Preferences toward the constructivist smart classroom learning environment: examining pre-service teachers’ connectedness

ABSTRACT

The constructivist smart classroom learning environment is quickly emerging as an alternative classroom model that integrates active learning with advanced technology to improve learners’ socialization and achievement. This research examines pre-service teachers’ (n = 462) preferences toward this learning environment, as well as the predictive association between connectedness and other critical learning environment features. All pre-service teachers had at least one semester of actual experience as participants learning in this environment. The data was collected through a questionnaire, and a series of linear regressions were conducted to examine the hypothesized relationships. Connectedness was positive and significantly associated with all smart classroom features examined: inquiry learning, student negotiation, reflective thinking, functional design, multiple sources, usefulness, and ease of use. Pre-service teachers who preferred constructivist smart classroom learning environments tended to be those in their first year of post-secondary education, as well as those with higher levels of technology self-efficacy. Gender was not observed to significantly influence preferences. The findings show connectedness to be a central and critical feature that can be used to cultivate more appropriate environments from the participants’ perspective.

KEYWORDS:

• Smart classroom
• active learning classroom
• constructivist epistemology
• higher education
• China

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Ms. Yanhong Li is a doctorate candidate in the Collaborative and Innovative Center for Educational Technology at Central China Normal University. She is currently under the advisement of Professor Harrison Hao Yang and a participating member in his research team. Her research interests include smart learning environments, e-learning, and mobile learning.

Dr. Harrison Hao Yang is a professor in the School of Education at the State University of New York at Oswego, USA. He also holds the deanship in the School of Educational Information Technology at Central China Normal University, China. His research interests include distance/flexible education, technology literacy and integration, and e-learning experience management.

Mr. Jason MacLeod is a doctorate candidate in the School of Educational Information Technology at Central China Normal University. He is currently under the advisement of Professor Harrison Hao Yang and a participating member in his research team. His research interests include intercultural interaction, computer-mediated collaboration, and e-learning experience management.

ORCID

Yanhong Li http://orcid.org/0000-0001-5699-1518

Harrison Hao Yang http://orcid.org/0000-0003-4836-835X

Jason MacLeod http://orcid.org/0000-0001-9606-1710

Additional information

Funding

This work was supported by Fundamental Research Funds, Central Universities, Central China Normal University [grant number CCNU14Z02006]; Key Project of Philosophy and Social Science Research, Ministry of Education of China [grant number 14JZD044].