Using student feedback about the learning environment as a starting point for co-construction

• Published in: Learning environments research Vol. 25; no. 3; pp. 939 - 955
• Main Authors: Aldridge, Jill M., Bianchet, Silvana
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.10.2022; Springer; Springer Nature B.V
• Subjects: Case studies; Catholic schools; Classroom Climate Questionnaire (CCQ); Classroom environment; Cooperation; Education; Educational Environment; Educational Improvement; Educational objectives; Educational Technology; Feedback; Feedback (Response); Instructional Design; Learning and Instruction; Learning environment; Learning experience; Original Paper; Qualitative research; Quality of education; Second language learning; Secondary education; Sociology of Education; Student assessment; Student attitudes; Student teacher relationship; Students; Year 10; Year 8; Australia; South Australia
• ISSN: 1387-1579; 1573-1855
• DOI: 10.1007/s10984-021-09403-9

The context in which learning takes place, or learning environment, is pivotal to a positive learning experience for students. Although numerous studies have established strong links between a positive learning environment and a range of student outcomes, far less research has examined how teachers might establish such an environment. Amidst growing acknowledgment that opportunities for the co-construction of learning and assessment design could provide a means of developing a more positive learning environment, this case study examined one such journey. Using a case study approach, we argue that student feedback involving a learning environment survey provides a valuable starting point for including students in co-construction and classroom improvement. Our findings indicate that teachers can improve the learning environment by involving students in meaningful co-construction through open tasks. [Author abstract]