@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(4):261-268
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(4):261-268
Identifying the Components of Effective Learning Environments Based on Health Students' Perception
ARTICLE INFO
Article Type
Qualitative StudyAuthors
Yousefi Afrashteh M. (*)Morovati Z. (1)
Cheraghi A. (1)
(*) Psychology Department, Human Science Faculty, University of Zanjan, Zanjan, Iran
(1) Psychology Department, Human Science Faculty, University of Zanjan, Zanjan, Iran
(1) Psychology Department, Human Science Faculty, University of Zanjan, Zanjan, Iran
Correspondence
Article History
Received: December 14, 2015Accepted: July 7, 2015
ePublished: October 25, 2015
ABSTRACT
Aims
Effective learning environment can lead to establish and strengthen the appropriate conditions of learning in higher education. This study aimed to identify and define the factors associated with effective learning environment in the field of health education.
Participants & Methods This qualitative study with content analysis approach was conducted in 2013. Participants were 9 graduate and 7 undergraduate students of health majors that were selected using purposive sampling method. Data were recorded by interview and were analyzed using qualitative content analysis.
Findings Analysis of the data revealed 4 themes and 13 classes; active and interactive teaching (participating viewpoints of students in educational planning, engaging students in class discussions, providing practical examples to understand the content, relaxing about expressed thoughts, the possibility of constructive criticism master plan of activities and according to the conditions and individual differences between students), Joyful atmosphere (academic motivation, the joy of learning and attendance, a sense of acceptance and respect from teachers and classroom dynamics and vitality and fatigue), relation of courses with professional needs (knowledge of the needs of the job in training course content and related training to the needs of job opportunities) and professors’ scientific and power and expert (expertise and scientific capabilities in the field of teaching).
Conclusion 4 major themes and their characteristics can help to organize the learning environment in medical education.
Participants & Methods This qualitative study with content analysis approach was conducted in 2013. Participants were 9 graduate and 7 undergraduate students of health majors that were selected using purposive sampling method. Data were recorded by interview and were analyzed using qualitative content analysis.
Findings Analysis of the data revealed 4 themes and 13 classes; active and interactive teaching (participating viewpoints of students in educational planning, engaging students in class discussions, providing practical examples to understand the content, relaxing about expressed thoughts, the possibility of constructive criticism master plan of activities and according to the conditions and individual differences between students), Joyful atmosphere (academic motivation, the joy of learning and attendance, a sense of acceptance and respect from teachers and classroom dynamics and vitality and fatigue), relation of courses with professional needs (knowledge of the needs of the job in training course content and related training to the needs of job opportunities) and professors’ scientific and power and expert (expertise and scientific capabilities in the field of teaching).
Conclusion 4 major themes and their characteristics can help to organize the learning environment in medical education.
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[27]Agolla JE, Ongori H. An assessment of academic stress among undergraduate students: The case of university of Botswana. Educ Res Rev. 2009;4(2):63-70.
[28]Elias H, Ping WS, Abdullah MC. Stress and academic achievement among undergraduate students in Universiti Putra Malaysia. Procedia Soc Behav Sci. 2011;29:646-55.
[29]Kumari R, Garita R. Relationship between stress and academic achievement in senior secondary school students. Asian J Multidimens Res. 2012;1(3):152-60.
[30]Farmahini Farahani M, Ziaeiyan Alipour F. Faculty members’ teaching quality based on the Mycourse scale from the student’s viewpoint. Educ Strateg Med Sci. 2012;5(3):157-61. [Persian]
[31]Sheu LC, Toy BC, Kwahk E, Yu A, Adler J, Lai CJ. A model for interprofessional health disparities education: student-led curriculum on chronic hepatitis B infection. J Gen Intern Med. 2010;25(Suppl 2):S140-5.
[32]Madarshahiyan F, Hassanabadi M, Khazaei S. Effect of community oriented teaching on teaching satisfaction and environmental health knowledge. Educ Strateg Med Sci. 2015;7(6):381-9.
[2]Wolf SJ, Fraser BJ. Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Res Sci Educ. 2008;38(3):321-41.
[3]Reis HT, Judd CM. Handbook of research methods in social and personality psychology. Cambridge: Cambridge University Press; 2014.
[4]Mekaeeli F. Students' perceptions of classroom psychosocial environment and its relationship to academic achievement, intrinsic motivation and anxiety [Dissertation]. Tabriz: University of Tabriz; 1996. [Persian]
[5]Ahadi H. Jomehri, F. Developmental psychology. Tehran: Ayandeh Darakhshan; 2000. [Persian]
[6]Mahalangu PP. The contribution of the teaching-learning environment to the development of self-regulation in learning [Dissertation]. University of Pretoria; 2007.
[7]Khalil M, Saar V. The classroom learning environment as perceived by students in Arab elementary schools. Learn Environ Res. 2009;12(2):143-56.
[8]Hansen JM, Childs J. Creating a school where people like to be. Educ Leadersh. 1998;56(1):14-7.
[9]Kuhn D. Is direct instruction an answer to the right question?. Educ Psychol. 2007;42(2):109-13.
[10]Cheney PW. Constructivist learning environments: Students perceptions of a technology skills virtual internship [Dissertation]. University of Virginia; 2008.
[11]Arkun S, Askar P. The development of a scale on assessing constructivist learning environments. J Educ. 2010;39:32-43.
[12]Gündoğdu K. The effect of constructivist instruction on prospective teachers’ attitudes toward human rights education. Electron J Res Educ Psychol. 2010;8(1):333-52.
[13]Dorman JP, Adams JE, Ferguson JM. Psychosocial environment and student self-handicapping in secondary school mathematics classes: A cross-national study. Educ Psychol. 2002;22(5):499-511.
[14]Harrington RA, Enochs GL. Accounting for preservice teachers’ constructivist learning environment experiences. Learn Environ Res. 2009;12(1):45-65.
[15]Young MR. The motivational effects of the classroom environment in facilitating self-regulated learning. J Mark Educ. 2005;27(1):25-40.
[16]Fadaei A, Ghafari M, amiri M, Shakari K. Investigating environmental health engineering graduates’ viewpoints about the conformity rate of the curriculum with their professional needs in Chaharmahal and Bakhtiari province. Iran J Med Educ. 2014;14(9):787-95.
[17]Abdolmaleki M, Solhi M, Farshad AA, Joneydi Jafari A, Mohtadi N. Educational and research challenges in professionals Health from the perspective of students. Tehran: 1st National Conference of Quality Evaluation in Higher Education Systems. Sharif Technical University; 2013, May 7.
[18]Elahi N, Alhani F, Ahmadi F. Iranian nursing instructors’ perceived experiences of challenges of effective education: A qualitative content analysis. J Qual Res Health Sci. 2012;1(3):229-39. [Persian]
[19]Sharafi K, Safari Y, Ziae M. Prioritizing factors affecting students' satisfaction with educational quality in Kermanshah university of medical sciences (2011-2012). Future Med Educ J. 2014;4(2):9-14.
[20]Rayyani M, Salsali M, Abbaszadeh A. Coping strategies in renal transplants recipients: A qualitative study. J Q Res Health Sci. 2013;2(3):208-20. [Persian]
[21]Coughlan M, Cronin P, Ryan F. Step-by-step guide to critiquing research, Part 1: Quantitative research. Br J Nurs. 2007;16(11):658-63.
[22]Polit DF, Hungler BP. Nursing research: Principles and methods. 6th edition. Philadelphia, PA: Lippincott Williams & Wilkins; 2002. 22- Johanson LS. How do new BSN nurses perceive their nursing education?. Nurs. 2013;43(9):14-20.
[23]Nie Y, Lau S. Differential relations of constructivist and didactic instruction to students’ cognition, motivation, and achievement. Learn Instr. 2010;20:411-23.
[24]Mobashery M, Khosravi S, Deris F, Taji F, Taheri Z, Mardanpour E. Characteristics of a good teacher in terms of students of health school in Shahrekord university of medical sciences. Res Med Educ. 2011;3(2):1-8. [Persian]
[25]Liakopoulou M. Teachers' pedagogical competence as a prerequisite for entering the profession. Eur J Educ. 2011;46(4):474-88.
[26]Sahana A, Vijila E. Assessing the pedagogical competencies of affiliated B-school faculty members using principal component analysis. Int J Commer Bus Manag. 2015;4(2):1150-5.
[27]Agolla JE, Ongori H. An assessment of academic stress among undergraduate students: The case of university of Botswana. Educ Res Rev. 2009;4(2):63-70.
[28]Elias H, Ping WS, Abdullah MC. Stress and academic achievement among undergraduate students in Universiti Putra Malaysia. Procedia Soc Behav Sci. 2011;29:646-55.
[29]Kumari R, Garita R. Relationship between stress and academic achievement in senior secondary school students. Asian J Multidimens Res. 2012;1(3):152-60.
[30]Farmahini Farahani M, Ziaeiyan Alipour F. Faculty members’ teaching quality based on the Mycourse scale from the student’s viewpoint. Educ Strateg Med Sci. 2012;5(3):157-61. [Persian]
[31]Sheu LC, Toy BC, Kwahk E, Yu A, Adler J, Lai CJ. A model for interprofessional health disparities education: student-led curriculum on chronic hepatitis B infection. J Gen Intern Med. 2010;25(Suppl 2):S140-5.
[32]Madarshahiyan F, Hassanabadi M, Khazaei S. Effect of community oriented teaching on teaching satisfaction and environmental health knowledge. Educ Strateg Med Sci. 2015;7(6):381-9.