Browsing by Subject "lärmiljö"
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(2022)Tiedekunta - Fakultet - Faculty Educational Sciences Tekijä - Författare - Author Anna-Lena Bertell Työn nimi - Arbetets titel En kvalitativ studie kring klasslärares beskrivningar av öppen lärmiljö Title A qualitative study of class teachers`descriptions of open learning environment Oppiaine - Ämne - Subject Class teacher Työn laji/ Ohjaaja - Arbetets art/Handledare - Level/Instructor Master’s Thesis / Supervisor’s Name Aika - Datum - Month and year March 2022 Sivumäärä - Sidantal - Number of pages 48 pp. + 2 appendices Tiivistelmä - Referat - Abstract Previous research has described that open learning environments have become increasingly common in schools. It is an open space with access to a smaller group room. Open learning environment should be able to be shielded using different types of acoustic walls, curtains or bellows because several student groups are taught there at the same time. The aim of an open learning environment has been to provide more flexibility in teaching as flexibility is required for student-centered learning. The role of the teacher has also changed in an open learning environment, the teacher should be more like a tutor and the students will have more freedom to choose and decide how and where they work. The open learning environment should be adapted so that students have the opportunity to work individually, in pairs or in groups. The study's material consisted of semi-structured interviews with class teachers who had experience of working in an open learning environment. The interviews were conducted in spring 2021. The research participants were ten (10) from three different schools from two different municipalities in southern Finland. The interviews were then analyzed using qualitative content analysis as a method. The research participants described the open learning environment according to their own experiences as to how the spaces looked and worked, what flexible furniture was used, and what opportunities and challenges there were in an open learning environment. Finally, the research participants also described some suggestions on how the open learning environment can be developed.
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(2022)Aim. Since the spring of 2020 a large number of students were forced to study from home because of the coronavirus. As a result of the pandemic, a discussion has been raised about contact teaching and the importance of physical interaction on site. The purpose of the study is therefore to develop knowledge about how the relationship between personal, learning and environment-specific factors has changed during the pandemic. There have been divided opinions about whether the pandemic and the new study routine has affected the students perception of the learning environment, the students self-efficacy, the study-related burnout and the academic achievement. Even when you look at the earlier research done on the consequences of the pandemic, it shows varying results. Methods. The survey is based on a quantitative analysis. Data was collected by using the electronic HowULearn questionnaire, administrated by the Centre for university teaching and learning (HYPE). The data was collected at four separate occasions and divided into two groups, pre-pandemic (spring 2018- spring 2019) Npre= 207, and during pandemic (spring 2020- spring 2021) Npand=166. The first group consisted of 141 Swedish speaking social science students and 66 educational students, while all students in the second group were social science students. Although the sample consisted of students from different faculties, the sample was treated as a whole. Using the statistical program SPSS, the collected data was analyzed, using factor analysis, t-test, variance analysis and regression analysis. Results and conclusion. The results showed that the Swedish speaking students experienced their studies in various ways during the coronavirus. In general, the students thought that the education kept a high standard even during the remote teaching period. Also, the feedback that the students received has been considered more rewarding and giving during the pandemic. No differences were found in the students' self-efficacy. As what comes to the possibility for collaboration, the students found it to be more difficult during the pandemic then prior to it. During the pandemic the students considered themselves more emotionally exhausted then before. Based on the regression analysis, the results showed that the academic achievement during the pandemic, unlike before, was affected by only difficulties in learning and cynicism, which reflects the limiting effects of remote learning.
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