Learning Environment and Context Theory Review

LEARNING ENVIRONMENT AND CONTEXT                                                                                 1

  

Learning Environment and Context

Theory Review Paper

Kara M. DuQuette

Ball State University

EDAC 635

September 2017

 

LEARNING ENVIRONMENT AND CONTEXT                                                                                 2

 

Learning Environment and Context

In this paper, we will explore the topic of learning environment and context. Learning

environment and context includes many aspects of learning such as digital and physical space

and materials, cultural perspectives, sociological dynamics, and interactions. More recently,

concerns about learning have shifted to the environment within which learning occurs. The

concepts of ‘contextual learning’ and ‘situated learning’ have become hot topics in the field of

adult education. MacKeracher (2008) The topic of learning environment and context in adult

education includes discussion about learning through apprenticeship, in an actual workplace,

where people are practicing certain skills. Educators also consider the context in which the

information may be interpreted by and framed for student learning. Contextual concerns also

include family and cultural values as well as the life experience a student has had. These

contextual elements are a part of the learning process and inform the way that people construct

meaning for themselves when learning. Smart learning environments translate and evaluate an

individual student’s online and real-world experiences to build a picture of their contextual

attributes and learning style preferences. Power in learning environments are built upon the

interaction between learners in a learning group environment. Each individual learner brings

their own perspective, culture, and life experiences to the learning group. Each learner brings

their gender, race, and sexual orientation. All of these outwardly identifiable and invisible

attributes become a part of the power environment.   

LEARNING ENVIRONMENT AND CONTEXT                                                                    3

 

Any student who has been a part of a face-to-face class knows that the physical learning

environment is an important factor in the learning process. There are some baseline requirements

regarding physical space that should be met including adequate lighting, heat or air-conditioning,

comfortable seating, work surfaces, not a lot of ambient noise, and cleanliness. When these

factors are in place they are sometimes not even noticed, but when one or more of these factors

are lacking it can hinder the learning process. Many instructors use the physical learning

environment as a part of their teaching tools. Physical environment can be a part of instructional

method and delivery.

Well designed and well utilised furniture and ICT equipment can enhance the flexibility and functionality of new spaces. For example, modular furniture can be used to generate the boundaries for each specific learning area and be re- configured depending on the activities taking place. When thinking about purchasing ICT equipment, schools should consider what kind of flexibility is required. How will equipment such as interactive whiteboards, data projectors and other resources be used by staff and students? Since we are not restricted to one classroom to use computers in, we take them outside and everywhere. Students are able to work on the floor if they want to, or on couches or at tables. (Principal) Department of Education and Early Childhood Development (pp. 6&7, 1-9)

 Ball State’s campus offers a plethora of different physical learning environments, some  

are more desirable than others. I had the pleasure of working in one of our Interactive

Learning Spaces (ILS) with a group of adult learners. This space provided us the opportunity to

try some different learning approaches. The ILS room included movable tables and chairs, so we

took advantage of our ability to easily configuring and re-configuring the space to meet the needs

of specific activities. We were able to effortlessly set-up the physical space to support small

group work as well as a large roundtable discussion. A flexible physical learning environment

can be applied to the adult learning population. Creating a flexible learning environment, like the

one outlined earlier, would require adequate space and budget for modular furniture, movable





 LEARNING ENVIRONMENT AND CONTEXT                                                                                4



whiteboards, digital projectors, huddle boards, and computers.  All technology included in and

used in the physical space can greatly impact the learning process. It can enhance or derail

learning delivery. Facilitators must be able to seamlessly operate the technology that they wish to

use in instruction. Facilitators must always have a backup plan that can readily be put into place

if technology fails. When using computers for online or blended courses, facilitator’s must

consider online learning environments and digital space applications. Considerations of structure,

set-up, ease of use, and content delivery is important in digital and physical learning

environments.

Two of the keys to our framework are redefining pedagogical practice, and focusing upon cultivat   ing student creativity. Practically this means moving beyond a reliance upon content delivery and Powerpoint presentations (for example) to the modeling of the use of mobile social media for interaction and collaboration, and redesigning the curriculum around active student participation within authentic online global learning communities. Cochrane (pp. 125, 125-144)

Smart learning environments are those that use smart technology married with the

ability to be context-aware. This means that the smart technology is able to factor in much of the

student’s online and ’real world’ situation. The smart learning environment must also have an

interface and support functions that adapt to the students preferred learning style(s) as well as

adapting to student performance levels. These smart devices include watches, glasses, phones,

and clothing. This is my first online course and I am quickly learning what it means to learn in an

online environment. I have had to learn to utilize my smartphone to communicate with the

group, as this was the method selected by the majority, to communicate about project work. I

must monitor my online course space very closely as it is an organic communications portal that

changes frequently. There is a solid format and curricular structure that has been put forth, but

the learning elements and knowledge creation are fluid, organic, and moving. As I learn to

LEARNING ENVIRONMENTS AND CONTEXT                                                                             5



participate in and move through this online learning environment, as I would a physical learning

environment, I become defter at navigating it. For me, the online interaction is akin to the

interaction in a classroom, both of which are important in understanding and interpreting

information, learning and knowledge building. The ultimate goal of education is that the student

ultimately assumes the role of self-monitor, who reflects on her/his own learning process and

results, and who attempts to identify what has gone wrong and how (s)he can do better or work

faster next time. Kirschner (pp. 550, 548-553) Now let’s take a look at the contextual learning

environment.

Contextual and situated learning is about the learners and the environments in which learning occurs.

A contextual learning environment puts the learning in the context in which it is. Contextual learning

is about the way one make sense of the information that they are given. Context drives the way

knowledge is interpreted by people and what is learned and how it is placed in their understanding

and narrative. Much of the work that I do here at Ball State involves putting students in different

contexts and situations to have learning experiences in real- world organizations. Students work on

solving real-world problems within the organization and cultural environment from which they have

arisen. Contextual learning experiences created for students can include internships, student

voluntary services, and immersive learning projects.  Situated learning in these contexts takes place

through social interaction with people. Your culture and the social grouping define the situated

learning environment. Relationships that are built with people including organization member,

friends, coworkers, family, fellow students, and instructors make up the learning community and

practices within.

The ideas that inform ‘situated cognition’ are based on the notion that all knowledge is contextually situated and is fundamentally influenced by the activity, context, and culture in which it is developed and used (Brown, Collins, & Duguid, 1989). By extension, situated learning is always social or relational because it occurs with other people; is tool dependent because the context provides tools (computers, maps, texts, measuring instruments, and the like) that aid the structure the cognitive processes; and is always active in nature because the doing and the knowing are never separated in the learning experience (Wilson, 1993). MacKeracher (2008)

LEARNING ENVIRONMENT AND CONTEXT                                                                     6



Power learning environments are driven by individual learners and what they bring to the

environment as well as the social structure that is formed by the group’s social interactions.

Group members contribute information and knowledge to the collective conversation and

knowledge building by drawing on personal experiences. Differences in people in terms of

gender, culture, station, and race all factor into the definition of power in learning environments.

These differences and similarities are a part of the learning environment and effect learning,

knowledge acquisition, building and meaning construction and collaboration. Members of the

learning group often become more confident in participation as their level of knowledge and

understanding increases throughout knowledge sharing, learning, conversation, and

collaboration.

The power of their voice increases as they move from the knowledge they receive from others the knowledge they create based on their own experience, and then to the knowledge they construct by integrating knowledge from various sources. MacKeracher (2008)

The power structure and dynamics based on the differences and similarities with emerge and are

inevitable in learning groups. The best thing a facilitator can do to make sure that learning occurs

is to make the learning environment one that is a safe space for the exploration of ideas and

experiences. Students will feel free to participate and share with one another in their pursuit of

knowledge acquisition.




LEARNING ENVIRONMENT AND CONTEXT                                                                                 7

           

Learning environment and context is crucial to learning. For learning to take place

learners must feel mentally and physically comfortable and receptive to communication.

Instructors must do their best to prepare environments that are conducive to the exchange of

ideas. A part of the learning environment preparation will include consideration of the student

population and their individual learning style needs and preferences. Learning environment

must be looked at from an individual as well as from a group perspective. The

environment, in which one learns, is not static. The learning environment is a living organism

that is constantly changing and therefore must be tended to. As the instructor, I will ask for

feedback from the students to ensure that learning is occurring. In reading about learning

environment and context, I realize that there are many multiple factors that must be considered

when structuring educational experiences. The main takeaway for me is that, as an educator, I

must never forget to look at students individually. Within all of the important preparation

and consideration of learning environment and context at the heart of these conditions,

experiences, and concepts is the individual learner. It is my job to make the learning experience

for a learning the most fruitful one I can provide.     

LEARNING ENVIRONMENT AND CONTEXT                                                                                 8

The main theoretical ideas	Summary of how to apply the main theoretical ideas in practice
Physical Learning Environments	Prepare the physical environment to best align with your learning activities, goals and objectives throughout your coursework.
Smart Learning Environment	Know how to use the online systems and smart devices that you will use for your course. Prepare a structure within the platforms for the best delivery of your context and content. Build in flexibility for student selection in terms of online interaction, smart device, and application selection.
Context Learning Environment	Consider the environmental context that you are creating as an instructor. Check in with yourself as to your contextual motivations and potential agendas. Make sure to be aware of your student’s context and perspectives. Make sure that the elements of the learning environment and context that you can prepare will promote self-regulated learning, a desire to problem solve, share and build knowledge.
Power Learning Environments	Be aware of power dynamics in your learning environment. As a facilitator, try to make sure that everyone feels free to contribute and participate. Both differences and similarities between people can bring can spark stimulating educational discourse, growth, and new understandings.

         

LEARNING ENVIRONMENT AND CONTEXT                                                                                 9

References

Bentham, R. (2013). Rich Environment for Adult Learners. Journal of Technology Education, 25(1), 20-33. Retrieved from http://eric.ed.gov  

Cochrane, T., & Antonczak, L. (2015). Designing Creative Learning Environments. Interactive Design and Architecture(s), 2015(24), 125-144. Retrieved from http://doaj.org

Canh, L.V., & Minh, N.T.T. (2012). Teacher Learning within the School Context: An Ecological Perspective. Indonesian Journal of Applied Linguistics, 2(1), 53-67. Retrieved from http://doaj.org

Gros, B. (2016). The Design of Smart Educational Environments. Smart Learning Environments, 3(1), 159-192. doi: 10.1186/s40561-016-0039-x

Kirschner, P.A. (2005). Learning in Innovative Learning Environments. Computers in Human Behavior, 21(4), 547-554. Retrieved from http://narcis.nl

Making the Most of Flexible Learning Spaces. (2011). Melbourne: The Department of Education and Early Childhood Development. Retrieved from http://eduweb.vic.gov.au

MacKeracher, D. (2008). Making Sense of Adult Learning. Canada: University of Toronto Press