Theory Review: Mady

 

Theory Review: Environment & Context in Learning 

Madeline Folz

EDAC 635: Strategies for Teaching Adults

Theory Review

Dr. Bo Chang

February 16, 2021

 

Your name	Commented On
Mady Folz	Tomie Gartland
Mady Folz	Amelia Boggess

Main Theoretical Points

The environmental and contextual aspect of learning contains visible and invisible components that can impact as well as be impacted by other learners within the environment.  These components include the physical, cultural, power, knowledge, and real-life environments.  This paper aims to discuss the major themes and theories of each aspect as well as how we can apply them in practice to enhance the learning experience for all.

 

The Physical Environment

The physical environment is a visible and changeable aspect of learning.  It includes our physical abilities as well as the air, light, and sound quality; comfortability of the chairs and tables; and technology used in the learning setting (“Decisions of Adult Learners,” 2018; Mackeracher, 2004).  These components contribute to our motivation and ability to focus on what is being learned.  Each person has their own preferences that can be adapted or changed with each setting.  Physical environment in adult education also includes one’s health, ranging from hearing to mobility.  This aspect of one’s physical environment has the ability to promote or prevent further education as well as enhance or inhibiting learning. Lack of support or money to continue education can also be considered a physical barrier which may make adult education seem less practicable for adults (“Decisions of Adult Learners,” 2018). 

One’s behavior in the classroom can be a reflection of their perception of the physical environment.  Kurt Lewin states that “behavior is a function of the person and his/her environment, thus the situational perspective of a person’s situation is a greater key to understanding his/her conduct, rather than relying solely on previous experiences and influences” (Radovan & Makovec, 2014).  His needs-press theory describes that the interaction between an individual’s personal needs, goals, and drives and the environmental pressors including variables in stimuli, treatment, and processes in a given environment result in the person’s behavior within that environment. Henry Murray later expanded on this theory by differentiating ‘alpha presses,’ or the actual characteristics of an object in the environment, from ‘beta press,’ or an individual’s perceptions of that object (Radovan & Makovec, 2014). This theory adds to the idea that one’s physical environment has an impact on learning and explains that one’s perception of the physical environment may influence behavior.

The Cultural Environment

According to Balthazar, “we are not born with our experiences; they must be learned through our interactions with those with whom we share our background.  Therefore, socialization and societal norms provide us with the context for understanding our experiences and the meanings we construct from them” (2019). This creates our cultural environment - an invisible aspect of learning context.  

Culture provides the unconscious lens through which we understand and view the world and can be derived from family, community, workplace, religion, race, age, gender, language, ethnicity, sexual orientation, occupation, and any other social aspects of our lives (Shufflebarger, 2019; Mackeracher, 2004).  As stated, our culture influences how we create meaning and how we behave according to those meanings, although this is done unconsciously (Mackeracher, 2004). This idea is backed up by Jack Mezirow’s transformative learning theory which states that “every individual has a particular view of the world which may or may not be well articulated, but it is usually based on a set of paradigmatic assumptions that derive from the individual’s upbringing, life experience, culture or education” (Christie, et. al., 2015).  Social and cultural norms have potential to affect whether one even chooses to continue learning (“Decisions of Adult Learners,” 2018). Family and friends have influence on one’s attitudes toward education and can unknowingly create standards that sway adults to view education as important or not. (“Decisions of Adult Learners,” 2018).  

Even educational materials are influenced by cultural biases. Materials may display rules and norms without inviting dialogue or accounting for variation, but rather state them as “fact” (Shufflebarger, 2019). Literature on culture is sometimes presented under the tone of how well an individual adapts to a “target” culture, both inside and outside of a classroom, rather than inviting cultural diversity.  This framework is not conducive for individuals to share experiences and perspectives that can challenge the norms, but portrays a need for individuals to adapt to a set of “target” cultural norms to be successful (Shufflebarger, 2019). Learning in a culturally diverse setting has potential to contribute significantly to informal learning and can lead to correction of misled beliefs.  As facilitators, being willing to openly discuss conflict that comes up related to culture and providing an atmosphere where students speak for themselves is important (Mackeracher, 2004).

The Power Environment

The power environment is another invisible aspect of one’s learning context that can overlap with social aspects of learning.  Rudolf Moos defines three dimensions that direct our everyday behavior and experiences; the first of which is the relationship dimension (Radovan & Makovec, 2014). This dimension “specifies the characteristics of interpersonal relations in a given context” which are described in terms of quality and power (Radovan & Makovec, 2014). 

The power environment can be described from an individualist and social structuralist perspective (Mackeracher, 2004). Individualists describe the learning environment as supportive and safe, promoting the use of “voice” which fosters empowerment and personal development.  As one more openly shares knowledge through their own voice, confidence, or “power,” in their voice increases.  Power increases as knowledge one receives from others is added to knowledge from one’s own experiences and knowledge evolves and expands.  Social Structuralists believe an individual’s behavior is influenced by systems of power, privilege, and oppression that inform our lives, thus creating one’s personal positionality within those systems.

“Positionality” is described by Mackeracher as “an individual’s location within a shifting network of relationships defined primarily in terms of race, gender, and class” (2004).  An individual’s personal positionality is created from the amalgamation of their positions in relation to others in a variety of socially structured groups.  The more layers we add, the more complex positionality becomes.  In the learning environment, each member of a group brings their own positionality.  In some instances, individuals in privileged positions may not realize or understand how their position affects others. Mackeracher explains that an inclusive and supportive learning environment can be built when each member of a group thinks critically about how their positionality both affects and is affected by others in the group (Mackeracher, 2004).

The Knowledge Environment

The knowledge environment is yet another invisible component of one’s learning context.  “Epistemology” is a system of knowledge, including the content of knowledge and processes used to create that knowledge (Mackeracher, 2004).  Each person’s view of reality is his or her own epistemology.  As a whole, knowledge systems are local and exist to explain phenomena occurring naturally within the system, including interactions with people and predicting consequences. Because they are local, they are also limited to the phenomena and resources that exist locally.  This leads to what is known as “patterns of ignorance” due to limitations and incorrect assumptions. Some knowledge systems are more powerful than others due to better resources and a wider range of phenomena, allowing those within the system to better explain, predict, and strategize.  It also allows them to take what is useful from other systems in order to expand upon the knowledge system, creating more power (Mackeracher, 2004).

Mezirow’s transformative learning theory in which it is explained that every individual has a particular view of the world, can be used to understand the influence one’s surroundings have on their personal epistemology, including personal patterns of ignorance (Christie, et. al., 2015).  When individuals learn in groups, they bring their preferred epistemology with them and that, depending on open-mindedness, can either inhibit them from learning or expand their knowledge system (Mackeracher, 2004).

 

The Real-Life Environment

            Real-life environment is seated in Kurt Lewin’s idea that behavior is influenced by a person’s physical environment and therefore situational context must come in to play (Radovan & Makovec, 2014).  Situated learning, a key piece of the real-life environment, places the learner in the center of the learning experience (Stein, 1998).  This real-life environment is described by Stein as being made up of: 

“content, or the facts and processes of the task; context, or the situations, values, beliefs, and environmental cues by which the learner gains and masters content; community, or the group with which the learner will create and negotiate meaning of the situation; and participation, or the process by which learners working together and with experts in a social organization solve problems related to everyday life circumstances” (Stein, 1998). 

Examples may include simulations; internships; mentorships; coaching; and reflection involving open dialogue (Mackeracher, 2004).  In situated learning, learning is a social process involving interaction with others within a learning environment that closely mimics a real-life practice environment (Stein, 1998). 

In situated learning, memorization of content is not the goal, but rather discussing the meaning of experiences through open dialogue between the facilitator and learner (Stein, 1998).  It attempts to take learning beyond the classroom to promote reflection-in-action rather than reflection-on-action (Mackeracher, 2004).   The real-life environment provides the setting for the social interaction needed to create shared knowledge from experiences, produce and establishes meaning systems among learners, and share the ideas produced (Stein, 1998).

Applications

After reviewing the main points and theories surrounding the environment and context of learning, I have pinpointed ways to apply the theories in practice.  First, in terms of physical environment, providing flexible facilitation of lessons, including the timing and location, helps ensure comfort and optimal physical environment for learners which is the basis of one’s experience (“Decisions of Adult Learners,” 2018).  As mentioned, making sure light, sound, and air quality are up to par in a classroom setting, as well as familiarizing oneself with technology to be used can also guarantee a solid physical environment for learners.

With regard to both cultural and power environments, Shufflebarger offers that programs which do not promote open discussion could be altered to engage student reflection and encourage communication of cultural differences and ideas (2019).  Additionally, determining how to facilitate dialogue related to culture in a way that avoids stereotyping and condescending behavior is warranted. Avoidance of portraying culture as “fact” and instead allowing students to question their experiences and engage in discussion will not only inspire students’ sense of ownership and identity but give students a sense of empowerment and confidence in their voices (“Shufflebarger, 2019).  

Specific to power environment, Mackeracher urges facilitators to “be prepared to analyze and confront power-related incidents in a learning group by calling attention to such dynamics when they arise” (Mackeracher, 2004).  In these instances, using one’s own positionality as a facilitator as the basis for analysis may encourage learners to do the same. On knowledge environment, Mackeracher has stated, “only by listening carefully to the ideas brought forward form the margins will we come to understand the full range of natural phenomena and human interactions that might contribute to an adult education epistemology.”  Furthermore, in regard to the real-life environment, encouragement of simulations when applicable; mentoring of those who want to pursue education professions; promoting internships; and providing opportunities for coaching are ways facilitators can contribute to learning in the ‘real-life’ environment (Mackeracher, 2004). 

Reflection

Highlights

The highlight of this assignment was getting to delve deep into one specific aspect of adult education.  With the amount of knowledge we gain in this class, I appreciate that I will be providing more in depth knowledge to my classmates just as they will be providing more in depth knowledge of the other topics to me.  One thing that makes this paper unique is that as I am learning more about personal preference and contexts in learning, although with literature reviews the main context is presenting established research, I can see my own biases and preferences within the paper’s content and style.  I believe that aspect is what will make everyone’s papers distinctive and why it was important for each of us to write our own theory reviews. 

 

Process 

            To complete this assignment, I took to the Ball State library databases.  I used the ERIC database and typed in varying combinations of key words related to my topic.  From there I pulled articles that were relevant and could contribute to my understanding and interpretation of the topic.  I organized the articles into the main sections I wanted to have in my paper.  Then I pulled any quotes, ideas, or thoughts from the articles that I wanted to use, and color coded them in a word document based on which article they came from.  I organized the thoughts into logical sections and from there, intermingled my own interpretations and connecting sentences to create the final paper. A lesson I have gained is that with literature reviews, it can take a while to find articles that are truly relevant and make your paper well-rounded.  Knowing the right combination of words to search in order to produce a fruitful search can be tricky.  My tip for that is just to write down all words you think may be relevant and exhaust the combinations until you have a decent list of articles. Additionally, refraining from adding personal commentary in a literature review can be difficult because often we may not realize we are doing it.  Starting on this project early is a must!

 

Main Theoretical Ideas		Summary of how to apply the main theoretical ideas in practice
Physical Environment – “Needs-Press Theory”			Ensure comfortable air quality, sound quality, and light quality; comfortability of tables/chairs; familiarize oneself with technology being used. Identify how one’s needs affect one’s learning.
Cultural Environment – Transformative Learning Theory			Engage students in group reflective activities in order to facilitate discussion of cultural dissimilarities and ideas.
Power Environment – Individualist vs Social Structuralist Theories			Analyze and encourage power-related discussions in a learning group by calling attention to such dynamics when they come up.  Use one’s own positionality as basis for analysis.
Knowledge Environment – Transformative Learning Theory			Listening carefully to the ideas brought forward form the margins (less powerful epistemologies) to come to more complete understanding of natural phenomena and human interactions.
Real-Life Environment – Situated Cognition/Learning			Encourage simulations; mentorship of those who want to pursue education professions; hands-on internships, and other opportunities for “reflection in action versus reflection onaction.”

 

 

 

References

 

Balthazar, P. (2019). Transformative education and learning: Toward an understanding of how humans learn. Retrieved February 16, 2021, from https://files-eric-ed-gov.proxy.bsu.edu/fulltext/ED597936.pdf

 

Christie, M., Carey, M., Robinson, A., & Grainger, P. (2015). Putting transformative learning theory into action. Australian Journal of Adult Learning, 55(1), 10-30.

 

Decisions of Adult Learners. (2018). Department of Education. Retrieved February 16, 2021, from https://files-eric-ed-gov.proxy.bsu.edu/fulltext/ED590017.pdf

 

 

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

 

Radovan, M., Makovec, D. (2014). Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education – Case Study of Four East-European Countries. International Education Studies, 8(2). doi: 10.5539/ies.v8n2p101

 

Shufflebarger-Snell, A.M. (2019). A dialogic approach to exploring culture in community-based adult ESL classrooms. Retrieved February 16, 2021, from https://doi-org.proxy.bsu.edu/10.1002/tesj.450  https://onlinelibrary-wiley-com.proxy.bsu.edu/doi/full/10.1002/tesj.450#tesj450-bib-0027

 

Stein, D. (1998). Situated Learning in Adult Education. Retrieved February 16, 2021, from https://files-eric-ed-gov.proxy.bsu.edu/fulltext/ED418250.pdf