After reading this article on the learning environment research I knew that learning environment research has undergone remarkable growth worldwide. Particularly, Asian researchers have made major contributions to these research studies. Some questionairs that were developed in the western countries have been adapted, translated and cross validated for use in many asian countries like Singapore, Brunei, Korea, China and Indonesia.
Different instruments were used for assessing classroom environment. LEI, CES, MCI, ICEQ, QTI, SLEI, CLES and WIHIC are widely used, robust and validated instruments used in western and asian countries. These instruments have been validated in English to be used in Sinagpore but asian researchers have also translated these instruments in Chinese, Indonesian, Korean and Malay languages. While Asian researchers have an impressive record in using these instruments in their research studies but they have been less active in the development of new research instruments.
The most common learning environment research in Asia involved investigating associations between the students outcomes and their classroom environment perceptions. These studies had been carried out in many Aisan countries, in a variety of subject areas, at various grade levels, using many student outcome measures and different learning environment instruments. The use of qualitative methods such as interviews and observations demonstrated the benefits in learning environment research.
In my opinion, feedbacks from students as well as teachers perceptions of a preferred environment improves classroom environment. Students, teachers, researchers and supervisors must work together and break the past traditions by taking researchers into the front lines of learning environment research.
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