Towards more powerful learning environments through combining the perspectives of designers, teachers, and students

Abstract

In order to reach the main aims of modern education, powerful learning environments are designed. The characteristics of the design of PLEs are expected to have positive effects on student learning. Additionally, teachers' conceptions of learning and teaching do influence the implementation of a PLE. Moreover, students' perceptions of a learning environment affect their subsequent learning behaviour and the quality of the learning outcomes. The different perspectives of educational designers, teachers, and students are summarized in the Combination-of-perspectives (COOP) model. Combining these perspectives by mutual exchange of conceptions and perceptions is expected to have positive effects on the power of PLEs.

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

“…They labelled these conceptions about the learning process, the task and the environment the instructional meta-cognitive knowledge (Könings, Brand-Gruwel & Van Merriënboer, 2005).…”

“…Students do not always experience a learning environment as it was intended (Könings et al, 2005). More research is needed that pays attention to the student perception of the instructional process for oral presentation skills acquisition.…”

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

“…We constructed another 36 items to measure characteristics of a learning environment, based on principles of cognitive psychology and constructivism and relating to the main goals of modern education: The acquisition of high-quality knowledge, problem-solving skills, selfdirected learning skills, and transferability of knowledge and skills (see De Corte et al 2003, andKönings et al 2005a, for an overview). The items of the IPSEE are written in Dutch and consist of eight scales representing central characteristics of such learning environments.…”

Education for sustainability using a campus eco-garden as a learning environment

“…Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Könings et al's (2005) combination-of-perspectives model. …”