Existing approaches to evaluating higher education and school learning environments fall short when judged against contemporary approaches to teaching and learning¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review critically analyzes selected evaluation approaches for higher education and school learning environments in view of contemporary teaching and learning approaches and finds gaps in them. → Benjamin Cleveland & Kenn Fisher 2014

Evidence¶

Benjamin Cleveland & Kenn Fisher 2014¶

Benjamin Cleveland & Kenn Fisher. (2014). The evaluation of physical learning environments: a critical review of the literature. Learning Environ Res 17, 1–28. https://doi.org/10.1007/s10984-013-9149-3

q2 · i? · review · r2

This is the review's own critical-comparison activity, stated in its abstract: selected evaluation approaches for higher education and school learning environments are "compared and critically analyzed in view of contemporary approaches to teaching and learning." The comparison is narrative and critical rather than quantitative; no effect sizes are reported.

"Subsequently, a selection of approaches used to evaluate higher education and school learning environments are compared and critically analyzed in view of contemporary approaches to teaching and learning."

Discussion¶

Related Claims¶

• The review identifies gaps in existing evaluative approaches for physical learning environments — possibly the same claim (merge candidate)
• Active and collaborative approaches promote higher-order thinking and complex reasoning (attributed to earlier studies in a framework paper) — related
• Instructional design models are rarely tested against outcomes; their credibility comes from practitioners finding them useful. — related
• Evidence and evaluation standards for educational AI are immature, widening the gap between product release pace and rigorous evaluation — related