Preservice teachers’ perceptions of an ICT-rich learning environment: Development of an instrument

Handelzalts, Adam; Berg, Ellen van den; Slochteren, Geesje van; Verdonschot, Suzanne

doi:10.1007/s10984-007-9024-1

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…The remaining six learning environment inventories were each developed for a specific learning context (e.g., the Study Landscape program, science laboratory) or for particular aspects of learning (e.g., self-regulated learning). The Preservice Teachers' Perceptions of the Study Landscape (PTP-SLS) (Handelzalts, van den Berg, van Slochteren, & Verdonschot, 2007) measures preservice teachers' perceptions of a specific TSLE, the Study Landscape. The items and factors of the PTP-SLS were developed based on the teacher educators' views of how the ideal SLS would work, and was also based on the students' experiences in the SLS that were elicited through interviews.…”

Section: Instruments and Factors Of Tslesmentioning

confidence: 99%

A review of features of technology-supported learning environments based on participants’ perceptions

Chang

Wang

Lee

et al. 2015

Computers in Human Behavior

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Section: Instruments and Factors Of Tslesmentioning

confidence: 99%

A review of features of technology-supported learning environments based on participants’ perceptions

Chang

Wang

Lee

et al. 2015

Computers in Human Behavior

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“…Dellar et al (2006) reported associations between information and communication technology learning and classroom culture. To study ICT infused learning environments, Handelzalts et al (2007) developed an instrument that assesses active, self-directed and cooperative learning environments for students in preservice teacher education courses. Okan (2008) conducted an environment-outcomes study involving computer laboratories and attitude to computer and computing courses with university students in Turkey.…”

Section: Classroom Environment Researchmentioning

confidence: 99%

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

Dorman

Fraser

2008

Soc Psychol Educ

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Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. A sample of 4,146 high school students from Western Australia and Tasmania responded to the TROFLEI and three student outcome measures: attitude to the subject, attitude to computer use and academic efficacy. Confirmatory factor analysis using LISREL supported the 10 scale a priori structure of the instrument. Structural equation modeling using LISREL was used to test a postulated model involving antecedent variables, classroom environment and outcomes. The modeling indicated that: improving classroom environment has the potential to improve student outcomes, antecedents did not have any significant direct effect on outcomes, and academic efficacy mediated the effect of several classroom environment dimensions on attitude to subject and attitude to computer use.

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“…Similarly, Moos (1974) delineated three dimensions characterizing any human environment: personal relationships involving strengths of relationships, personal growth building on the availability of opportunities, and system management. Consistent with these arguments, and with a particular focus on self-directed learning, Handelzalts et al (2007) developed an instrument that could be used to assess active, self-directed and technology-enhanced collaborative learning environments for students to engage in.…”

Section: Literature Reviewmentioning

confidence: 99%

Online Learning Environments, Learners’ Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation

Pan

2023

SAGE Open

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This study aimed to explore the influence of online learning environments on learners’ empowerment, learning behavioral engagement and learning motivation and examine the mediating role of learning motivation. A total of 398 (132 male and 266 female) students from a comprehensive university in China participated in questionnaire survey and reported on their perceived online learning environments, learners’ empowerment, learning behavioral engagement, and learning motivation. Results showed that online learning environments significantly and positively influenced learners’ empowerment, learning behavioral engagement, and learning motivation; learners’ empowerment is positively associated with learning behavioral engagement. Furthermore, learning motivation mediated the relation between online learning environments and learning behavioral engagement. These findings unraveled the associations of both the external factors (e.g., online learning environments) and the internal factors (e.g., learning motivation; learners’ empowerment) of affecting students’ online learning behavioral engagement, thereby contributing to our further understanding and exploration of the imperatives of the joint inherent and extrinsic driving mechanisms. This study highlighted the importance of constructing appropriate online learning environments in accelerating students’ learning behavioral engagement, and would suggest focusing on teachers’ conscientious behaviors of enhancing the awareness of online learning community and stimulating students’ learning motivation.

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Preservice teachers’ perceptions of an ICT-rich learning environment: Development of an instrument

Cited by 5 publications

References 7 publications

A review of features of technology-supported learning environments based on participants’ perceptions

A review of features of technology-supported learning environments based on participants’ perceptions

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

Online Learning Environments, Learners’ Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation

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