Theory Review by Amy Hurt

 

 

 

 

 

Theory Review: Environment and Context in Learning

Amy Hurt

Ball State University

EDAC 635, Spring 2022

Professor Bo Chang

February 21, 2022

Name	Commented on
Amy Hurt	David Barry
Amy Hurt	Dorcas Acherekoh

There are many factors that influence adult learning outcomes. One of those is environment and context in learning. For most, the word environment tends to mean only the physical environment such as the room, the chairs, etc., but it is much deeper than that. The textbook explores the physical, cultural, power, knowledge and ‘real-life’ environments. All of these combined, can have a great impact on the adult learner and what they walk away with from the class. According to Mackeracher, “A consistent theme throughout (the textbook) is that we always learn within environments and contexts that are both visible and invisible” (Mackeracher, 2004, p. 187). The textbook challenges facilitators to think critically about our learning environments and contexts, before they become problematic, as most go unnoticed until they become a problem.

Main Theoretical Points

The adult, or lifelong learner, comes to the classroom with many different perceptions, beliefs and experiences that shape their learning experience. As an educator, it is important to take note of these differences and use them to meet the unique needs of each learner. According to Ott, “Harbour, Daveline, Wells,Schurman, & Hahn (1990) identified that adult learners have six specific characteristics: Adults need to associate new knowledge with their old knowledge; Adults bring a substantial amount of real world experience and education into the classroom; Adults like to learn from organized materials; Adults sometimes let mistakes affect their attitude or self-esteem; Adults are usually interested in subjects that are relevant, practical, and applicable to their life; Adults must feel psychologically and physically comfortable in the environment” (Ott, 2011). These distinct characteristics are true of online and in-person instruction.

The physical environment plays a significant role in the learner experience. Classrooms used to be developed for a facilitator to stand in front of a classroom of students to provide information. There wasn’t much interaction between the student and the facilitator. The job market requires more of workers in this day and age though. They want people who can collaborate with others, interact socially, perform well and that continue to seek growth. According to Cornell, “To accommodate these changes the physical environment needs to be bigger, more flexible, provide ubiquitous access to technology, promote interaction and a sense of community, enable formal and informal learning, and convey a sense of energy. The environment should be a place people want to be, not a place they have to be. They should be motivated by fun and enjoyment as much as by a desire to learn” (Cornell, 2002).

Technology should be considered when working with adult learners. Both the facilitator and the learner must be comfortable and know how to use the technology required for learning. Mackeracher states, “Any technology that enables users to exercise maximum control and freedom to use their own learning strategies is better than one that requires compliance and someone else’s preferred learning strategies” (Mackeracher, 2004, p. 191). Adult learners may not be comfortable with all technologies so it is important to choose technologies that can be easily taught, and adapted, for each unique learner. Modalities should also be varied to accommodate the learning styles of all.

Another influence that may be affecting adult learning outcomes is the cultural environment. Mackeracher tell us, “Culture is a system of learned beliefs, values, assumptions, customs, language, meanings, and behaviors shared with groups of individuals, and a guide for organizing the lives of group members” (Mackeracher, 2004, p. 192). Learners, as well as facilitators, may not even know that cultural differences are impacting the learning environment. Often people do not realize that their culture is visible to others, even if we are not necessarily trying to project it. If learners, or facilitators, are not aware then people can become uncomfortable and it may cause other problems in the classroom. Major problems that may occur are: increased anxiety and stress, misunderstanding someone else’s behavior and inappropriately judging them, offence can be given or taken, and power imbalances (Mackeracher, 2004, p. 193-194).

As mentioned previously, adult learners come with their own real-life experiences. The experience they come with has many advantages for the classroom. It will benefit others to hear the other students’ experiences and help to generate conversations that aid in teaching. It is important to not lose sight that adult learners crave real-life experience. They want to gain skills that that they can apply in the workplace and in their home life. As educators, special attention should be given to teachings that lend themselves to be presented in a way that utilizes the situated learning theory.

Applications

Knowing that the adult learner has distinct characteristics and ensuring their needs are met is the most important role of the facilitator. Conducting pre-session questionnaires and assessment activities will allow the facilitator to tailor the learning experience to the group of students that will be taking the class. “The more you understand about how and why adults learn, the better equipped you will be to design training programs that meet participants’ needs and obtain the results you want” (Lawson, 2016, p. 37). Making learning relevant to the learner, inviting them to participate in planning and helping them connect their learning to real-life experiences, will create a valuable learning environment for the learner (Lawson, 2016).

Physical environment, such as the comfort of chairs and tables, sound quality, light and visual quality, and air quality are all things that should be considered for the learning environment (Mackeracher, 2004, p. 187). Being uncomfortable in your chair or at your table, for both the facilitator and learner, is one of the biggest factors in facilitating comfort at a training. Facilitators should aim for a user-centered approach to the classroom furniture, which involves the following characteristics: functional need, comfort, safety and health, usability, and psychological appeal (Cornell, 2002). As a facilitator, a walkthrough should be completed before every classroom experience to ensure that things within your control are situated in a way that promotes classroom efficiency. To name a few, facilitators should sit in the chairs to ensure they are comfortable, check sound quality from all areas of the room, make note of temperature adjustments that need made, ensure technology pieces that are needed are available. It may take time to make adjustments to your specifications, so ensure enough time prior to the class is designated for adjustments that need made. Becoming acquainted with the staff that adjusts these resources for the classroom can be a benefit to the facilitator. Seek out those that can assist and become partners in ensuring students receive the education they seek.

The technology used in the learning environment should complement learning objectives and not hinder them. Facilitators should also consider their audience before making decisions on technology in the course. Are the students able to use technology with ease? Does it appeal to their learning style? Using a pre-assessment survey for enrolled students may be a great way to gather this type of information before making decisions on technology use in the learning environment. Technology such as asynchronous discussion boards allows the learner to engage with students in a more comfortable way and at their own time. Virtual reality has also been useful in connecting students to technology, while allowing them to connect it to their real-life experiences (Ott, 2011). Mackeracher states, “Facilitators must know how to use the available equipment, how to do easy repairs to equipment, how to make do when something doesn’t work, how to contact technicians who can provide assistance, and how to get out of the building in the dark. If you don’t know how, learn” (Mackeracher, 2004, p. 190).  There are many benefits to using technology, and in our current times most employers seek employees skilled in technology, but as facilitators we must work within ours and the students’ comfort zones.

Combatting the invisible assumptions that accompany the cultural environment will help the learning outcomes for the students as well. Mackeracher states “Becoming interculturally competent is a complex process. At its core, such competence calls for effective communication skills – listening, actively, avoiding inappropriately projecting one’s model of reality onto others, and letting others be different” (Mackeracher, 2004, p. 195). Ramsey lists four skills to aid in becoming interculturally competent: accepting and working effectively with uncertainty and ambiguity, accepting and working effectively with change, thinking creatively by critically reflecting on the premises that underlie one’s interpretation of new experiences, and consciously manage one’s emotional responses to new experiences (Mackeracher, 2004, p. 195-196). Ensuring the culture of others is respected, will aid the learners. They will learn more from each other when they have open minds.

Real-life experience is valued by the adult learner. “From a situated cognition or contextual learning perspective, the experiences from which one learns need to be as contextualized, that is as “authentic” as possible” (Merriam & Bierema, 2014).  Such activities as role play, case studies, and simulation can he beneficial to the learner and allow them to take away experiences that will aid them in their work or home life. “Cognitive apprenticeship, which can occur within or outside the classroom, is yet another strategy. Modeled after craft apprenticeships, in a cognitive apprenticeship, novices are taught to think about what they are doing as well as learning the skills associated with the activity” (Merriam & Bierema, 2014).  As a facilitator, using situated learning activities will be of the utmost importance.

Reflection

Highlights

Adult learners can experience an elevated learning experience with minimal extra work for the facilitator. Allowing learners to be themselves, utilize and share their experiences, providing them a platform to learn from each other, and ensuring they act respectfully can go a long way. Adult learners share unique needs but at the end of the day, they want to take what they learn and apply it right away. It is important that their classroom experience be what they need to make the changes they desire.

Process

I re-read the chapter in the textbook pertaining to our group’s topic and then picked the parts that resonated with me the most. I then did research of those specific topics within the Ball State Library OneSearch function. I also used the database function, specifically the Academic Search Complete database, to find articles relevant to my topic. This was the first theory review I have completed and while I knew how to use the library services offered by Ball State, I learned that I had a great deal to learn when it came to organizing information into usable pieces. I had read various articles and found it difficult to keep up with all the different information. Utilizing the summary table was a huge help to me. I would recommend students put a lot of effort into the table, as it will only help them organize their thoughts and write their paper easier.

 

Table 1. Summary of the theoretical ideas

References

Cornell. (2002). The impact of changes in teaching and learning on furniture and the learning environment. New Directions for Teaching and Learning., 2002(92), 33–42. https://doi.org/10.1002/tl.77

Lawson, K. (2016). The trainer's handbook (Fourth ed.). Wiley.

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). University of Toronto Press.

Merriam, & Bierema, L. L. (2014). Adult learning : linking theory and practice (First edition.). Jossey-Bass, A Wiley Brand.

Ott, K. D. (2011). Technology and Adult Learning: Understanding E-Learning and the Lifelong Learner. International Journal of Technology, Knowledge & Society, 7(3), 31–36. https://doi-org.proxy.bsu.edu/10.18848/1832-3669/CGP/v07i03/56214

Theory Review by Nicole Brennan

 Theory Review: Environment and context in learning

Nicole Brennan

Ball State University

EDAC 635_800

Dr. Bo Chang

February 20^th, 2022

Name	Commented on
Nicole Brennan	Andi Miller
Nicole Brennan	Logan Marlatt

 

 

 

 

Main Theoretical Points

            When learning is brought up as a topic of conversation a lot of the time people think learning relies on one’s own capabilities to process, learn, and memorize information. However, many people do not think about outside sources that could negatively and positively impact learning. The environment can have a significant impact on an adult’s learning capability. The four main theoretical points below will shed some light on the impact environment can have on learning. The four main points to be discussed are the physical environment, technology, work/life environment balance, and cultural learning.

The physical environment can impact many individuals when they are trying to engage in a learning environment Xiong et al. (2018) studied what is known as sick building syndrome (SBS), due to most individuals learning and working indoors there is rising concern about the overall environment indoors. “Effect of physical learning environment especially on cognitive load can be regarded as a determinant of the effectiveness of instruction (Xiong et al., 2018). In this study by Xiong et al. (2018) they examined how and if temperature, noise, and illuminance (lighting) would have an affect on learning efficiency. It was determined that there was considerable evidence that the physical environment of temperature, noise, and illuminance caused significant harm to a learner’s efficiency in perception, memory, problem solving, and attention-oriented tasks (Xiong et al., 2018).

Technology keeps on advancing and it can sometimes be difficult for adult learners to keep up with the advances made in technology. However, there are a lot of benefits to technology for an adult learner. This even includes social media platforms such as Facebook, in a study by Hursen (2018) it was determined that using social media platforms such as Facebook provided the adult learners with convenience, easy collaboration, and they engaged in active participation in learning. It was also found that “Facebook provides learners the opportunity to save time because it provides immediate feedback and correction” (Hursen., 2018). These results help facilitators and learners broaden the types of technology used when teaching or learning.

An individual’s work-life balance can significantly impact the quality of learning. It can be stressful and difficult to maintain a health work-life balance when adults are in school. There are so many moving parts to an individual’s life, work, family, physical and mental health and more. An adult adding obtaining an education onto their daily life can cause a lot of issues with work-life boundaries. Berry and Hughes, (2019) researched how work-life balance is affected by technology and adult student’s experience with online learning. It was found that “Most students in this sample believe traditional face-to-face education with set class times in specified physical classroom locations does not meet their needs in terms of efficiency or effectiveness, or overall life balance” (Berry & Hughes., 2019). Online learning helps individuals maintain a health work-life balance due to it being more flexible than traditional learning, online learning also eliminates the need for traveling to class therefore saving time, money, and the need for childcare. “Online offers these students more autonomy and thus more control, and thus less stress” (Berry & Hughes., 2019). This eliminates some negative aspects of learning as an adult, making it easier on work-life balance, leading to healthier more balanced individuals.

The cultural environment has been changing for many years, as technology has also grown so is cross-cultural understanding. “Developing the skills of lifelong learning, digital competence, intercultural competence, and collaboration are important for both learners and educators” (Shonfeld et al., 2021). Mackeracher (2004) mentioned that culture is a system of beliefs, language, assumptions, religion and more. “It is important to understand the culture of others and to avoid developing stereotypes that can lead to ethnocentrism, racism, and so on” (Mackeracher et al., 2004, p.193). This is highly important to remember for students but also for the facilitators of adult learning. As seen above the use of technology is only broadening the ability for individuals all over the world to take part and gain an education as an adult. This means many different cultures being blended together, making it more important than ever to be aware of cultural differences, having an open mind, and keeping the learning environment safe for all individuals.

Application

            When it comes to the physical environment especially indoors there are many factors that must be considered to produce a more effective and positive physical environment. It was found that individuals were their most productive under thermoneutral to warm temperatures, relatively quiet to fairly quiet noise levels, and moderate to bright lighting conditions (Xiong et al., 2018). Taking this under consideration is it important to maintain a cool to warm temperature within a room, if a room is too hot or too cold this can negatively affect the learner. Lighting is best at bright to moderate lighting, if the lighting is too dark it may impact an individual’s ability to memorize and learn (Xiong et al., 2018). Noise is very impactful on an individual’s learning capability, if there is too much noise it can be highly distracting and cause negative impacts on learning. It is important to ensure that there are no loud or consistent buzzing for example that could hinder an individual’s learning capabilities (Xiong et al., 2018).

Technology can help advance an adult learners’ environment by providing them with an easy and more intimate way to communicate with their peers, as stated by Hursen (2018) “it is believed that Facebook provides convenience to teachers and students, particularly in the sharing of related resources during the learning-teaching process.” Technology helps teachers create a healthy learning environment by providing adult learners with an open, real-time learning experience. It is suggested that teachers encourage adult learners to communicate and learn with each other through social media platforms such as Facebook.

            For an individual to maintain a healthier work-life balance it is suggested that adult learners seek online learning platforms to obtain their education. “Regarding work-life balance, the benefits of online learning include personal flexibility, autonomy, and choice” (Berry & Hughes., 2019). It is proposed that online learning become even more accessible by schools providing money for computers and devices required for an online school to be bought. It is also suggested to make a weekly schedule to evenly spread-out time management between work-life, not allowing work to get in the way of off-work hours.

            It is suggested that individuals learn about Online Collaborative Learning (OCL) as outlined in Shonfeld et al. (2021) as well as have many multicultural study groups that can work together and discover each other’s cultures without traditional learning occurring. This will broaden individuals’ ability to understand cultures they may not know about. This is also important for teachers of adult learners to take part in, whether that be learning through their own research, or enhancing their learning through their students.

Reflections

Highlights

            This assignment helped me broaden my knowledge of the different types of learning theories and their subcomponents. It is always so interesting to learn about the stuff we take for granted and don’t even realize is around until we read or write about it ourselves. Through this assignment, I was able to gain a deeper knowledge of what to be aware of when it comes time for me to teach adult learners, but this has even helped me learn more about how to provide a well-balanced environment for the children I work with right now, this is very significant within the physical environment as I work with kids with autism spectrum disorder and it is so important to keep the environment as comfortable as possible to avoid hindering their learning experiences.

Process

            To get the ball rolling on this assignment I began by combing through Ball State’s online library to find articles that would back up my main theoretical points. Once I did that and developed the proper APA citation for each article or book that I was going to use I laid out my word document, so I had a clear view of the format and what I needed to write. I found that researching articles first was the best approach to this assignment so I could get the main ideas figured out and begin visually the paper before I even wrote it. Between work, school, and the rollercoaster of days it can be hard to correctly manage my time however, my process during this assignment made me feel more confident in my abilities, it was also very helpful to have the group to rely on if I had any questions.

Table 1

Summary of main theoretical ideas

	The main theoretical ideas	Summary of how to apply the main theoretical ideas in practice
Idea 1	Physical environment	Create a physical environment that is comfortable by providing: ·         Low noise interference ·         Comfortable temperatures, not too hot, not too cold. ·         Eye friendly lighting, bright to medium, to avoid eye strain and enhance learning
Idea 2	Technology	Using technology to the learner’s advantage by: ·         Using easy to learn/use platforms ·         Promote the use of social media platforms to enhance peer interaction and expand their learning
Idea 3	Work-life environment balance	Maintain a well-balanced work-life environment by: ·         Engaging in online education due to its flexibility ·         Develop and stick to a schedule
Idea 4	Cultural environment	How to provide a successful cultural environment: ·         Providing a safe and supportive classroom ·         Learn through study groups, where individuals share their cultures ·         Do your own research to develop a better understanding of various cultures.

 

References

Berry, G. R., & Hughes, H. (2019). Integrating work-life balance with 24/7 information and communication technologies: The experience of adult students with online learning. American Journal of Distance Education, 34(2), 91-105. https://doi.org/10.1080/08923647.2020.1701301

Hursen, C. (2018). The effect of technology supported problem-based learning approach on adults’ self-efficacy perception for research-inquiry. Education and Information Technologies, 24(2), 1131–1145. https://doi.org/10.1007/s10639-018-9822-3

MacKeracher, D. (2004). Making Sense of Adult Learning (2nd ed.). University of Toronto Press, Scholarly Publishing Division.

Shonfeld, M., Cotnam-Kappel, M., Judge, M., Ng, C. Y., Ntebutse, J. G., Williamson-Leadley, S., & Yildiz, M. N. (2021). Learning in Digital Environments: A model for cross-cultural alignment. Educational Technology Research and Development, 69(4), 2151–2170. https://doi.org/10.1007/s11423-021-09967-6

Xiong, L., Huang, X., Li, J., Mao, P., Wang, X., Wang, R., & Tang, M. (2018). Impact of indoor physical environment on learning efficiency in different types of tasks: A 3 × 4 × 3 full factorial design analysis. International Journal of Environmental Research and Public Health, 15(6), 1256. https://doi.org/10.3390/ijerph15061256

 

 

Posting for Evaristus Ngetsop

 

Theory Review: Environment and Context in Learning

Evaristus Ngetsop

EDAC 635 Spring 2022

Dr. Bo Chang

February 20, 2022

 

 

Student Name	Commented On
Evaristus Ngetsop
Evaristus Ngetsop

 

 

 

 Theory review:

 Environment and Context in Learning.

 Recent research has demonstrated that teachers have conceptions, attitudes and actions related to science teaching supported by a lengthy environmental training period in which they were students.( Hewson and Hewson 1988). This is clear evidence that education should be considered in a broader perspective by not putting barriers or limiting students only to what is learned in the classroom. It will be important to consider the role of alternative learning environment which will serve as a fellow-up component to the school-based learning process. Holbrook (2010) stated that “ education cannot be developed in a vacuum. It needs a context and this context, inevitably in science lessons, involves science and science conceptual learning, thus, although science content need not to be specified and may be related to a contemporary context. Science lessons utilize the acquisition of scientific ideas to aspire plying their major role in the development of students through an appropriate context.”

Main theoretical points

 Experiential learning model: The environment and context in learning has always sparked a lot of debate as scholars and educators share different views and perspective regarding these concepts as they contribute enormously to the learning process . Experiential learning places emphasizes on the construction of knowledge, which is made easier through collaboration, interaction and sharing in an authentic environment. Kolb (1984) believed that “ learning and knowledge construction are facilitated through experience and described the learning circle as having four phases: Concrete Experience, reflective observation, abstract conceptualization and active experimentation” Taking into consideration Kolb’s model, we discover that our learning styles will largely be influenced by our experience, context and the more importantly the environmental factor and setting cannot be left out. Our understanding will be ameliorated because of our accumulated experiences, rendering applicability easier (MacKeracher, 2011).

Transformative learning theory. Jack Mezirow (1978) played an important role in developing the transformative learning theory. He focused on the transformation of meaning, context, and long-standing propositions.  According to Mezirow, “transformative learning involves three stages, experiencing a confusing issue and reflecting on the previous perspective about the event, the second is engaging in the critical evaluation and self-reflection on the experience, the third is taking an action about the issue” The three stages mention give us a brief account on adult learning style which is highly reflected on assumptions aim at enlightening and empowering adult learners to see the world with an ethical lens, embedded in critical thinking skills

Social learning theory. This theory takes into consideration social interaction, people, context, environment, and behavior which plays a major role. The major idea of this theory is observable facts which is the instructor provide in the supporting the learning environment. This theory is also supported by behavioral Psychology which states “ the activity of an organism interacting with its environment. Doron  (1999). It accentuates the utility of the context, the environment or the community where adult learning takes place.

 Application

Experiential learning focuses on  the practice and exercise of professional skills in a real-life context, it is from here that policies and learning strategies are drafted and new concept and theories emerge, implementation and future studies are equally re-oriented. The concept of real-life context is important because it has an influence on the adult learner. For objectivity and practicality, the social context must be strictly monitored. To effectively apply or put this into practice the instructor must get the learners excited, by making sure the sound system, the lighting system, sitting positions, chairs and tables are at their best. Once of this is in order, learners will then be given the freedom to explore the subject at their own convenience. The instructor will later proceed by asking leading questions that will help learners gain insight of the subject.

Talking about transformative learning, one of the ways the instructor can apply this theory is giving learners contrasting topics and then give them time and later ask about what they think. As they are engaging in this process, they are reflecting and critically evaluating. As this process is ongoing, they capable of questioning themselves and their own understanding, thereby their minds are being renewed and learning is taking place at the same time. Another example will be the instructor’s role to appreciate the learner’s efforts when they make mistakes and redirecting the learners about the right way or reflecting on what was wrong or right.

I will specifically use two techniques on how social learning theory will be applicable. The first method will be gamification which was defined by Nick Pelling (2002) “ as applying game-like accelerated user interface design to make electronic transactions both enjoyable and fast. Most weekends, when  I am training as a soccer player, and learning new skills, I always use much so I can be having fun, dancing while training. I discovered that I do better than when I am not playing music and having fun. From my own experience, we are at our best as learners when we associate fun to learning.

Reflection

Highlights:

 I was impressed by the different learning theories, very insightful and practical. Their interconnectedness helps me to vividly capture their utility and applicability, I can easily use these theories to improve my learning ability then using it to help not only other adult learners but society at large. Through these theories I could clearly see how important the environment is when it comes to learning, equally how the situate learning in its context for it to have meaning. Another interest element about the theories is that I was able to see the importance of reflecting on my experiences to gain deeper understanding

Process:

Before I could start this work, I did some sort of a preplan, by reflecting on the approach can be used so I to make my work understandable. I read through the instructions the instructor provided on Canvas and watch some of the videos. I then proceeded to reach chapter 10 from MacKeracher Textbook. This gave me a solid ground on what I will be expecting, the information I gathered from the textbook then guided me on what to search for. I therefore used the Ball State Library database to read through series of articles which were downloaded in a pdf format. These articles were briefly summarized and fully exploited so that the best theories were extracted to fully explain “Environment and Context in Learning” in the best of my understanding.

Main Theoretical ideas	How to apply these Ideas
Experiential learning	learning focuses on  the practice and exercise of professional skills in a real-life context, it is from here that policies and learning strategies are drafted and new concept and theories emerge, implementation and future studies are equally re-oriented. The concept of real-life context is important because it has an influence on the adult learner. For objectivity and practicality, the social context must be strictly monitored. To effectively apply or put this into practice the instructor must get the learners excited, by making sure the sound system, the lighting system, sitting positions, chairs and tables are at their best. Once of this is in order, learners will then be given the freedom to explore the subject at their own convenience. The instructor will later proceed by asking leading questions that will help learners gain insight of the subject.
Transformative learning	one of the ways the instructor can apply this theory is giving learners contrasting topics and then give them time and later ask about what they think. As they are engaging in this process, they are reflecting and critically evaluating. As this process is ongoing, they capable of questioning themselves and their own understanding, thereby their minds are being renewed and learning is taking place at the same time. Another example will be the instructor’s role to appreciate the learner’s efforts when they make mistakes and redirecting the learners about the right way or reflecting on what was wrong or right.
Social learning	I will specifically use two techniques on how social learning theory will be applicable. The first method will be gamification which was defined by Nick Pelling (2002) “ as applying game-like accelerated user interface design to make electronic transactions both enjoyable and fast. Most weekends, when  I am training as a soccer player, and learning new skills, I always use much so I can be having fun, dancing while training. I discovered that I do better than when I am not playing music and having fun. From my own experience, we are at our best as learners when we associate fun to learning.

 

 

 

 

 

 

 

 

 

References:

Arroio, A. (2010). Context based learning: A role for cinema in science education. Science Education International, 21(3), p. 131-143.

Bliuc, A.-M., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011). Understanding student learning in context: relationships between university students’ social identity, approaches to learning, and academic performance. European Journal of Psychology of Education, 26(3), 417–433.

Choi, J.-I., & Hannafin, M. (1995). Situated Cognition and Learning Environments: Roles, Structures, and Implications for Design. Educational Technology Research and Development, 43(2), 53–69.

Lieberman, G. A., & Hoody, L. L. (1998). Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. Results of a Nationwide Study.

MacKeracher, D. (2011). Making sense of adult learning (2nd ed.). University of Toronto Press.

Theory review by Sifat Baig

 

Theory Review: Environment and context in learning

Sifat Baig

EDAC 635; Spring 2022

Name	Commented on
Sifat Baig	Logan Marlatt
Sifat Baig	Dorcas Acherekoh

 

            In the past, learning was primarily focused on the individual with very little attention given to the learning environment. Recent studies have illustrated that the environment in which learning occurs can be very impactful on the success of that learning. A learning environment focuses on everything outside of the individual, “including the behaviors of the other learners as well as the facilitator (Mackeracher pg.186).” It is hard to encompass one environmental learning strategy because the learning environment is constantly changing. To counteract this change, facilitators must pay extra attention to certain environmental factors like “age, gender, race, ethnicity, lifestyles, religion, language, disabilities, and literacy levels. (Lawson, pg.71).” Some of the environmental learning strategies discussed in this literature review are the impacts of physical environment, how culture plays a role in learning, contextual learning, and situated learning. I will then discuss how these strategies are interpreted today and provide specific examples of how they can be applied to this new generation of students.

Main Points

            A research study conducted by Hwan-Hee Choi, looks at how the physical environment can impact the cognitive load of the learner. In order to understand how the physical environment impacts cognitive load, we must first look at the original cognitive load theory presented by Paas and Van Merriënboer. This model of cognitive load theory states that “cognitive load is a theoretical framework based on our knowledge of human cognitive architecture (Choi, pg.226)” This model breaks down the human cognitive architecture into two main groups, long-term memory and working memory. Paas and Van Merriënboer put cognitive load into categories, intrinsic load and extrinsic load. Intrinsic load is defined by the nature of the learning task, while extrinsic load is defined by how the learning task is presented. Choi states that a new model of cognitive load theory needs to be created in order to describe the physical properties of learning materials or the physical environment in which learning takes place. Choi describes physical learning environment as “a distinct causal factor that can interact with learner characteristics, learning task characteristics, or combination of both (pg. 225).” The physical learning environment should encompass all the physical properties of a place where teaching and learning takes place. Some of these properties include “physical characteristics of learning materials or tools, the physical attributes of the built environment, natural spaces, and physical presence of other people (Choi, pg. 230.).” In their new model for cognitive load, Choi looks at the cognitive effects of the physical learning environment, physiological effects of the physical learning environment, and affective effects of the physical learning environment.

            Choi states that environmental stimuli can have a tremendous effect on the learner’s working memory. Learning environments that are too noisy affects a person’s ability to retrieve information. These types of stimuli should be reduced to make sure there is no cognitive overload. Temperature and climate of the learning environment can lead to physiological effects on learning. Air-quality and thermal conditions can affect arterial blood oxygen levels within the body. Lower oxygen saturation usually occurs in offices that are warmer, causing the learner to exert lower effort. Presenting a high-quality physical learning environment will motivate the learner to exert more effort in their learning. “This perspective assumes that emotional state, mood, or motivation act as a mediator of the relationship between physical learning environment and learning performance (Choi, pg. 235)”

            Cultural environment is another factor that must be thoroughly looked at when discussing environmental learning strategies. Christine Legare defines culture in her research article, Cumulative cultural learning: Development and diversity, as “group-typical behaviors shared by members of the community that rely on socially learned and transmitted information (Legare, pg. 7878).” She goes on to say that humans are ultra cultural because they live in culturally constructed areas. These areas are filled with artifacts, skills, beliefs, and practices that have been inherited, accumulated, and modified over generations. (Legare pg. 7878) She goes on to say that human beings learn through cumulative culture which incorporates skills and knowledge specifically obtained from that culture. Legare explains how human beings learn through cumulative cultural learning. Cumulative cultural learning provides three distinct abilities which are teaching, high fidelity imitation, and language. Teaching and high fidelity imitation should be developed early on because they are the foundation to cumulative cultural learning. “Understanding cultural continuity and variation in teaching and imitation provides insight into the process by which cumulative culture allow humans adapt highly diverse environments. (Legare, pg. 7879)” Teaching styles and languages are cultural differences found across the globe. Every culture has their own distinct way of how they learn and socialize. Even though all languages have some similarities, each one is different depending on which culture it belongs to and how they use it. Creating new dialects is away many cultures use to make a specific language their own. Teaching strategies also vary based on cultural perception. The Western cultural perspective to teaching is very individualistic, whereas the Asian cultural perspective for teaching is more focused on the community as a whole.

            Situated learning focuses on how something is learned and used. In a research article by John Brown, John states that “situations produce knowledge through activity and, learning and cognition are fundamentally situated (Brown pg. 33).” Brown relates how situated learning is similar to how dictionaries use situated examples to define words. Learners can better understand these words when the words are presented in distinct situations to amplify their meaning. Although learning from dictionaries is a good strategy, a word cannot be strictly defined by its definition because the meaning of the word is dependent on the situation the word was derived from. Brown explains that “a concept, for example, will continually evolve with new occasion of use, because new situations, negotiations, and activities inevitably recast it in a new, more densely textured form (Brown, pg. 34)” The meaning of a word is similar to a concept because it is always under construction. According to Brown conceptual knowledge should be thought of as learning tools that may vary depending on the culture they are used by. These conceptual tools need to be used actively in order to gain proper understanding how the tool works. Communities and their viewpoints decide how tools should be used. To fully incorporate situated learning, a facilitator must incorporate cognitive apprenticeship and make sure the activities that they create are authentic activities.

            The last learning environment strategy discussed in this review is contextual learning. Ruzanna Davtyan, a technology manager at the University of Bridgeport Connecticut, defines contextual learning as “learning that only occurs when students process new information or knowledge in a way that only makes sense in their frame of reference. (Davtyan, pg.3)” Davtyan goes on to say that learning and teaching assume that the mind seeks meaning and context and does so by looking at relationships that make sense and appear useful. Educators need to provide learning environments that imitate real life. This type of environment allows students to find connections between non-realistic ideas and everyday world context. Contextual learning helps store short-term memory and strengthens long-term memory. Contextual learning can help teachers connect content with real world applications to help learners easily transfer knowledge from one context to another. Contextual learning applies the REACT model to encourage five forms of learning which are relating, experiencing, applying, cooperation, and transfer (Davtyan, pg.4).

Application

            There are many different factors a facilitator must consider in order to create an effective learning environment for their learners. Choi states that having “the color blue around the walls, having moderate noise, and having high ceilings” can boost the learner’s performance on the creative task (Choi, pg. 236). High ceilings are considered to activate freedom related concepts and improve rational processing. Choi also states that the colors red and blue can increase the learners levels of motivation and enhance the performance on creative tasks. Loud noises tend to be a distraction, but their study found that “moderate to high levels of noise lead to more abstract processing as compared to a low noise level, enhance creativity was only observed in moderate noise levels (Choi, pg. 236).” Another interesting trend found within Choi’s data is that experienced learners perform best in high fidelity environments that include lots of the relevant details and less experienced learners perform best in lower fidelity environments with less irrelevant details. Anxiety levels of learners were also evaluated in this study and the results illustrated that learners with high anxiety perform better when they have a teacher centered environment, and learners with lowing anxiety perform better in an environment where they can control their own learning.

            Cultural learning environments are created when a facilitator can engage their learners in group discussions that values each learner’s opinion. Facilitators should create and structure their learning activities to incorporate “authentic activity”. According to Brown and Associates, authentic activities are “ordinary practices of the specific culture. Their meaning and purpose are socially constructed through negotiations among present and past members (pg. 35).” A facilitator can take their class out into the community to provide concrete experiences based on cultural interactions. This activity can be considered as an authentic activity because it will allow the learners to witness the day-to-day practices of that culture.

            Situated learning is best applied when a facilitator can provide cultural apprenticeship opportunities to its learners. Randy Bell and his colleagues describe the aspects of cultural apprenticeship as “selecting authentic problems for students to solve and provides them with opportunities to apply the skills learned in solving this problem to new situations, gradually increasing task complexity (Bell, pg. 52).” There are four components to cultural apprenticeship which are coaching, practice, collaboration, and reflection. When coaching learners, facilitators must refrain themselves from directly telling students what they need to know. A facilitator should “provide scaffolding for learning and guides students to a place of understanding incompetence (Bell, pg. 52).” This can be done by providing numerous opportunities to practice and refine their skills. Practice and repetition allow the learner to get comfortable with performing a given task. Collaboration is another important component because it stresses the social construction of knowledge. This can be done in engaging the learners in discussions to try to make sense of their experiences and help them construct knowledge. Reflection is the last component of cultural apprenticeship, and it allows the learners to have time to reflect on what they have learned. This can be facilitated by asking students to make observations, predictions, and formulate theories based on what they have learned (Bell, pg. 52)

            Contextual learning can be applied in a classroom by providing concrete experiences based in hands-on learning activities. Ruzanna Davtyan created the REACT model to help facilitators incorporate contextual learning in the classroom. REACT stands for relating, experiencing, applying, cooperation, and transfer (Davtyan, pg. 3). The facilitator needs to start off by making the learning material relatable to the learner. An example of this could be removing technical jargon and replacing it in common terms. For example, referring the concept slope to a steep hill. The second component is providing concrete experience. This can be done by providing hands-on learning opportunities. An example of this would be fixing breaks in an automotive class. The third component is application, which teaches the learner how to apply what they have learned to real life situations. This can be done through simulations of real life problems. A flight simulator is a perfect example of this because it gives pilots a chance to apply their knowledge in an artificial situation that might feel completely real to them. The fourth component is cooperation, which elicits the learner to share, respond and communicate what they have learned to others. Working in groups helps to solve complex problems that would be hard to solve individually. The last component is transferring, which entails using what you have learned and applying it to new situations or contexts. An example of this would be to apply the concept of slope to figure out how a car might depreciate over time.

Reflections

Highlights

Learning is most efficient when certain factors like physical learning environment, context, situations, and cultural learning are incorporated into teaching strategies. Providing an adequate physical learning environment can reduce anxiety levels and increase retention levels for learners. Contextual learning provides learners with hands-on experiences that can transfer to other life situations. Situated learning is properly incorporated through cultural apprenticeships that emerges the learner into a specific culture. Cultural learning is best facilitated when the facilitator can provide authentic learning activities that showcase the day-to-day at procedures of a specific culture.

Process

My process for completing this assignment was to set personal deadlines throughout the week to make sure I got the assignment done in time. I started out by researching using databases provided by Ball State. My original research topic had to be refined, in order to find journal articles that were best suited for this assignment. Once the research process was completed, I highlighted certain key points within the research to use in my paper. I then used Microsoft Word and Dragon NaturallySpeaking to type up this research paper.

Table

Main Theological Ideas	Summary of how to apply ideas to practice
Physical Learning Environment	Facilitator should create a physical learning environment that reduces anxiety, elevates retention, and motivates learners. Present learning materials in colors such as red and blue. Reduce noise levels within your classroom to boost retention and reduce learner’s anxiety. Use classrooms that are spacious with high ceilings to boost creativity.
Situated learning	Provide a cultural apprenticeship. This can be done by assigning assignments that incorporate cultural immersion. Facilitators should ask their learners to observe different cultures and make educated predictions on what they might see. Facilitators should guide learners to use what they have learned to formulate a theory. Give opportunities to reflect and collaborate with fellow classmates on what they learned from their observations.
Cultural learning	Cultural learning can be facilitated by providing authentic activities. This can be done by taking field trips into the community to observe day-to-day activities of a specific culture. Field trips are an example authentic activities. Group discussion on cultural diversity and its related problems, can be a great tool to facilitate cultural learning.
Contextual learning	Contextual learning should be facilitated by using the REACT model. This model encourages the teacher to make learning materials relatable to the learners, give plenty of opportunities to practice and refine their skills, incorporate group discussion to tackle complex problems and provide specific examples on how this knowledge can be applied to different life situations.

 Work Cited

Bell, R. L., Maeng, J. L., & Binns, I. C. (2013). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348–379. https://doi.org/10.1002/tea.21075

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189x018001032

Choi, H. H., van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load. Educational Psychology Review, 26(2), 225–244. https://doi.org/10.1007/s10648-014-9262-6

Davtyan, R. (2014, April). Contextual learning. In Asee 2014 Zone I Conference (pp. 3-5). USA: University of Bridgeport.

Lawson, K. (2015). The Trainer’s Handbook (4th ed.). Wiley.

Legare, C. H. (2017). Cumulative cultural learning: Development and diversity. Proceedings of the National Academy of Sciences, 114(30), 7877–7883. https://doi.org/10.1073/pnas.1620743114

MacKeracher, D. (2004). Making Sense of Adult Learning (2nd ed.). University of Toronto Press, Scholarly Publishing Division.