Theory Review: Jason

Theory Review: Environment & Context in Learning 

Jason Spencer

EDAC 635: Strategies for Teaching Adults

Theory Review

Dr. Bo Chang

February 21, 2021

Your name	Commented On
Jason Spencer	Amelia Boggess
Jason Spencer	Josie Campbell

Main Theoretical Points

Learning environment and context can be impactful on every learning experience. Often the impact a learning environment can have on the learning activity is taken for granted until it becomes an issue. The key components regarding environment and context in learning are the physical environment, the cultural environment, the power environment, the knowledge environment, and the “real-life” environment (Mackeracher, 2004).

The Physical Environment

              The physical learning environment encompasses the physical comfort and well-being of the learners and instructor (Mackeracher, 2004). The learning environment consists of physical-sensory elements such as lighting, sound, space, furniture, air quality, and temperature. The goal is to design a learning experience so that learning may proceed with minimum stress and maximum effectiveness (MeVey, 1996). All these learning environment elements are part of ergonomics, which is the study of factors modifying the efficiency of persons in their working or learning environment (Mackeracher, 2004). Some examples of pieces of the physical learning environment include the type and comfort of chairs or even the arrangement of chairs and tables. Sound, light, and visual quality can also enhance or negatively impact a learning experience (Mackeracher, 2004). Air quality and temperature are often overlooked until they become problematic. Poor air quality and increased temperature have shown to have a direct negative impact on learning experiences (Choi et al., 2014). Technology is also in important part of environmental learning. It is important to have a complete understanding of the technology that comprises a learning activity to ensure the learning environment is experienced optimally (Mackeracher, 2004).

The Cultural Environment

              Culture is a system of learned beliefs, customs, and behaviors shared by a group of individuals (Imel, 1998). It is the shared values that groups use to help organize their lives (Imel, 1998).  When analyzing the cultural environment’s impact on learning, it is crucial to develop an understanding and appreciation of cultures outside of your own (Imel, 1998).  Without an understanding of others, reflection on the best possible learning environment cannot take place.

The Power Environment

              When discussing the power environment, the individual perspective and the social structuralist perspective must be examined. Men and women feel more empowered as their skills and knowledge increase (Mackeracher, 2004). Creating an environment that helps learners feel comfortable and grow in this way is part of the individual perspective. The facilitator helps provide an environment in which learners feel safe and empowered to find their voice (Mackeracher, 2004). The social structuralist perspective focuses on behavior and how it is influenced by power, privilege, and oppression. Each learner has a positionality based on the socially structured group they are a part of (Tisdell 1998). This could involve gender, race, or class. Learners and facilitators need to keep the power environment in mind when partaking in learning exercises.

The Knowledge Environment

              An epistemology is a system of knowledge (Mackeracher, 2004). Each knowledge system is developed in response to the environment and observations made within. No knowledge system is perfect and we must keep an open mind, while understanding that the flaws in our knowledge system are probably easier to spot from someone on the outside. The most powerful epistemology is derived from historically white male point of view (Mackeracher, 2004). This epistemology is being challenged and examined to ensure its accuracy. For an optimal learning environment viewpoints from all sides must be considered when examining the adult education epistemology (Mackeracher, 2004).

The “Real-Life” Environment

              When discussing the “real-life” learning environment the conversation moves to context and situated cognition. Knowledge is contextually situated and is fundamentally influenced by the activity, context, and culture in which it is developed and used (Mackeracher, 2004). Some key pieces of situated cognition and the “real-life” environment are reflection, interaction, guiding, and using technologies that are part of the “real-life” context of the content being delivered (Mackeracher, 2004).

Applications

              When exploring learning environment, the biggest takeaways are comfort and understanding. This can mean literal comfort by choosing cozy chairs in a meeting room with air conditioning or comfort can come from acknowledgement of differences. Comfort and understanding are also important in terms of understanding the power dynamics and cultural intricacies at play with every learning interaction. Learner growth and empowerment can thrive in settings that consider the different invisible environmental factors in play. Listening and understanding feedback and experiences of learners will shape an optimal learning environment.

Reflection

Highlights

              The highlight of this assignment has been gaining a further understanding of how important diversity is. For learning objectives to be met, an understanding of the learning audience must be there. Every learner has unique characteristics that impact their ability to meet established learning objectives. This was evident in the discussion of learning environment from all angles. A learner or facilitator’s culture, knowledge, or positionality are all factors that impact a learning environment. In addition, historical bias and privilege must be recognized and examined to have true picture of whether the learning environment is conducive to meeting learning objectives.

Process

To complete this project I utilized the ERIC database, the Ball State University library, and our text resources. I found it especially useful to hunt down articles that were listed as references in initial noteworthy articles I consulted.

Mackeracher, D. (2004). Making Sense of Adult Learning. Toronto: University of Toronto Press.

MeVey, G. F. (1996). Handbook of Research on Educational Communications and Technology. Springer. http://members.aect.org/edtech/ed1/36/index.html

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

Imel, S. (1998) Promoting intercultural understanding. Trends and Issues Alert. (ERIC Reproduction Document ED 424 451) https://files.eric.ed.gov/fulltext/ED424451.pdf

Tisdell, Elizabeth. (1998). Poststructural Feminist Pedagogies: The Possibilities and Limitations of Feminist Emancipatory Adult Learning Theory and Practice. Adult Education Quarterly - ADULT EDUC QUART. 48. 139-156. 10.1177/074171369804800302.