Example of Learning Environments Research format
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Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format
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Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format Example of Learning Environments Research format
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open access Open Access

Learning Environments Research — Template for authors

Publisher: Springer
Categories Rank Trend in last 3 yrs
Communication #55 of 426 up up by 30 ranks
Education #186 of 1319 up up by 132 ranks
Developmental and Educational Psychology #93 of 332 up up by 63 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 95 Published Papers | 333 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 20/07/2020
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Related Journals

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SJR: 1.098
SNIP: 1.835
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open access Open Access

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Quality:  
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CiteRatio: 1.3
SJR: 0.351
SNIP: 0.767

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

3.5

3% from 2019

CiteRatio for Learning Environments Research from 2016 - 2020
Year Value
2020 3.5
2019 3.6
2018 2.5
2017 1.9
2016 1.8
graph view Graph view
table view Table view

0.865

29% from 2019

SJR for Learning Environments Research from 2016 - 2020
Year Value
2020 0.865
2019 1.219
2018 1.072
2017 0.551
2016 0.732
graph view Graph view
table view Table view

1.972

4% from 2019

SNIP for Learning Environments Research from 2016 - 2020
Year Value
2020 1.972
2019 1.889
2018 1.432
2017 0.936
2016 1.105
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has decreased by 3% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has decreased by 29% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 4% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Learning Environments Research

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Springer

Learning Environments Research

Approved by publishing and review experts on SciSpace, this template is built as per for Learning Environments Research formatting guidelines as mentioned in Springer author instructions. The current version was created on and has been used by 254 authors to write and format their manuscripts to this journal.

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Last updated on
19 Jul 2020
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ISSN
1387-1579
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Open Access
Hybrid
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Citation Type
Author Year
(Blonder et al, 1982)
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Bibliography Example
Beenakker CWJ (2006) Specular andreev reflection in graphene. Phys Rev Lett 97(6):067,007, URL 10.1103/PhysRevLett.97.067007

Top papers written in this journal

Journal Article DOI: 10.1007/S10984-012-9108-4
How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation.
Jeremy F. Strayer1

Abstract:

Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares ... Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory (CUCEI), field notes, interviews and focus groups to investigate the learning environments of these two classrooms. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. These findings are discussed in terms of how they contribute to the stability and connectedness of classroom learning communities. read more read less

Topics:

Flipped classroom (72%)72% related to the paper, Blended learning (65%)65% related to the paper, Experiential learning (65%)65% related to the paper, Cooperative learning (64%)64% related to the paper, Active learning (64%)64% related to the paper
View PDF
1,326 Citations
Journal Article DOI: 10.1023/A:1009932514731
Classroom environment instruments: development, validity and applications
Barry J. Fraser1

Abstract:

Few fields of educational research have such a rich diversity of valid, economical and widely-applicable assessment instruments as does the field of learning environments. This article describes nine major questionnaires for assessing student perceptions of classroom psychosocial environment (the Learning Environment Inventor... Few fields of educational research have such a rich diversity of valid, economical and widely-applicable assessment instruments as does the field of learning environments. This article describes nine major questionnaires for assessing student perceptions of classroom psychosocial environment (the Learning Environment Inventory, Classroom Environment Scale, Individualised Classroom Environment Questionnaire, My Class Inventory, College and University Classroom Environment Inventory, Questionnaire on Teacher Interaction, Science Laboratory Environment Inventory, Constructivist Learning Environment Survey and What Is Happening In This Class) and reviews the application of these instruments in 12 lines of past research (focusing on associations between outcomes and environment, evaluating educational innovation, differences between student and teacher perceptions, whether students achieve better in their preferred environment, teachers' use of learning environment perceptions in guiding improvements in classrooms, combining quantitative and qualitative methods, links between different educational environments, cross-national studies, the transition from primary to high school, and incorporating educational environment ideas into school psychology, teacher education and teacher assessment). read more read less

Topics:

Learning environment (64%)64% related to the paper, Educational research (61%)61% related to the paper, Teacher education (60%)60% related to the paper, Educational technology (59%)59% related to the paper, School psychology (52%)52% related to the paper
810 Citations
Journal Article DOI: 10.1023/A:1009932704458
Creating a Learning Environment by Using Self-, Peer-, and Co-Assessment.
Dominique Sluijsmans1, Filip Dochy2, George Moerkerke1

Abstract:

To develop the skills and competencies required in professional organisations, students have to reflect on their own behaviour. Many current assessment practices in higher education do not answer this need. The recent interest in new assessment forms, such as self-, peer-, and co-assessment, can be seen as a means to tackle t... To develop the skills and competencies required in professional organisations, students have to reflect on their own behaviour. Many current assessment practices in higher education do not answer this need. The recent interest in new assessment forms, such as self-, peer-, and co-assessment, can be seen as a means to tackle this problem. In the present article, a review of the literature provides answers to two questions: (1) How are self-, peer- and co-assessment applied in higher education? and (2) What are the effects of the use of these forms of assessment on the quality of the learning environment? Analyses of 62 studies showed that self-, peer- and co-assessment can be effective tools in developing competencies needed as a professional. These forms of assessment are often used in combination with each other. Implementation of these forms of assessments accelerates the developments of a curriculum based on competencies (knowledge as a tool) rather than knowledge (as a goal) and leads towards the integration of instruction and assessment in higher education. As such, this development of a learning environment contributes to the education of responsible and reflective professionals. read more read less

Topics:

Peer assessment (61%)61% related to the paper, Learning environment (58%)58% related to the paper, Educational technology (57%)57% related to the paper, Higher education (54%)54% related to the paper, Curriculum (53%)53% related to the paper
318 Citations
Journal Article DOI: 10.1007/S10984-006-9015-7
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Mareike Kunter1, Jürgen Baumert1

Abstract:

In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been ... In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy, and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be measured. read more read less

Topics:

Classroom management (60%)60% related to the paper, Learning environment (54%)54% related to the paper, Construct validity (52%)52% related to the paper, Test validity (52%)52% related to the paper, Educational technology (51%)51% related to the paper
308 Citations
open accessOpen access Journal Article DOI: 10.1007/S10984-005-1568-3
Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES).
Scott L. Walker1, Barry J. Fraser2

Abstract:

The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators and practitioners in measuring and researching the psychosocial learning environment in post-secondary distance education. Using a three-stage approach, the Distance Education Learning Environments Survey... The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators and practitioners in measuring and researching the psychosocial learning environment in post-secondary distance education. Using a three-stage approach, the Distance Education Learning Environments Survey (DELES) was developed, field-tested with 680 distance education students, and then validated. The DELES has 34 items allocated to six scales: (1) Instructor Support; (2) Student Interaction and Collaboration; (3) Personal Relevance; (4) Authentic Learning; (5) Active Learning; and (6) Student Autonomy. An additional scale of Enjoyment was included in this study to explore associations between the psychosocial learning environment and student affective traits. Each learning environment item had a factor loading of at least 0.50 with its own scale, and less than 0.50 with all other scales. The alpha reliability coefficient for each scale ranged from 0.75 to 0.94. Simple correlations between Enjoyment and the DELES scales ranged from 0.12 to 0.31, with the scale of Personal Relevance having the strongest correlation with Enjoyment when all other scales were mutually controlled. The DELES, an online instrument that can be utilized by students at any location, eliminates data transfer errors and does not allow for non-responses, adding to the overall validity of the instrument. The development of DELES relied extensively on literature pertaining to high-quality distance education and expert content validation techniques. It treats distance learning as having a distinct social-psychological climate unlike those found in other post-secondary classroom environments. read more read less

Topics:

Distance Education Learning Environments Survey (77%)77% related to the paper, Learning environment (60%)60% related to the paper, Active learning (60%)60% related to the paper, Educational technology (59%)59% related to the paper, Asynchronous learning (57%)57% related to the paper
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292 Citations
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Frequently asked questions

1. Can I write Learning Environments Research in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Learning Environments Research guidelines and auto format it.

2. Do you follow the Learning Environments Research guidelines?

Yes, the template is compliant with the Learning Environments Research guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Learning Environments Research?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Learning Environments Research citation style.

4. Can I use the Learning Environments Research templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Learning Environments Research.

5. Can I use a manuscript in Learning Environments Research that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Learning Environments Research that you can download at the end.

6. How long does it usually take you to format my papers in Learning Environments Research?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Learning Environments Research.

7. Where can I find the template for the Learning Environments Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Learning Environments Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Learning Environments Research's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Learning Environments Research an online tool or is there a desktop version?

SciSpace's Learning Environments Research is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Learning Environments Research?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Learning Environments Research?”

11. What is the output that I would get after using Learning Environments Research?

After writing your paper autoformatting in Learning Environments Research, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Learning Environments Research's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Learning Environments Research?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Learning Environments Research. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Learning Environments Research?

The 5 most common citation types in order of usage for Learning Environments Research are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Learning Environments Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Learning Environments Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Learning Environments Research in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Learning Environments Research Endnote style according to Elsevier guidelines.

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