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ERIC Number: EJ1162381
Record Type: Journal
Publication Date: 2017-Nov
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
Perceptions of Pre-Service Teachers on the Design of a Learning Environment Based on the Seven Principles of Good Practice
Al-Furaih, Suad Abdul Aziz
Education and Information Technologies, v22 n6 p3187-3205 Nov 2017
This study explored the perceptions of 88 pre-service teachers on the design of a learning environment using the Seven Principles of Good Practice and its effect on participants' abilities to create their Cloud Learning Environment (CLE). In designing the learning environment, a conceptual model under the name 7 Principles and Integrated Learning Design (7P-ILD) was created. The 7P-ILD model was developed based on Chickering and Gamson's Seven Principles of Good Practice, cloud tools, and selected strategies. A survey design was used and two instruments were administered to all participants. The findings indicated the 7P-ILD positively influenced participants' ability to confidently build their CLE. Participants were most satisfied with 7P-ILD related to the principle student-faculty contact, and least satisfied with the principle time-on-task. Pre-service teachers' perceptions did not differ by type of project (individual or collaborative); however, there was a significant difference between kindergarten and elementary pre-service teachers regarding time-on-task principle and high expectations principle. These results suggest the 7P-ILD can be a practical model to adopt for teacher preparation and with more research and modifications; it could become an emerging model for building more robust and effective learning environments where teacher autonomy and technology is enhanced.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A