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The approaches to learning and perceptions of learning climate questionnaire was validated by Kirby et al [ 16] and is not reported here.
Contrarily, moderate negative associations were found between ratings of student learning and perceptions of boring (r = −0.446), distant (r = −0.410), nervous (r = −0.306), and uncertain (r = −0.441).
All medical students (n = 532) and residents (n = 2939) at the five medical schools in Ontario were surveyed using a four part questionnaire which collected information on demographics, preferred site characteristics, preferred preceptor behaviours, and approaches to learning and perceptions of learning climate.
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Learning and perception of visual stimuli by free-flying honeybees has been shown to vary dramatically depending on the way insects are trained.
However, student subjects in the first experiment (using group quizzes) reported a significantly greater motivation to learn and perception of learning than those in the second experiment (not using group quizzes).
In addition, it evaluated the simulations by nursing students' learning outcomes and perceptions of the simulation design features.
Open-ended queries addressed learning experiences and perceptions of the flipped classroom model in general.
These surveys include precourse and postcourse questions that ask about science attitudes and, in the postcourse survey, estimates of learning gains and perceptions of benefits from the course.
Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course.
Our specific objectives were: 1) to design and implement a master's level environmental and occupational health course (EOHC) integrating a NextGenU DOOHICHE and the flipped classroom model, 2) to assess changes in students' self-reported EOH knowledge after participating in the course, and 3) to understand student learning experiences and perceptions of this NextGenU/Flipped classroom model.
Thus various questionnaires have been developed over time to indicate students' overall approaches to learning and their perceptions of the teaching-learning environments, as well as related aspects of students' attitudes and experience.
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