About
The learning environment is part of the research projects developed by the proponent since 2011 and is considered a mediating dimension of the learning system. 2018 saw the beginning of a project on learning environments, which has already enabled the completion of a Master’s thesis, a scientific project and the approval of two articles for publication and presentation at Enanpad 2021. The partial results of these studies and the potential for internationalising the research have led to the development of this proposal, which aims to analyse the contribution of Multidimensional Learning Environments (MLEs) to student training and teaching practice. The learning environment is understood as the place where learning takes place (FRASER, 2002), which includes learning resources and technologies, teaching tools, and modes of learning (WARGER; SERVE; DOBBIN, 2009). This learning environment can be analysed from a multidimensional perspective covering the physical, psychological, social, technological (SILVA; SILVA; COELHO, 2019) and pedagogical dimensions. The proposal provides for the validation of a Multidimensional Learning Environment Assessment Scale (EAMA) in Brazil, Spain and Portugal. The proposal makes the following contributions: (a) the validation of a scale for analysing the learning environment and its validation in three countries can contribute to extending the impact of the learning environment in different multicultural contexts; (b) the characterisation and analysis of the learning environment from a multicultural perspective can show how the educational contexts of different countries influence the training of professionals and the teaching practice; (c) the analysis of the relationships between MLEs and teachers’ self-efficacy, self-regulation of learning, involvement, motivation and satisfaction can help to assess the impact of MLE on students’ training and teaching practice; (d) the analysis of the learning environment from a multicultural and multidimensional perspective can help to define teaching strategies that improve professional training. The research methodology consists of two stages: the first involves validating the EAMA in Brazil, Spain and Portugal. The second stage of the research involves conducting a survey in the three countries to analyse the relationship between the MLE and teaching self-efficacy, self-regulation of learning, involvement, motivation and satisfaction of undergraduate students in business courses in Brazil and Portugal and in management, technology and engineering courses in Spain. In addition to the technical and scientific impact of the results obtained through the studies carried out, the research will also have an impact on improving training, as teacher training actions will be carried out in the three countries. In terms of intellectual contribution, the project will promote the exchange of experiences between researchers from the three countries, strengthen scientific development of the learning environment, and collaborate in the training of human resources through the training of researchers at undergraduate and master’s levels, both at the UFPB and at foreign universities. From a technological and social point of view, the results of the studies linked to the project can promote innovation in the teaching and learning processes of the students of the universities involved, and in the training and teaching practice, confirming its potential to contribute to improving the quality of training and its impact on professional performance in the world of work.
End-beneficiaries/target population: Teachers in higher education institutions (Brazil, Spain, and Portugal); students enrolled in Business/Management courses in Brazilian, Portuguese, and Spanish public universities.
Timeline: March 2022-February 2025
Coordination: Anielson Barbosa da Silva (Universidade Federal da Paraíba); Cristina Parente (responsible at FLUP).
