Physical Learning Environment Theory Review

 

Physical Learning Environment Theory Review 

Patricia Kupchik 

Ball State University 

EDAC 635 

Dr. Bo Chang 

February 15, 2021 

An individual tends to learn within contexts that are both visible and invisible. The environment and context tend to be ignored until they create barriers to learning (MacKeracher, 2004, p 88). The learning environment has several different components that can be attributed to successful learning. This theory review will focus on the physical learning environment.   

The author of our textbook defines the physical environment as anything that impacts the physical comfort and well-being of the learners and facilitator (MacKeracher, 2004, p. 88). The author has also chosen to include technology in this sphere because it contributes to the efficiency of the working environment.  

Dr Romina Asiyai conducted a study among public and private school students regarding the elements discussed above as part of the physical learning environment. The study concluded that private school students were much happier with the conditions of their learning environments than the public-school students (RA). Even though this study was conducted in a school setting, the same attitudes could be expressed by the adult population. A learning environment is not solely defined by the physical structure in which learning happens.  

Comfort of Chairs and Tables 

The author of our textbook brings up the idea of being like Goldie Locks when it comes to selecting a chair or table within a learning environment. Finding just the right chair and table combination can lead to having a successful learning experience (MacKeracher, 2004, p 88). If there are not enough seats, too many seats, or the seating cannot be rearranged, the facilitator may have difficulty providing an affective learning experience.  

Sound Quality 

Sound quality during a learning experience can either make the learning experience exciting or dreadful. If the learner cannot hear what is being said, they may miss out on important content. If the facilitator cannot hear questions or comments from the audience, they may have difficulty facilitating an affective exchange of information.  

Light and Visual Quality 

Before beginning any type of learning situation, the facilitator needs to pay attention to the lighting quality in the learning environment (p 89). The overhead lighting is not the only important visual factor in the environment. It is also important for the facilitator to look at the window coverings and wall décor. All of these things can affect a person’s ability to concentrate. When possible, it is a good idea to use as much natural lighting as possible. Lighting in the environment can help stimulate learning (Lomel, 2020).As a special consideration, it is important to keep in mind the impact of the learning environment for persons with disabilities. The consideration of lighting is especially important for persons with vision loss. For some individuals with vision loss, too much light can cause headaches and significant distractions. On the other end of the spectrum, if there is not enough light, learners with vision loss may be unable to participate in activities or follow along with information because it is difficult to see.  

Air Quality 

Air quality in the learning environment is something that can easily be overlooked. This is another Goldie Locks type of situation. If the room is too hot, too cold, or has a strange smell, learning can be disrupted (89). Air quality is something that can be overlooked because it is not a tangible element in the learning environment. The author of Air Apparent, Brian Lomel states that better air quality leads to strong academic outcomes. Lomel also acknowledges the prevalence of poor air quality especially for students who do not have the opportunity to work in a suitable environment.  

Technology 

Technology is the final component in defining the physical learning environment. It is important for the facilitator to ensure that the technology in their learning space is functional and visible to the participants (p 90). Technology can be something as simple as a chalkboard or as sophisticated as a projector (p 88). Technology that works can be a fantastic teaching and learning tool. Of technology does not work, it can create a huge barrier between the learner and facilitator.  

Table 1: Summary of the Theoretical Ideas 

Main Theoretical Idea	Application in Practice
Comfort of chairs and tables	Make sure that there are enough seats in the room for everyone in attendance.  - If the seating can be rearranged, arrange tables and chairs in a way that encourages collaboration, and allows everyone in the group to be heard.  Allow participants to get up, take a break, and move around. Also, create activities that require movement for participation.
Sound quality	Get to know the session participants. Make sure that each participant is able to hear what is going on.   Make sure that volume on presentations of video clips can be heard throughout the room, especially for those in the back of the space.
Lighting and visual quality	Explore the environment in advance of the session. Use as much natural light as possible.   Make sure that presentation materials are accessible to everyone who is in attendance.  Describe slides of video clips if necessary.
Air quality	Use fans, open windows and doors to allow air to circulate throughout the space.
Technology	Check and make sure that all needed technology is working properly before the session.  Invite participants to use technology as they take notes and collaborate with their peers.

Process: 

  As I began this assignment, I went straight to the textbook for this course. I used Chapter 10 on the learning environment as a framework for my writing. I then went to the Ball State Library website in search of articles that could be used to support my outline. I was also able to pull resources from within my profession. After collecting my resources, I created bulleted lists of points from each source. This process made it easier to insert information where I wanted it to be. To finish the work I used the seventh edition of the APA manual to make sure that citations were written correctly. 

Application: 

The physical learning environment is much more than the physical space in which learning occurs. The environment also encompasses the tools and people within the space. Part of a practitioner’s responsibility is to make the learning space a place where students feel safe, welcome and excited about learning. This is something that is often thought about when teaching children, but the same ideas can be transferred to teaching adults. Setting up this chairs and tables in such a way that allows everyone to be heard can promote active listening and engagement in lesson activities. Using the lighting in the room can encourage note taking an active participation. This does not necessarily mean only using the overhead lighting. If possible, the facilitator can open the blinds or dim the lights depending on the situation. It is also important to make sure that the technology needed for the session is working and accessible to everyone in the room. If someone is having trouble viewing the material, allow the individual to move seats or provide a description of the content that is being displayed. If the learning environment is too hot or too cold, or it smells unpleasant, it can be impossible to focus and retain information. It also becomes difficult for the facilitator to teach. To help negate this concern, the facilitator may be able to use fans, open windows, or adjust the thermostat. There are endless ways to modify the physical learning environment. This process takes time and creativity, but it can make or break the learning experience no matter the age of the learner.  

Reflection: 

As a Vision Rehabilitation Therapist, I spend a significant amount of time thinking about the physical environments in which my clients live and work. As a person begins to experience sight loss, their physical environment may need to be modified in order to help them maintain their independence. The scope of modifications varies depending on the needs of the client. For example, modifications can include something as simple as placing yellow tape on the edges of stairs to create contrast or adding a brighter light bulb into their favorite reading lamp. More complex modifications can include replacing busy patterned carpet with a solid color or changing a bathtub or shower to help prevent falls. As I work with a client, I not only have to consider modifications for safety, I also have to consider the client’s cultural background and lifestyle.  

As I did research for this assignment, I was able to dive deeper into components of my teaching style in order to make note of changes that I may need to make as I teach. I am in a variety of environments each time I teach. At times I teach in schools, nursing homes, assisted living centers, and even individual client homes. The amount of people I am teaching depends on the environment. One aspect of the environment that I always consider is lighting. Other environmental elements such as air quality and the positioning of tables and chairs are not always at the forefront of my mind. This research has definitely brought out a new level of awareness for me. As a practitioner, I sometimes feel overwhelmed with all of the considerations needed to have an all-encompassing flawless learning environment.  

References: 

Asiyai, R. (2014). Students' Perception of the Condition of Their Classroom Physical Learning Environment and its Impact on Their Learning and Motivation. College Student Journal, 48(4), 716–726. http://web.a.ebscohost.com.proxy.bsu.edu/ehost/pdfviewer/pdfviewer?vid=4&sid=a86425e1-4693-43b4-b71a-03cfa9bf9bb0%40sessionmgr4008.  

Lomel, A. B. (2020). Air Apparent: Optimizing Learning Through Solutions with Air and Light. American School and University, 92(5), 18–21. http://web.b.ebscohost.com.proxy.bsu.edu/ehost/pdfviewer/pdfviewer?vid=3&sid=513331b4-0b90-4ea3-9581-8e59b4e72e3f%40pdc-v-sessmgr04.  

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press. ISBN-10: 080203778X   ISBN-13: 978-0802037787