Theory Review: Tomie

 Theory Review: Environment and Context in Learning

Tomie Gartland

EDAC 635, Spring 2021

Professor Bo Chang

February 15, 2021

Name	Commented On
Tomie Gartland	Leslee Watson-Flores - The Brain & Mind in Learning Link: https://635group2spring2021.blogspot.com/2021/02/theory-review-leslee-watson-flores_21.html
Tomie Gartland	Christi Martzall - Environmental Learning Theory Link: https://635group5spring2021.blogspot.com/p/theory-review-christi.html

With learning environments, the physical environment relates to ergonomics and the technology uses in learning. Ergonomics is “the study of factors modifying the efficiency of persons in their working environment; we can consider the learning environment as a working environment.” (MacKeracher, 2004, p. 187). I am going to focus on the physical environment’s role in learning and how it impacts the learning experience.

Main Theoretical Points

Chair and table comfort must be considered in the learning environment. In one classroom environment study, chair comfort contributed to math score performance. The disposition of the space affects classroom interaction and seating choice impacts overall performance (López-Chao, Amado, Saorín, De La Torre-Cantero, Melián 2019). Not only seating comfort but seating arrangement needs to be factored into the physical environment.

Sound quality impacts the learning environment. Noisy conditions directly impact learning in a negative way, especially in language and reading development, along with causing indirect problems such as distraction and annoyance for learners. (Woolner & Hall, 2010) Noise interferes with memory, language, and cognitive function. Environmental noise interferes with mental processing and may cause developmental problems with speaking, communication, and reading. (Woolner & Hall, 2010)

The quality and quantity of light are tied to what we consider as a comfortable environment. One may assume that more light improves the classroom quality, but one study showed maximum lighting can have negative impact due to luminance distractions. (Lewinski, 2015). When students have a classroom without quality lighting overall performance suffers (Johnson, 2011). Lighting is a human requirement for visibility, task performance, communication and social interaction, health and safety, mood and comfort, aesthetic, and judgments (Samani & Samani). Some studies show that natural light enhances learning. A one-year study of over 21,000 US elementary students showed that children who had more daylight exposure at school showed a 26 percent higher reading outcomes and 20 percent higher math outcomes than those who were in less lighted classrooms. (Uncapher, 2016).

Poor air quality will make the learning experience unproductive and ineffective. An example of this is indoor air pollutants which expose health risks and lead to decreases in focus, learning, and productivity (Lippman, 2010). According to Siqueria (2017), elevated air temperatures are linked to human deaths, cardiovascular dysfunction, and reduction of physical and cognitive performance in humans. Thermal comfort management leads to improved morale and productivity. In extreme temperatures, people tend to make poor decisions and are less productive (McLeod, 2020).  

Room designs that pair with technology integration promote an active learning environment. This allows the educator to act as a facilitator as the learners are fully engaged and participating throughout the learning process. “Part of the planning process is deciding how much interaction you want and how much control you want as a trainer”

 (Lawson, 2016, p. 151). According to Lippman (2010), prevalent culture in institutions needs to shift in order to fully integrate technology into the learning environment.  This involves using technology to maximize the learning opportunity and rethinking the teacher-centered classroom layout.

Applications

Chairs and tables must be comfortable for the learning environment. Ergonomic chairs and tables lessen the possibility of pressure, pain, and discomfort from sitting in substandard furniture. This not only involves the physical comfort, but the arrangement of chairs and tables should be setup for the trainer’s intent and the desired interaction. Layouts are determined by atmosphere, involvement, trainer control, group size, interaction intentions, and communication of information.

            Facilitators and teachers must tackle any sound quality issues. For sound disruptions, the first thing is to determine what mechanism is providing the sound disruption and try to eliminate it. If the noise is minimal, instructor voice amplification may eliminate the distraction. Long term acoustic improvements such as carpeting, drapes, or updated ventilation systems may be necessary for noise reduction.

Facilitators need to be mindful of the lighting in teaching environments along with the overall visuals in the room to avoid distractions. When possible use natural lighting as studies supports increased learning in this type of environment. Lighting should be dim for slide presentations to avoid eye strain. Rooms should have proper shades to block out glares and any other bright light distractions.

Poor temperature settings and air quality will adversely affect the training environment. To regulate the indoor air quality, organizations should consider the use of air purifiers, HEPA filters, and other types of air purification technologies. Mechanical updates to modern heating and air systems will improve the air quality. Programmable thermostats can be installed in learning environments to allow for minimum and maximum ranges of temperature flexibility.

The technology used for training presentations must be functional and appropriate for the intended learning experience. Non-functional technology becomes a barrier to the learning process whereas functional technology is invisible to the learner. To recognize how technology integrates into the spatial design of a room, we must rethink the overall room design. For years, many new technologies have been introduced into the classroom setting. It began with film, then went to television, and that turned into video. Now we have tablets, PCs, smart boards in the learning space. As we look at many modern classrooms, they still are teacher centric instead of being an active learning environment. The design of the physical environment needs to support integration of modern technology.

Reflection

Highlights         

We need to be cognizant of our physical environmental factors in the educational setting to ensure our learners get the most out of the learning experience. If the comfort of chairs and tables, sound quality, light and visual quality, and air quality are compromised, the learning experience becomes ineffective. Technology should be used for a content delivery method and if it is not functional it becomes a barrier to the learning environment. Learners need to focus on the content instead of being distracted with non-functioning technology. Overall architectural designs of learning environments need to be revamped with technology optimization to support an active learning environment.

Process

I reviewed my notes from the chapter in the MacKeracher text about the environment and context in learning. I made detailed notes of information that I considered interesting. Then, I went back to the chapter about delivering training in the Lawson text and made notes of the items of interest. I used the Ball State Library databases and Google Scholar to research the topics. I reviewed the articles, made notes on the explanations of the original theories that I found interesting. Then, I grouped them into sections of related topics that summarized the ideas.

Table 1. Summary of Theoretical Ideas

Main Theoretical Ideas	Summary of How to Apply Ideas
Chair and table comfort and placement play a role in the learning experience.	Use chairs and tables that provide adequate comfort for an effective learning environment.  Optimal placement considerations must be determined by the learning intentions.
Sounds impact our learning experience. Noisy conditions have negative impacts on learning.	The sound quality and noise disruptions in a training environment must be at a level to enable learning activities. Facilitators must amplify their voices, eliminate the noise disruption, or relocate to another location.
Air quality and thermal comfort impact our overall health and comfort of those in the learning environment.	The learning space must have good air quality and temperature control. Use of programmable thermostats, air purification systems, and ventilation system modernization must be considered for the optimal learning environment.
Light quality can boost performance in the learning environment.	Natural lighting is preferred over artificial lighting. Room lighting must be at the optimal level so learners can see the content being presented. Trainers must be aware of any light distractions and make corrections as needed.
Technology should be tied into the spatial design of an environment to support active learning environments which improves the overall learning experience.	Rooms should be designed to integrate technology where learners guide one another and are completely engaged in the learning process. This layout must be conducive to the intended learning interaction. Technology used for learning must be functional and the appropriate method for information delivery to create an effective learning experience.

 

References

Johnson, L. A. (2011). Teaching outside the box: how to grab your students by their brains: Jossey-Bass.

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

Lewinski P. Effects of classrooms' architecture on academic performance in view of telic versus paratelic motivation: a review. Front Psychol. 2015;6:746. Published 2015 Jun 3. doi:10.3389/fpsyg.2015.00746

Lippman, P. (2010). CELE Exchange, Centre for Effective Learning Environments, Can the physical environment have an impact on the learning environment? (2010/13), 1-5. https://read.oecd-ilibrary.org/education/can-the-physical-environment-have-an-impact-on-the-learning-environment_5km4g21wpwr1-en#page1

López-Chao V, Amado Lorenzo A, Saorín JL, De La Torre-Cantero J, Melián-Díaz D. Classroom Indoor Environment Assessment through Architectural Analysis for the Design of Efficient Schools. Sustainability. 2020; 12(5):2020. https://doi.org/10.3390/su12052020

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

McLeod, S. (2020, December 29) Maslow's Hierarchy of Needs. Simply Psychology.  https://www.simplypsychology.org/maslow.html#gsc.tab=0

Samani, S. A., & Samani, S. A. (2012). The impact of indoor lighting on students' learning performance in learning environments: A knowledge internalization perspective. International Journal of Business and Social Science, 3(24).

Siqueira, J. C.F. et al. ‘Analysis of Air Temperature Changes on Blood Pressure and Heart Rate and Performance of Undergraduate Students’. 1 Jan. 2017 : 43 – 54.

Uncapher, Melanie (2016, October 14) The Science of Effective Learning Spaces. A neuroscientist explains how factors such as light and seating arrangements can affect students’ cognitive performance.  https://www.edutopia.org/article/science-of-effective-learning-spaces-melina-uncapher

Woolner, P., & Hall, E. (2010). Noise in schools: a holistic approach to the issue. International journal of environmental research and public health, 7(8), 3255–3269. https://doi.org/10.3390/ijerph7083255