Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES)

By S. Walker, B. Fraser. 2005

345 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b978183d1a7d55b95fb572c5eb02108edde3536c

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In Social Psychology

Citations in the corpus

Development and Validation of the Online Student Connectedness Survey (OSCS) (2012, methodology): “Five slightly modified items from the interaction and collaboration subscale developed by Walker and Fraser (2005) were included after obtaining permission from the authors.”
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes (2012, background): “…emotions during homework should rely more heavily on the characteristics of the homework materials assigned by instructors (e.g., "authentic" tasks with real-world applications; Bergin, 1999; Hiebert, 1994; see Ames, 1992; Fraser & Walker, 2005; for homework quality, see Dettmers et aI., 2010).”
Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers (2007, background): “... and in the creation of new ones that reflect current educational trends such as a constructivist pedagogy (Constructivist Learning Environment Survey, CLES; Taylor, Fraser & Fisher, 1997), the use of laptop computers in classrooms (Raaflaub & Fraser, 2002), Internet and technology-enriched class”
The evaluation of physical learning environments: a critical review of the literature (2014, background): “The authors recognise that learning environment research has often focused on social or psychosocial environments (Aldridge et al. 2012; Fraser and Walberg 1991; Moos 1979, 1987; Walker and Fraser 2005), rather than physical environments.”
Antecedents of everyday positive emotions: An experience sampling analysis (2010, background): “…greater emphasis by teachers on the personal relevance of learning material (e.g., using tasks with real-world applications, or ‘‘authentic’’ tasks; Bergin 1999; Hiebert 1994) contributes significantly to more positive emotional experiences in their students (Ames 1992; Fraser and Walker 2005).”