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Learning Environments Research

Erschienen in:

01.07.2012 | Original Paper

Technology-supported learning environments in science classrooms in India

verfasst von: Adit Gupta, Darrell Fisher

Erschienen in: Learning Environments Research | Ausgabe 2/2012

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Abstract

The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in particular. This study, which is the first of its kind in India, reports the use of a modified form of Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) for assessing students’ perceptions of their learning environments in technology-supported science classrooms. Analysis of data from 705 students from 15 classes provided evidence for the reliability and validity of the questionnaire in Indian science classroom settings. The same data also were used for studying gender differences and associations between students’ perceptions of their technology-supported learning environments and three learner outcomes (attitude towards science, academic efficacy and academic achievement).

Vorheriger Artikel How learning in an inverted classroom influences cooperation, innovation and task orientation

Nächster Artikel Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender

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Titel: Technology-supported learning environments in science classrooms in India
verfasst von: Adit Gupta
Darrell Fisher
Publikationsdatum: 01.07.2012
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research / Ausgabe 2/2012
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-012-9103-9

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