Learning environment

The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there. The Japanese word for school, gakuen (がくえん、学園), means "learning garden" or "garden of learning". The word school derives from Greek σχολή (scholē), originally meaning "leisure" and also "that in which leisure is employed", but later "a group to whom lectures were given, school". Kindergarten is a German word whose literal meaning is "garden for the children", however, the term was coined in the metaphorical sense of "place where children can grow in a natural way".

A Bebras Computational Thinking (ABC-Thinking) program for primary school: Evaluation using the competent computational thinking test

Student Answer Forecasting: Transformer-Driven Answer Choice Prediction for Language Learning

Co-Designing a Teacher Tool for Visualizing Self-Regulated Learning Behaviors

Co-Designing a Teacher Tool for Visualizing Self-Regulated Learning Behaviors

A Bebras Computational Thinking (ABC-Thinking) program for primary school: Evaluation using the competent computational thinking test

Student Answer Forecasting: Transformer-Driven Answer Choice Prediction for Language Learning