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