Perceptions of pre-service teachers on the design of a learning environment based on the seven principles of good practice

Abstract

This study explored the perceptions of 88 pre-service teachers on the design of a learning environment using the Seven Principles of Good Practice and its effect on participants’ abilities to create their Cloud Learning Environment (CLE). In designing the learning environment, a conceptual model under the name 7 Principles and Integrated Learning Design (7P–ILD) was created. The 7P–ILD model was developed based on Chickering and Gamson’s Seven Principles of Good Practice, cloud tools, and selected strategies. A survey design was used and two instruments were administered to all participants. The findings indicated the 7P–ILD positively influenced participants’ ability to confidently build their CLE. Participants were most satisfied with 7P–ILD related to the principle student-faculty contact, and least satisfied with the principle time-on-task. Pre-service teachers’ perceptions did not differ by type of project (individual or collaborative); however, there was a significant difference between kindergarten and elementary pre-service teachers regarding time- on- task principle and high expectations principle. These results suggest the 7P–ILD can be a practical model to adopt for teacher preparation and with more research and modifications; it could become an emerging model for building more robust and effective learning environments where teacher autonomy and technology is enhanced.

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