Theory Review: Environment and Context in Learning
Lauren Means
Teacher’s
College, Ball State University
EDAC
635-800: Adult and Community Education
Dr.
Bo Chang
February 19th, 2022
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Lauren Means |
Commented On |
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Lauren Means |
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Andi Miller |
Main Theoretical Points
When considering the significance of environment and
context for adult education, there are many factors that have the ability to
influence it for a learner. The four points chosen for this section were
selected due to personal experience in a classroom as both an educator and
adult learner. Each element is important on a personal level but explained in a
context for all readers. The first point discussed is the safety of an
environment and how this allows for learning, followed by the second element,
which is the productivity of technology in online learning environments. The
next item examined is the physical nature (i.e. lighting and seating
arrangement) of a classroom and why it is conducive to learning. Finally, the
fourth element will conclude with a discussion of how we each arrive with our
own toolbox in the context of culture and prior learning experiences.
A
key element to encourage lifelong education for adult learners is the feeling
of safety and support they feel during their time in each learning environment.
Whether the environment is in-person or digital, students can feel the impact of
the tone created by those participating in the experience. In the Cocquyt
et.al. (2017) study of adult-centered classrooms, social inclusion is discussed
as being highly connected to social capital. This means the way in which
society views a learner (Cocquyt’s study focuses on poverty and race specifically)
can directly correlate with their acceptance and participation in a classroom.
In addition, social capital is relative to adult learners choosing to re-enter
education in general. According to Cocquyt et. al. (2017) the most “affective
components of social inclusion are belongingness and togetherness or
connectedness” (p. 3). In a time when online learning is at the forefront of
many adult learner programs, an educator’s ability to build and maintain a
connected environment is crucial. In the conversation of social inclusion,
power dynamics play an important role as well. MacKeracher (2004) describes
individual power dynamics in a classroom as “positionality…a composite of his
or her positions relative to others on the basis of each socially structured
group” (p. 91). From this perspective, adult learners are able to voice their
knowledge once an environment is provided that is safe (MacKeracher,
2004, p. 91). Additionally, adults are functioning in a world that places
value on networking skills; it seems another component of supportive
environments is the social interaction. Cocquyt et. al. (2017) calls this
“increasing the bridge of their social capital”, finding areas where they may
lack and enhancing their involvement (p. 5). Knowing and understanding safety
within a learning environment is valuable for educators because it can direct
an adult learner’s course forward. If participation is one of the most
important elements of adult education, the support and encouragement of these
learners should also hold a place of necessity in every learning environment to
initiate contribution.
As
technology continues to hold a place in education, we also begin to evaluate
its productivity. However, what happens when distanced and online learning are
the only avenues for adults? As a result, educators may need to take care when
planning their programs and ensure the technology pairs with the context of the
learning; the educator also has the substantial expectation of developing
connectiveness among their students in this environment. In the Malinovski et.
al. (2015) study of distance education, as it pertains to classes with
videoconferencing as the main component, they found that when we “focus on
factors that motivate adults and embrace them into the online environments
through different educational methods, we can increase positive experience” (p.
13). In other words, adult learners’ motivation in online courses is related to
their familiarity with the technology used. To arrive at this result, a
facilitator may need to provide additional resources or spend time with their
students explaining the technology. According to the Malinovski et al (2015)
study, an adult learner may no longer actively engage if they do not understand
their online learning environment. Bearing in mind most distanced learning is
self-directed, ensuring students can complete assignments or use online
platforms at the start will help define the remainder of the course for them. These
skills allow students to continue in their education, rather than make a
premature exit. Nygren et. al. (2019) stated that a “gap appears to exist
between the problem-solving skills needed in the digital era and lifelong
learning” (para. 25). This statement shows a need for adult education programs
that are user-friendly in addition to teaching the new skills which arise as
technology progresses. While the environment may not be physical in nature, the
importance of creating one that is functional for its users will remain
relevant.
The physical set-up of a learning space is another aspect
to not undermine the value of its importance. When adult learners enter a
classroom they may fixate on the temperature or the seating arrangement,
causing distracted or enhanced learning, depending on their perception. While
power dynamics are showcased in the inclusivity of an environment, they are
also present in the arrangement of a classroom. Lawson (2009) explains that “careful
thought and planning of the seating arrangements will help facilitate
participation and minimize problems” (p. 150). When creating the set-up of a
classroom, educators have the opportunity to impact how information is received
and the frequency of discussion. Moreover, the materials selected by the
instructor can positively or negatively influence students’ participation. MacKeracher
(2004) suggests that adult learners seek to be seen and heard in their
education, making the presence of diverse materials and a comfortable
environment necessary to encourage learning. Other areas to consider are sound
quality, visual aids, and air quality (MacKeracher, 2004, p. 87). When an
educator first enters their classroom, they should place themselves in the
perspectives of their own students. How would they learn best in this space? Which
seating arrangement will empower my students? Once these questions are
considered, the environment is on the path to becoming productive for those
involved.
The process of re-entering adult education for some
learners may include feelings of apprehension or anxiety. Each person arrives
with their own metaphorical toolbox of past experiences, cultures, and learning
style in addition to many other unique factors. Some students may re-enter with
new roles, such as parenthood, requiring enhanced support from those at home
and their instructor; or, an adult may enter a community course that is not
reflective of themselves and lacks diversity. These experiences, most notably
with learning, can paint how an adult learner feels in the classroom
environment. MacKeracher (2004) describes two facets of culture: “large
‘C’…organized activities such as theatre, dance, and music” and “small ‘c’….how
we create meaning in our lives and how we behave according to those meanings”
(p. 89). Education presents the opportunity to expand our knowledge and
understanding of others’ experiences outside our own; when a community is truly
reflected in the learning environment, there are more opportunities for
awareness. Biggs, Carstensen, and Hogan (2012) believe productive
interaction within learning is one of the answers to improving communities,
stating “…as adults become more knowledgeable and more socially engaged,
personal and community well-being are enhanced- thus developing both human and
social capital” (as cited by Ross-Gordon et. al., 2017, p. 364). Knowing this
as a need for students, an educator should work to uplift the individuals
entering any field where learning takes place. Finally, it is important to
remember that open discussions can and should be done in a respectful manner. In
much the same as individual growth is not stagnant, the environment in which
one learns should reflect continuous, relevant, and purposeful information.
Applications
In
order to provide a safe classroom, an instructor can allow adult learners the
opportunity to feel seen and heard in a non-threatening format. This may be
done by providing low stakes discussions, such as comments on discussion
boards, or incorporating topics of interests in lessons. Ensure the resources
used for assignments are accessible for all learners. For example, if the
assignment requires purchasing a software tool, an educator may want to consider
selecting a free option. There are multiple platforms that allow free trails or
no-cost options, such as Canva, Google, YouTube, TEDtalks, Zoom, and Soapbox. This
helps lessen the financial burden for the learners. Finally, an educator can safeguard
their students’ experiences in their learning environment by observing interactions
and providing an outlet for assessment. Are the students engaging with one
another productively? Are the groups performing and communicating well? Surveys,
email, and office hours can serve as platforms for receiving students’ needs
and suggestions. Effective changes can be made when an educator is aware of the
environment around them.
Technology
use may become more productive for adult learners when educators incorporate
resources and videos that explain the technology used. This practice can be
done through YouTube videos or in-person/virtual office hours. Select platforms
that are relatively easy to use when considering some students are novices with
newer forms of technology. Providing various choices for completing assignments
is another helpful avenue for many adult learners. Not all assignments need to
center around the use of technology. For some, writing a paper may serve as a
better option than creating a PowerPoint. There are ways to balance advancing adult
learners’ knowledge of technology with accessible assignment options.
Physical
set-up of a classroom is considered when an educator understands the power
dynamic they want to employ through a seating arrangement. On the first day of
class, observe how the students interact with one another and select the
seating style that suits the learners and the learning objectives. In addition,
an educator should be flexible in changing the arrangement as needs change or
discussion develops. With audio and visual aids, the use of subtitles is an inclusive
method which allows everyone in the classroom the ability to observe the material.
Finally, in connection with the seating arrangement, the capability to view the
visual aids from all angles of the room should considered by the facilitator.
Before playing a video or PowerPoint, the facilitator can observe the material
from the back of the room, ensuring their students can comfortably view from their
seat.
In
the context of learning, culture is uplifted by recognizing that every learner
enters education with their own story and perspective. When educators seek to understand
their students, the line of communication may improve. Providing multicultural
materials in the environment is another method of support. This can be done by
selecting visual items that showcase diverse identities or recognizing
holidays. With participation, educators can support students by allowing them
the opportunity to produce their own discussions of the material. In relation, it
will serve a learning environment well when an educator inspects their resources
in advance to make certain the material is acceptable. When educators take the
time to show they care, it is reflected in the learning environment. The
culture of a classroom is often related to safety, and when this is upheld,
adult learners will have a better experience that carries over to their
education.
Reflection
(1)
Highlights
For me, this assignment provided the opportunity to evaluate
on my own philosophy of education that I have built throughout my time in
education courses. The environment, especially the physical set-up, is an
aspect which we may not often consider when actively learning until we leave
the classroom and reflect. I wanted to reflect an environment in my
theory review which encouraged growth of its students. As I pulled from my own experiences in classrooms, I found that the environment which an educator helps maintain is one of the fundamental factors of education. Without the students who create the environment with their identities and discussion, either online or in-person, we are practically left with just the material. Finally, I think it’s important
to note that the applications discussed above are suggestions from my own
personal findings and readings. They are open to review and may not suit every
need; education is not uniform.
(2)
Process
My
first step with this assignment was creating an
outline for the paper with each necessary section and selecting four ideas to base
my writing around. The next step was gathering references using Ball State’s Article
database in addition to evaluating our class texts for useful information. From
there, I collected the citations I planned to use for the paper. I tried to complete
one section each night. As with most writing assignments, I know from past
experiences that I need to give myself more time with papers. However, as
stated above, I learned more about my educational philosophy and how it has changed
after spending time in various styles of classrooms from secondary to adult.
Table
Table 1. Summary of
the theoretical ideas
|
|
The
main theoretical ideas |
Summary of how to apply the main theoretical ideas
in practice |
|
|
Idea 1 |
Maintaining safe, supportive learning
environments |
-
Respectful
discussions -
Accessible,
low cost (or free) materials -
Observe
student engagement, both individual and with groups |
|
|
Idea 2 |
Ensuring technology use is productive |
-
Provide
videos/time explaining the technology used -
Select
easy-to-use platforms -
Allow
additional options for completing assignments |
|
|
Idea 3 |
The physical aspects of a classroom are useful |
-
Select
the seating arrangement which suits class discussion style -
Always
use subtitles -
Ensure
every student can see the board, videos, and other visual materials |
|
|
Idea 4 |
Understanding how and why students arrive to the
learning experience |
-
Understand
every learner enters with their own “toolbox” of experiences -
Have
multicultural materials present -
Inspect
the materials and resources planned for use -
Be
flexible, open to making changes, and accessible for students |
|
References
Cocquyt, C., Greef, M.
D., Diep, N. A., Vanwing, T., & Zhu, C. (2017). Examining social inclusion
and social capital among adult learners in blended and online learning
environments. European Journal for Research on the Education and
Learning of Adults, 8(1)https://doi.org/10.3384/rela.2000-7426.rela9111
Lawson, K. (2009). The
trainers handbook (4th ed.). John Wiley & Sons, Inc.
MacKeracher, D. (2004). Making
sense of adult learning (2nd ed.). University of
Toledo Press.
Malinovski.
(2015).
Adult Students’ Perceptions in Distance Education Learning Environments Based
on a Videoconferencing Platform – QoE Analysis. Journal of Information
Technology Education, 14, 001–019. https://doi.org/10.28945/2091
Nygren. (2019).
Lifelong learning: Formal, non‐formal and informal learning in the context of
the use of problem‐solving skills in technology‐rich environments. British
Journal of Educational Technology., 50(4), 1759–1770. https://doi.org/10.1111/bjet.12807
Ross-Gordon, J.
M., Rose, A. D., & Kasworm, C. E. (2017). Foundations of adult and
continuing education (1st ed.). San Francisco, CA: Jossey-Bass. ISBN:
9781118955093
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