Session 4 Assessing Our Classroom Learning Environment

Finally ... we get down to assessing the learning environment. It was back to good old SPSS ... last one I used was SPSS 8.0 now it is 15.0! It's been sometime ...

It was interesting how Dr Quek attempted to get the class to use Excel & SPSS to analyse the research data without going into the details of statistical analysis... I thought that the 'template' or scaffolding done to ensure the learners did not get lost was useful, though it helped little to provide a guide on how to develop the recommendations.

SPSS 15.0 was a handy tool which required getting used to ... but fundamentally was similar to 8.0. Unfortunately my memory on statistics had gone to the gutters as I struggled with the different tools for results reliability (cronbach's) and significance of differences (sample paired T test).

For recommendations, although there was no significant differences between preferred and actual means, I thought that it did not mean that the learning environment was perfect. There were means that could still be improved and several sub-items which notched significant differences. Putting focus on these variables and sub-items would contribute the most value to improving the learning environment given the available room for improvements.

Session 3 Case Studies

Reviewing what was done in the assessment of 3 school learning environments, it was interesting to note the challenges faced by our teachers and that the mechanics of our education system is very much alike to my organisation. The issue of communication within the school staff, need for achievement given the measures put in place by the ministries and the challenges of new generation of students echoed very much with what the military faces.

Going back to the actual learning of how much Moos' scheme could be applied in assessing the learning environment, the case study proves clearly how the validated instruments could be easily used as effective measures. I am definitely convinced, given the validated instruments had undergone the required factor analysis, the questions would provide an effective and easy means to understand the learning environment in any situation.

I look forward to proposing the use of these validated measures within my organisation.

Session 3 Assessing Learning Environments

Today, we had gone in depth to study the various validated instruments based on Moos' principles. It was interesting to be able to dissect a typical survey instrument and discuss the rationale behind the design ie whether it was to illicit a certain kind of response or to prevent respondent bias when completing the survey. We had also identifed the challenges in ensuring that the data presents the most "true" reflection of the sentiments of respondents and not what the respondents wanted to impress upon the organisation.

There was a mention of analytical tools like Excel & SPSS which made me reflect on my school days of statistics etc. It would be a good refresher on the use of SPSS as I think it would be critical in the review of the internal and external validation tools in my unit.

On the part of blog & wiki, I am glad to have learnt how to use and have even created my own wiki at http://dreamworkers.wetpaint.com. The sharing session by James was enlightening and although many felt that it was of no use given the organisation's stance on internet security, I feel that in due time the organisation has plans to incorporate these technology into our own intranet systems.

Assessment Tools

Gained a greater appreciation of existing validated instruments, especially those that were classied according to Moos' Scheme. This would be very much applicable as my branch reviews our validation instruments for our courses. Though much thought may have gone in when the current set of surveys were devised, the purpose and value of these instruments have been lost as there was a lack of documentation on how the information would be utilised to aid training and management.

The existence of instruments to study the effectiveness of distance learning (Scotts Walker) would play a critical role as the organisation embarks on implementing distance learning for two of our courses in October ...

Apart from using these validated instruments, I have gained deeper understanding of the great thinkers like Moos, Lewin, Fraser & Murray. Though I have yet to find definite ways to apply their theories, I am sure that in the analysis of learning environments ... I would come across their names again.

Eureka! Great psychology website!

Found a great website on psychology - ALLPsych Online The Virtual Psychology Classroom. http://allpsych.com/personalitysynopsis/contents.html
It has all the details on behavioral / cognitive / humanistic & psychoanalytic theory ...
Would be very useful for future psychological analysis & reserach, especially when attempting to diagnose different environments ...

Adding on ... realised that Murray's Needs Theory is a greater overview of what I learnt in management in JC. ie Need for Power, Need for Affiliation & Need for Achievement only that now I know that there are 27 needs in all.

I wonder why he is much lesser known than people like Maslow, Jung and Drucker ...

The fact is that he provided the starting theory that links between perceptions & reality, between behaviorism & cognitivist, personal needs & motivation ...

Session 2 Reflections

Thus far, today, we had commenced on how to assess the learning environment utilising tools such as surveys, and focus group studies by trained psychologists ... Currently at our work place, it is common that survey are administered to the general population to solicit important feedback on management indicators, trainees' preferances and concerns during the course. Some of these data would be processed by the organisation's behavioural science department with trained psychologists at hand. As leaders identify the value of such feedback, they see such instruments as perfect tools to gather feedback from the population. Unfortunately the education of leaders on issues of designing surveys based on the student's literacy and level of fatigue / concentration is lacking.

Many still insist on applying lengthy surveys on general population which would result in mountains of data which are either irrelevant or of no use, due to inaccuracies arising from commitment of respondents as well as the lackadaisic design of these instruments. I do hope that the organisation would provide some education to these leaders, that more data does not equate to more information.

"More is not better. Better is better." Application of assessment tools if not managed could result in wastage of time & effort with no conclusive results. Only skilled & effective use these instruments would bear benefit ...

Session 1 Reflection

Understood that assessing and improving learning environment involves the interaction of the environment and person (both student & teacher). Have yet to learn how to utilise the different tools to assess and diagnose solutions to different situations, which is one of the key learnings that I wish to take away from this course.

I also learnt that different styles can be applied within the same environment in order to illicit the required response ......

What is Learning Environment

I think that the learning environment is the environment that the learner is in interaction with, consciously or subsconsciously and occurs to the learner intrisincly or extrinsicly.

Internal to the Learner

• Conscious (Motivation)
• Subsconcious (Preferred Learning Styles)

External to the Learner

• Conscious (Classroom environment & facilities)
• Subconscious (Ambience, comfort)