Top

Learning Environments Research

Published in:

06-07-2021 | Original Paper

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

Authors: Christopher S. Long, Becky Barton Sinclair, Barry J. Fraser, Tiffany R. Larson, Pamela E. Harrell

Published in: Learning Environments Research | Issue 2/2022

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

When the 2020 semester began in the USA in January, it was unimaginable that the near-total closure of educational system across the globe would become the new normal. To mitigate the spread of the COVID-19 virus, teaching faculty hastily converted to an online learning environment in order for instruction to continue. This mixed-methods study used the What Is Happening In this Class? (WIHIC) questionnaire and analysis of student course evaluations to explore changes in student perceptions of learning environments from before to after the switch to remote learning because of the pandemic. Students perceived a statistically-significant decline in student cohesiveness, teacher support, involvement, task orientation and equity, with the largest decline of 0.56 standard deviations occurring for student cohesiveness. Qualitative comments illuminated reasons for these declines and suggested ways to mitigate declines in the future.

previous article Correction to: School climate in Mongolia: Translation and validation of the What’s Happening in This School

next article Movement and engagement in flexible, technology-enhanced classrooms: investigating cognitive and emotional engagement from the faculty perspective

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131–150.CrossRef

Aldridge, J. M., & Fraser, B. J. (2008). Outcomes-focused learning environments: Determinants and effects. Sense Publishers.CrossRef

Aldridge, J. M., Fraser, B. J., Bell, L., & Dorman, J. P. (2012). Using a new learning environment questionnaire for reflection in teacher action research. Journal of Science Teacher Education, 23, 259–290.CrossRef

Aldridge, J. M., Fraser, B. J., & Huang, I.T.-C. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48–62.CrossRef

Aldridge, J. M., Rijken, P. E., & Fraser, B. J. (2021). Improving learning environments through whole-school collaborative action research. Learning Environments Research, 24(2), 183–206.CrossRef

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.CrossRef

Brown, S. (2020). Teaching science methods online during COVID-19: Instructor's segue into online learning. Electronic Journal for Research in Science & Mathematics Education 24(3). https://ejrsme.icrsme.com/article/view/20394

Cohen, J. (1988). Statistical power for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Davis, C. R., et al. (2021). Distance learning and parental mental health during COVID-19. Educational Researcher, 50(1), 61–64.CrossRef

Dorman, J. P. (2008). Use of multitrait–multimethod modelling to validate actual and preferred forms of the What Is Happening In this Class? (WIHIC) questionnaire. Learning Environments Research, 11(3), 179–193. https://doi.org/10.1007/s10984-008-9043-6CrossRef

Fackler, A. K., & Sexton, C. M. (2020) Science teacher education in the time of COVID-19: A document analysis. Electronic Journal for Research in Science & Mathematics Education, 24(3). https://ejrsme.icrsme.com/article/view/20403

Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(6), 80–92.CrossRef

Fraser, B. J. (1986). Classroom environment. Croom Helm.

Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493–542). Macmillan.

Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1(1), 7–33.CrossRef

Fraser, B. J. (1999). Using learning environment perceptions to improve classroom and school climates. In H. J. Freiberg (Ed.), School climate: Measuring, improving and sustaining healthy learning environments (pp. 65–83). Falmer Press.

Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1239). Springer.CrossRef

Fraser, B. J. (2014). Classroom learning environments: Historical and contemporary perspectives. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Volume II) (pp. 104–117). Routledge.

Fraser, B. J. (2018). Milestones in the evolution of the learning environments field over the past three decades. In D. B. Zandvleit & B. J. Fraser (Eds.), Thirty years of learning environments research: Looking back and looking forward (pp. 1–19). Brill-Sense.

Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399–422. https://doi.org/10.1002/tea.3660320408CrossRef

Fraser, B. J., & Lee, S. S. U. (2009). Science laboratory classroom environments in Korean high schools. Learning Environments Research, 12(1), 67–84. https://doi.org/10.1007/s10984-008-9048-1CrossRef

Fraser, B. J., McRobbie, C.J, & Fisher D. L. (1996, April). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York.

Fraser, B. J., & Walberg, H. J. (2005). Research on teacher–student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Research, 43, 103–109.CrossRef

Graham, S. R., Tolar, A., & Hokayem, H. (2020). Teaching pre-service teachers about COVID-19 through distance learning. Electronic Journal for Research in Science & Mathematics Education, 24(3). https://ejrsme.icrsme.com/article/view/20408

Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2020) Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, pp. 1–18. https://doi.org/10.1080/1475939X.2020.1839543.

Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education Sciences, 10(6), 165. https://doi.org/10.3390/educsci10060165CrossRef

Koh, N. K., & Fraser, B. J. (2014). Learning environment associated with use of mixed mode delivery model among secondary business studies students in Singapore. Learning Environments Research, 17(2), 157–171.CrossRef

Lewin, K. (1936). Principles of topological psychology. McGraw.CrossRef

Lightburn, M. E., & Fraser, B. J. (2007). Classroom environment and student outcomes among students using anthropometry activities in high-school science. Research in Science & Technological Education, 25(2), 153–166.CrossRef

Long, C. S., Fraser, B. J., & Sinclair, B. B. (2020). Differential effectiveness of alternative middle-school science sequences for students of different ethnicities. Learning Environments Research, 23(1), 87–99.CrossRef

Ma, Z., Idris, S., Zhang, Y., Zewen, L., Wali, A., Ji, Y., Pan, Q., & Baloch, Z. (2021). The impact of COVID-19 pandemic outbreak on education and mental health of Chinese children aged 7–15 years: An online survey. BMC Pediatrics 21(95). https://doi.org/10.1186/s12887-021-02550-1.

McMinn, M., & Aldridge, J. (2020). Learning environment and anxiety for learning and teaching mathematics among preservice teachers. Learning Environments Research, 23(3), 331–345. https://doi.org/10.1007/s10984-019-09304-yCrossRef

Middleton, K. V. (2020). The longer-term impact of COVID-19 on K–12 student learning and assessment. Educational Measurement: Issues and Practice, 39(3), 41–44.CrossRef

Moos, R. H., & Trickett, E. H. (1974). Classroom Environment Scale manual. Consulting Psychologists Press.

Nix, R. K., Fraser, B. J., & Ledbetter, C. E. (2005). Evaluating an integrated science learning environment using the Constructivist Learning Environment Survey. Learning Environments Research, 8(2), 109–133.CrossRef

Murray, H. A. (1938). Explorations in personality. Oxford University Press.

Rahayu, W., Putra, M., Faturochman, M., Sulaeman, E., & Koul, R. (2021). Development and validation of Online Classroom Learning Environment Inventory (OCLEI): The case of Indonesia during the COVID-19 pandemic. Learning Environments Research. https://doi.org/10.1007/s10984-021-09352-3CrossRef

Reimers, F. M., Amaechi, U., Banerji, A., & Wang, M. (Eds.). (2021a). An educational calamity: Learning and teaching during the COVID-19 pandemic. OECD.

Reimers, F. M., et al. (2021b). Can universities and schools learn together? Connecting research, teaching and outreach to sustain educational opportunity during a pandemic. In F. M. Reimers (Ed.), An educational calamity: Learning and teaching during the COVID-19 pandemic (pp. 3–21). UNESCO.

Saldana, J. (2016). The coding manual for qualitative researchers. Sage.

Sirrakos, G., Jr., & Fraser, B. J. (2017). A cross-national mixed-method study of reality pedagogy. Learning Environments Research, 20(2), 153–174. https://doi.org/10.1007/s10984-016-9220-yCrossRef

Skordi, P., & Fraser, B. J. (2019). Validity and use of the What Is Happening In this Class? (WIHIC) questionnaire in university business statistics classrooms. Learning Environments Research, 22(2), 275–295. https://doi.org/10.1007/s10984-018-09277-4CrossRef

Spinner, H., & Fraser, B. J. (2005). Evaluation of an innovative mathematics program in terms of classroom environment, student attitudes, and conceptual development. International Journal of Science and Mathematics Education, 3(2), 267–293.CrossRef

Stern, G. G., Stein, M. I., & Bloom, B. S. (1956). Methods in personality assessment. The Free Press.

Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293–302.CrossRef

Teh, G. P. L., & Fraser, B. J. (1995). Development and validation of an instrument for assessing the psychosocial environment of computer-assisted learning classrooms. Journal of Educational Computing Research, 12(2), 177–193.CrossRef

Thompson, B. (1998). Review of ‘what if there were no significance tests?”. Educational and Psychological Measurement, 58, 334–346.CrossRef

UNESCO. (2020). COVID-19 educational disruption and response. https://en.unesco.org/covid19/educationresponse.

Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal Educational Psychology, 59, 414–419.CrossRef

Wang, C. X. (2020). CAFE: An instructional design model to assist K–12 teachers to teach remotely during and beyond the COVID-19 pandemic. Tech Trends, 65, 8–16. https://doi.org/10.1007/s11528-020-00555-8CrossRef

Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321–341.CrossRef

Wubbels T., & Brekelmans M. (2012) Teacher–students relationships in the classroom. In B.J. Fraser, K. Tobin & C. McRobbie (Eds.), Second international handbook of science education (pp. 1241–1255). Springer. https://doi.org/10.1007/978-1-4020-9041-7_80.

Zaragoza, J., & Fraser, B. J. (2017). Field-study science classrooms as positive and enjoyable learning environments. Learning Environments Research, 20, 1–20.CrossRef

Title: Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption
Authors: Christopher S. Long
Becky Barton Sinclair
Barry J. Fraser
Tiffany R. Larson
Pamela E. Harrell
Publication date: 06-07-2021
Publisher: Springer Netherlands
Published in: Learning Environments Research / Issue 2/2022
Print ISSN: 1387-1579
Electronic ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-021-09376-9

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Other articles of this Issue 2/2022

School climate in Mongolia: Translation and validation of the What’s Happening in This School

What predicts students’ critical thinking disposition? A comparison of the roles of classroom and family environments

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Collaborative augmentation and simplification of text (CoAST): pedagogical applications of natural language processing in digital learning environments

Codesigning learning environments guided by the framework of Universal Design for Learning: a case study

“We are much closer here”: exploring the use of WhatsApp as a learning environment in a secondary school mathematics class