learning environments

Under the influence of psychology and learning theories, education and the field of education have experienced significant changes; Thus, paying attention to the internal processes in learning provides a platform for dealing with topics such as “discussion”. The current research was conducted with the aim of identifying the components of discussion skills in the form of indicators, goals and dimensions and how to use them in architectural design education. The current research strategy is of qualitative type and for data analysis meta-composition and content analysis methods have been used consecutively. The results of the coding of documentary data and interviews in NVIVO software show that the components of discussion skills include 9 indicators, 3 goals and 2 dimensions. Indicators include: “participatory discussion”, “constructivist discussion”, “discussion connection and memory function”, “discussion link and accurate expression skills”, “discussion role in professional activities”, “discussion as an oral test”, “discussion as a design language”, “discussion as an interactive aspect of the design process” and “discussion as a visual test”. The purpose of the discussion has three basic reasons: first, to inform; second, to convince; third, to solve the problem. Finally, due to the special and unique nature of the visual sense in the field of architecture, if the two dimensions of “verbal discussion” and “visual discussion” are used in teaching architectural design at the same time based on the provided educational solutions, in addition to the attractiveness of learning and its potential cognitive benefits, it causes effective areas of learning development.

The use of Fava in teaching and learning is becoming an important part of education policies and reforms. The way to establish balance and coordination between electronic education and learning and learning environments is a different approach, so the purpose of this research is to investigate the role of electronic learning in learning environments with a blended learning approach. In this research, two quantitative and qualitative methods were used, which is the qualitative method, the content analysis method, and the quantitative method, the descriptive-analytical method. The statistical community includes curriculum and education experts and specialists working in schools and the sample size is 30 people based on the Delphi method, which was done using the selective sampling method. The data collection tool is a combination of McGill's standard classroom learning environment questionnaire (2007), Watkins et al.'s (2004) e-learning questionnaire, and the researcher's questionnaire of integration in curricula. The findings indicate that using the sample T-Tech test, both indicators of electronic education and learning and learning environments in the studied schools are evaluated at a lower level than the average level, and because the level of significance Calculated less than alpha 05% is acceptable. Undesirability of e-learning and e-learning environments in these schools is acceptable. In this way, by examining the relationship between integrated education in schools on the one hand and electronic learning and learning environments, Pearson's correlation test has been used, which shows that there is a separate and meaningful positive relationship, and also based on the covariance test, simultaneous learning E-learning and learning environments affect integrated education in schools. The positive focus of the class, online group discussions, success in educational environments and personal beliefs are effective criteria.

Learning environment like other learning elements is a significant factor in improving the success of course planning and education progression. Due to the necessity of frequent usage of language in real environments, the significance of the environment in learning a foreign language is doubled. Although Arabic faculty groups have put promising efforts to enhance the environment of Arabic language speaking skill recently, it seems these environments are mostly in Persian language. In this paper, we investigate the obstacles which impede creating such environments. Therefore, we analyse experiences of Arabic language students via interviewing them. Finally, we propose solutions to tackle these obstacles. The results showed that challenges of Arabic learning environment include cases such as lack of learning group activities, anxiety, lack of encouragement to speak Arabic, use of Persian as the medium of instruction, lack of second language use by Arabic instructors in the class and lack of appropriate assignments.

Concurrent with massive technological improvements and changes in methods of receiving and sending data, the topic of learning environments and their impact on the process of teaching-learning has become one of the main concerns of education and training researchers. To this end, the learning environment is not limited to the classroom. It can encompass different settings such as university, faculty, home, and society where learners aim for information, skills, abilities, and desired goals. As these environments get more dynamic and more related to the learner's goals and more aligned with educational content, learners play a more critical role in achieving the learning goals. Within the same direction, learning a foreign language requires an environment that language learners can utilise all their abilities to learn language skills. Although the importance of creating an appropriate Arabic environment and speaking Arabic in classrooms and educational spaces of university faculties is not hidden to anyone, one of the main problems of teaching this language in the last few decades is the lack of an appropriate environment for speaking the Arabic language. According to available data, the speaking environment in most Arabic groups inside and outside the classroom is Persian. Nonetheless, more efforts have been put toward enhancing Arabic language skills at universities in recent years. Some Arabic language teachers have encouraged their students to use this language in their natural environment and daily activities from the last decades until now. However, the main question is what challenges impede shaping such an environment and what constraints refrain students from using the Arabic language over the Persian language in classrooms and educational environments of universities. Accordingly, the Authors in this paper, who themselves are “teaching Arabic language” lecturers at university and encouraged their students to speak Arabic outside of speaking classes, aimed to search for challenges and constraints of achieving this goal by using students’ living experience. Therefore, the authors present practical suggestions based on student experiences for creating such university environments. Two questions are proposed to achieve the goal of research:What is the most critical challenge in forming an environment for learning Arabic speaking from the student’s perspective?What is the most practical solution to form an environment for learning Arabic speaking?

Literature Review

Considering the learning environment in learning language skills is of high importance. According to some of the learning views, such as communicational views of language teaching, enhancing the language skills of learners, especially their speaking skills, requires them to be in the real speaking environment. Based on the view, learners should be in the in real scenarios of speaking be part of presenting information which others don’t know, and in addition, they should speak about real topics in real conditions. They also should create concepts along with language and should practice exercises that are related to their needs (Tilver 1983 & Savignon 1983 equated to Chastain, 2011: 175). In an educational curriculum based on language skills, learners should be taught to use the language outside the classroom environment independent of educational exercises of each term. The learner should use whatever they have learned in the classroom, outside the classroom as well and be able to improve their language capabilities; they should be able to transfer his knowledge from language-living step, which is considering social and cultural language issues while using language, to practical knowledge which is the skill of using language (Bahrambeygi, 2020: 16).Therefore, since the primary goal of the educational curriculum of language teaching is improving the language capabilities of language learners to interact with other people, all aspects of the academic curriculum of language skills courses should be designed based on the most impactful learning environment, which is natural environments. Since the most crucial benefit of teaching in a natural environment is “consistent learning due to being sensible and incorporating the direct emotional experience of issues and events, not imposing the dull atmosphere in formal classes, creating motivation for learning and precise observation, which make the content of learning schedules more practical due to the connecting the education and living (Fallahian, et al, 2011: 11).

The research utilises a form qualitative research method and is conducted based on phenomenology. The goal of phenomenological studies is to study the world that can represent its individuals, especially when they are in the state of awareness that is expressive of an endeavour to become free of common prejudice and beliefs. Therefore, current research using this approach tries to extract students' living experiences around challenges of the Arabic speaking environment and presents theoretical and practical solutions to form an appropriate Arabic speaking environment. To collect information, semi-structured conversations are utilized. According to phenomenological research, individuals were chosen in conversation if they have experienced the event of interest; in other words, students who have some experience in the learning environment of Arabic speaking. Students were chosen to form three groups of weak, intermediate, and advanced speaking cohorts to increase data validity. During the interview, the focal topic was the following quest; what are the most challenging and impediments to the impactful environment in learning Arabic? Interviewees were selected based on targeted sampling, and sampling continued until “information saturation”. Information saturations were established by interviewing 220 students in terms four, five, six and seven of their bachelors in Arabic language and literature. To assure the validity of the finding, the “investigation using under-study individual” approach was used. Moreover, to investigate the confirmability of elements, two more analysers who were familiar with qualitative research revised the details. It was determined that they concurred with the first analyser in 90% of topics. Moreover, to evaluate the transferability criteria, the elements were provided to students out of the interviewee’s group, and they also found these elements similar to their experiences.

Due to the importance of language skills at educational and university centres in Iran, the living experience of Iranian Arabic learners shows that they are faced with different challenges in the learning environment of the Arabic language, such as inside classroom and outside classroom environments. And these challenges impede speaking the Arabic language. Based on the Arabic learners feedbacks, the most critical challenge is “not being coerced to speak Arabic by teacher”, “shyness and nervousness”, “low vocabulary range”, inappropriate arrangements of seats in classroom”, “no interactive environment”, “not using the classroom space optimally”, “teacher-oriented classes and lack of discussion among student”. In other classes also the most critical impediments of forming environment of Arabic language speaking are “very low usage of Arabic speaking by teachers”, “Dominant Persian language speaking in classes” , “speaking Arabic is not compulsory among student”. Among teachers the most critical challenges are “low range vocabulary and not being able to make sentences” “incapability to request” and “speaking of Persian”. Moreover, according to living experience of student “existence of no tranquil and dedicated to speaking Arabic” and “being afraid of ridicule” are the most critical challenges for not speaking Arabic. Along side the abovementioned challenges, challenges such as “negative view of public to Arabic language”,” No proper Arabic exercises”, “No cooperation for friend to speak Arabic” result in lack of experience in speaking Arabic in environment outside of universities such as home, dormitory etc. Therefore, these challenges can be categorized into three groups; Contend and approach of teaching, which is mainly related to inside class and is in control of teachers, the domain of environments outside classrooms which is related to faculties.; and the domain of outside faculties such schools, universities, home and student residential spaces.

The present study is aimed towards identification the indices of desirable teaching and learning environment in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, we have made use of the consecutive mixed-method exploratory research which is of instrument-making type. In the quantitative section, a qualitative case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in learning environments s. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined nine indices as the salient indices of teaching and learning environments and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning environments of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning environments seem to be less than desirable. Therefore, it necessarily requires far more significant attention.

The aim of this study was to investigate the effect of learning environment on the academic achievement of slow learner students in tehran.

This study was a quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study consisted of all slow learner male and female students in District 5 of Tehran in the academic year of 2018-19. To select a research sample randomly from all exceptional schools in District 5 of Tehran, a boys 'school and a girls' school were selected and then among the fifth grade male and female students using the targeted sampling method, 30 eligible volunteer students were selected. In two groups, experiments (15 people) and control (15 people) were replaced as research samples. The training program to intervene in designing a learning environment for late learners was conducted in 17 sessions of 45 to 60 minutes for the experimental group. Grade, math, science, geography, and spelling have been used to gather information. Descriptive statistics and covariance analysis tests were used to analyze the data using Spss23 software at a significance level of 0.05.

According to the results of academic achievement, there was a significant statistical difference in experimental and control groups between late-learning students in science, mathematics, geography and spelling lessons before and after the intervention (p <0.001).

Designing learning environments is effective in the development of four subjects of science, mathematics, geography and spelling of late learners.

Today, environmental developments, climate change, and energy problems are major challenges in the world. Although Iran has been at the beginning of sustainable development regarding the buildings sustainability evaluation systems and has developed general guidelines and standards in this area, no effective action has been taken about schools. The present study aim is to determine priorities and sustainability indicators of designing sustainable educational spaces in Iran.

This study is descriptive-analytical in nature and descriptive applied-development in terms of purpose. The method of data collection is library-based and questionnaires are completed by experts. Analytic Hierarchy Process (AHP) is used to determine the importance and weighting of components and indicators.

Based on the hierarchical analysis of the components and indicators obtained from previous research, three components of energy, water and site design, as well as three indicators of water recycling, using renewable energy and optimizing water use for landscaping and irrigation were ranked as first to third.

The tables and analytical charts showed that the priority and the rating of the effective factors on environmental sustainability in Iranian educational spaces include: energy, water, site design, indoor quality, materials, regional priority and design innovation. Among indicators, water recycling, renewable energy use and optimization of water use for landscaping and irrigation are ranked first to third.

With the aid of globalization as a phenomenon, the new technologies have spread across the world and have affected on various fields such as science, economy, business, culture, etc. Education system is such a field that has utilized of new technology to improve teaching and learning methods. Augmented reality is one of the new technologies used in different fields and helps them to enhance their quality.  The purpose of this paper is to answer the question that if the application of augmented reality has efficacious results on training or not. In augmented reality, the real- world elements are augmented by computer- generated virtual information in real time. In fact, the information about the environment and its surrounding objects is added and overlaid on the real world. Hence, augmented reality has a great potential for making the new methods for training and education, and provides new opportunities to design learning environments. In other words, augmented reality, as a new form of learning environments presenting a new method in skill training, can reduce the complication of training subjects for trainees in teaching procedure, especially in workshop environments. This field research surveys the statistical results of selected vocational training Institutes final exams before and after using the augmented reality and concludes that augmented reality is a useful method for trainees to gain more knowledge and skills.  It should be noted that in this paper, development methodology of mobile applications is used for implementation of augmented reality.

With the aid of globalization as a phenomenon, the new technologies have spread across the world and have affected on various fields such as science, economy, business, culture, etc. Education system is such a field that has utilized of new technology to improve teaching and learning methods. Augmented reality is one of the new technologies used in different fields and helps them to enhance their quality.  The purpose of this paper is to answer the question that if the application of augmented reality has efficacious results on training or not. In augmented reality, the real- world elements are augmented by computer- generated virtual information in real time. In fact, the information about the environment and its surrounding objects is added and overlaid on the real world. Hence, augmented reality has a great potential for making the new methods for training and education, and provides new opportunities to design learning environments. In other words, augmented reality, as a new form of learning environments presenting a new method in skill training, can reduce the complication of training subjects for trainees in teaching procedure, especially in workshop environments. This field research surveys the statistical results of selected vocational training Institutes final exams before and after using the augmented reality and concludes that augmented reality is a useful method for trainees to gain more knowledge and skills.  It should be noted that in this paper, development methodology of mobile applications is used for implementation of augmented reality

With the aid of globalization as a phenomenon, the new technologies have spread across the world and have affected on various fields such as science, economy, business, culture, etc. Education system is such a field that has utilized of new technology to improve teaching and learning methods. Augmented reality is one of the new technologies used in different fields and helps them to enhance their quality.  The purpose of this paper is to answer the question that if the application of augmented reality has efficacious results on training or not. In augmented reality, the real- world elements are augmented by computer- generated virtual information in real time. In fact, the information about the environment and its surrounding objects is added and overlaid on the real world. Hence, augmented reality has a great potential for making the new methods for training and education, and provides new opportunities to design learning environments. In other words, augmented reality, as a new form of learning environments presenting a new method in skill training, can reduce the complication of training subjects for trainees in teaching procedure, especially in workshop environments. This field research surveys the statistical results of selected vocational training Institutes final exams before and after using the augmented reality and concludes that augmented reality is a useful method for trainees to gain more knowledge and skills.  It should be noted that in this paper, development methodology of mobile applications is used for implementation of augmented reality.