learn. Environ. Res. 2022, 25, 939–955. [Google Scholar] [CrossRef]
- Attai, S.L.; Reyes, J.C.; Davis, J.L.; York, J.; Ranney, K.; Hyde, T.W. Investigating the impact of flexible furniture in the elementary classroom. Learn. Environ. Res. 2021, 24, 153–167. [Google Scholar] [CrossRef]
- Reinius, H.; Korhonen, T.; Hakkarainen, K. The design of learning spaces matters: Perceived impact of the deskless school on learning and teaching. Learn. Environ. Res. 2021, 24, 339–354. [Google Scholar] [CrossRef]
- Pulay, A.; Williamson, A. A case study comparing the influence of LED and fluorescent lighting on early childhood student engagement in a classroom setting. Learn. Environ. Res. 2019, 22, 13–24. [Google Scholar] [CrossRef]
- Hayashi, K.; Mochizuki, T.; Yamauchi, Y. A case study of process performances during a small-group activity: Comparison of a round-shaped and a crescent-shaped seating arrangement in studio-style learning spaces. Learn. Environ. Res. 2022. [Google Scholar] [CrossRef]
- Kokko, A.K.; Hirsto, L. From physical spaces to learning environments: Processes in which physical spaces are transformed into learning environments. Learn. Environ. Res. 2021, 24, 71–95. [Google Scholar] [CrossRef]
- Baars, S.; Schellings, G.L.M.; Joore, J.P.; van Wesemael, P.J.V. Physical learning environments’ supportiveness to innovative pedagogies: Students’ and teachers’ experiences. Learn. Environ. Res. 2022. [Google Scholar] [CrossRef]
- den Brok, P.; Mainhard, T.; Wubbels, T. Developments in quantitative methods and analyses for studying learning environments. In Thirty Years of Learning Environments: Looking Back and Looking Forward; Zandvliet, D.B., Fraser, B.J., Eds.; Brill Sense: Leiden, The Netherlands, 2019; pp. 41–58. [Google Scholar]
- Kuzle, A. Elementary school children’s perceptions of geometry classroom as a psychosocial learning environment: An analysis of participant-produced drawing. Learn. Environ. Res. 2022. [Google Scholar] [CrossRef]
Scale | Scale Description Extent to Which | Sample Item |
---|---|---|
Student Cohesiveness | students know, help and are supportive of one another. | 1 make friendships among students in this class. |
Teacher Support | the teacher helps, befriends, trusts and shows interest in students. | The teacher talks with me. |
Involvement | students have attentive interest, participate in discussion, perform additional work and enjoy the class. | I give my opinions during class discussions. |
Investigation | there is emphasis on the skills and processes of inquiry and their use in problem solving and investigation. | I explain the meaning of statements, diagrams and graphs. |
Task Orientation | it is important to complete activities planned and to stay on the subject matter. | I know the goals of this class. |
Cooperation | students cooperate with one another on learning tasks. | I work with other students on projects in this class. |
Equity | students are treated equally by the teacher. | I get the same opportunities to answer questions as other students. |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Fraser, B.J. The Evolution of the Field of Learning Environments Research. Educ. Sci. 2023, 13, 257. https://doi.org/10.3390/educsci13030257
Fraser BJ. The Evolution of the Field of Learning Environments Research. Education Sciences. 2023; 13(3):257. https://doi.org/10.3390/educsci13030257
Chicago/Turabian StyleFraser, Barry J. 2023. "The Evolution of the Field of Learning Environments Research" Education Sciences 13, no. 3: 257. https://doi.org/10.3390/educsci13030257