הערכת התלמידים את מאפייני סביבת הלמידה החדשנית בכיתה: השוואה בין המצב המצוי למצב הרצוי

The study examined how students ׳ perceptions of the actual state of their learning environment compared with the preferred state, and which characteristics predicted students׳ collaborative learning. Participants were 1,022 students in 33 classes from 12 computerized elementary and middle schools. Data were collected using the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). Results indicated a gap between actual and preferred states for all characteristics. Path analysis indicated that nine characteristics of the innovative environment in both actual and preferred states affected collaborative learning. These influences were primarily direct, with the exception of teacher support and differentiation, which had an indirect influence. Teacher support was mediated through student cohesiveness, involvement, equity, and young adult ethos, whereas differentiation was mediated through investigation. Evaluation of the innovative learning environment might lead to better insights regarding the behaviors and needs of twenty-first century students in Israel׳s education system.