Designing learning environments to promote student learning: Ergonomics in all but name.
OBJECTIVE: This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. METHODS AND RESULTS: Two categori...
| Publicado en: | Work Vol. 44; pp. 39 - 61 |
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| Autor principal: | |
| Formato: | pictorial tables/charts Journal Article |
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Sage Publications Inc.
2013 Supplement 1
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104309997&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104309997 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10519815 3RC jtl: Work issn: 10519815 maglogo: N pubinfo: dt: 2013 Supplement 1 vid: 44 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 104309997 104309997 2011921830 10.3233/WOR-121493 NLM23241704 104309997 ppf: 39 ppct: 22 formats: fmt: @attributes: type: P tig: atl: Designing learning environments to promote student learning: Ergonomics in all but name. aug: au: Smith, Thomas J. affil: School of Kinesiology, University of Minnesota, Minneapolis, MN, USA sug: subj: Ergonomics In Infancy and Childhood Learning Environment Interior Design and Furnishings Child Computers and Computerization Education, Non-Traditional Schools Economics United States Time Factors Teachers Self Concept Health Status Nutrition Physical Fitness Physical Activity Learning Theory Socioeconomic Factors Work Child: 6-12 years ab: OBJECTIVE: This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. METHODS AND RESULTS: Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. CONCLUSIONS: It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism. pubtype: Academic Journal doctype: pictorial tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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