Perspectives of Visible Learning for Quality Learning Environment:  A Case Study

Hoey Chin Christy Tong; Gurnam Kaur Sidhu; Ruoyu Wang

doi:10.21834/e-bpj.v8i25.4839

Authors

Hoey Chin Christy Tong Faculty of Education, Languages, Psychology and Music, SEGi University, Petaling Jaya, Malaysia
Gurnam Kaur Sidhu Faculty of Education, Languages, Psychology and Music, SEGi University, Petaling Jaya, Malaysia
Ruoyu Wang School of Foreign Languages, Guangdong University of Science and Technology, Dongguan City, China

DOI:

https://doi.org/10.21834/e-bpj.v8i25.4839

Keywords:

Visible Learning, Ten Mindframes, Quality Learning Environment

Abstract

A quality learning environment calls for learning to be visible for both lecturers and students. This study aimed to investigate the students' perspectives of the Ten Mindframes and the predictor mindframes of Visible Learning, which significantly contribute to students' academic achievement. Using a mixed-methods research approach, this study involved 416 students in undergraduate programmes. The findings revealed students valued the constructivism construct and the social-emotional aspects of Visible Learning mindframes. The results suggest that a more significant consolidation effort is required to promote a quality learning environment through visible teaching and learning.

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