Using student feedback about the learning environment as a starting point for co-construction
The context in which learning takes place, or learning environment, is pivotal to a positive learning experience for students. Although numerous studies have established strong links between a positive learning environment and a range of student outcomes, far less research has examined how teachers...
| Main Authors: | , |
|---|---|
| Format: | Journal Article |
| Language: | English |
| Published: |
2022
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| Online Access: | http://hdl.handle.net/20.500.11937/89265 |
| _version_ | 1848765191503740928 |
|---|---|
| author | Aldridge, Jill Bianchet, S. |
| author_facet | Aldridge, Jill Bianchet, S. |
| author_sort | Aldridge, Jill |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The context in which learning takes place, or learning environment, is pivotal to a positive learning experience for students. Although numerous studies have established strong links between a positive learning environment and a range of student outcomes, far less research has examined how teachers might establish such an environment. Amidst growing acknowledgment that opportunities for the co-construction of learning and assessment design could provide a means of developing a more positive learning environment, this case study examined one such journey. Using a case study approach, we argue that student feedback involving a learning environment survey provides a valuable starting point for including students in co-construction and classroom improvement. Our findings indicate that teachers can improve the learning environment by involving students in meaningful co-construction through open tasks. |
| first_indexed | 2025-11-14T11:31:20Z |
| format | Journal Article |
| id | curtin-20.500.11937-89265 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | eng |
| last_indexed | 2025-11-14T11:31:20Z |
| publishDate | 2022 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-892652022-09-23T00:14:43Z Using student feedback about the learning environment as a starting point for co-construction Aldridge, Jill Bianchet, S. The context in which learning takes place, or learning environment, is pivotal to a positive learning experience for students. Although numerous studies have established strong links between a positive learning environment and a range of student outcomes, far less research has examined how teachers might establish such an environment. Amidst growing acknowledgment that opportunities for the co-construction of learning and assessment design could provide a means of developing a more positive learning environment, this case study examined one such journey. Using a case study approach, we argue that student feedback involving a learning environment survey provides a valuable starting point for including students in co-construction and classroom improvement. Our findings indicate that teachers can improve the learning environment by involving students in meaningful co-construction through open tasks. 2022 Journal Article http://hdl.handle.net/20.500.11937/89265 10.1007/s10984-021-09403-9 eng http://creativecommons.org/licenses/by/4.0/ fulltext |
| spellingShingle | Aldridge, Jill Bianchet, S. Using student feedback about the learning environment as a starting point for co-construction |
| title | Using student feedback about the learning environment as a starting point for co-construction |
| title_full | Using student feedback about the learning environment as a starting point for co-construction |
| title_fullStr | Using student feedback about the learning environment as a starting point for co-construction |
| title_full_unstemmed | Using student feedback about the learning environment as a starting point for co-construction |
| title_short | Using student feedback about the learning environment as a starting point for co-construction |
| title_sort | using student feedback about the learning environment as a starting point for co-construction |
| url | http://hdl.handle.net/20.500.11937/89265 |