Learning Environment

This study aimed at gaining insights into students’ attitudes in the learning English using the Smart Board or Interactive White Board (IWB) technology in EFL classrooms. The main goal of this paper is to evaluate students’ attitudes towards the use of Smart Board as an instructional tool on student motivation, participation, interaction and retention for learning English in Iranian schools. To achieve this aim, an observation was carried out during lessons in the classroom by the researcher. A questionnaire consisting of 20 questions was also developed by the researcher based on an extensive literature review as well as related instructional theories. The researcher also conducted an interview to find the effect of Smart Boards on student motivation, participation, interaction and retention of information in English classrooms. Analysis of these three instruments yielded patterns of responses concerning how Smart Board or IWB technology can motivate the students and increase their participation in classroom. The results of this study also indicate that students interact more in classrooms where technology is used effectively. Finally, it was found that Smart Boards enhance students' retention of information and learning process in EFL classrooms. The findings of the study will carry important implications for students, language instructors, and administrators as well.

The present qualitative-correlational study is aimed at developing a model for designing a happy and active learning environment in schools, and also identifying the relationships between different components of a happy learning environment and students’ mental health and stress. First, the qualitative method was used to review the relevant literature and interview several experts in the field. Accordingly, 8 main components and 36 sub-components were identified for a happy learning environment, and a conceptual model was developed. Next, the correlational method was used to determine the relationships between a happy learning environment and students’ mental health and stress. A total of 200 students (100 females and 100 males) studying at five primary schools in Kermanshah in school year 2014-2015 were selected as the sample. The inclusion criteria were the observation of some specific symptoms such as nail biting, withdrawal, aggression, and academic underachievement. Goldberg’s General Health Questionnaire (GHQ) and a researcher-made questionnaire on the components of a happy learning environment were used to collect the data on the students’ behavior as observed by their parents and teachers. The data collected were analyzed using Pearson’s correlation coefficient and independent t-test.There was a significant correlation between students’ mental health and different components of a happy school environment. (p<0.01). Among the components of mental health, stress had the most significant inverse correlation with different components of a happy school environment (p = 0.01, r = -0.17). In addition, female students were mentally healthier as compared to their male counterparts (p < 0.001). However, both gender groups scored equally on liveliness (p < 0.05).Given the significant relationship between students’ improved mental health and reduced stress and the presence of a happy learning environment in schools, it can be concluded that a happy and dynamic learning environment can significantly improve students’ mental health.

The adoption of E-learning in academic environments, particularly in Iran, has accelerated over the past decades. However, the lack of established guidelines for instructional design seems to have hindered the creation of effective online educational environments. Therefore, this study aimed to conduct a comprehensive qualitative research synthesis (QRS) to identify the criteria for an optimal online learning environment for Iranian university students. The study followed Major and Savin-Baden's three-phase QRS model and included 12 studies with 252 participants and 42 researchers. The synthesis integrated findings from multiple studies to gain insights into experts’ opinions and students’ perceptions, preferences, and experiences within online learning environments. The research identified four overarching themes: targeted learning, effective teaching management, socio-affective engagement, and learner empowerment. Targeted learning focuses on problem-oriented and need-oriented teaching; effective teaching management emphasizes balanced content and time management, clear objectives, and diverse presentation and evaluation methods; socio-affective engagement involves interactive feedback, social presence, and emotional communication; learner empowerment stresses autonomy, agency and active learning, including experiential and discovery learning. Applying these findings seems to offer a genuine contribution, leading to the development of culturally relevant and high-quality E-learning experiences and addressing the challenges posed by the nascent E-learning system in Iran.