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 |
|
Sound quality |
|
Lighting and visual quality |
|
Air quality |
|
Technology |
|
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
Hi Patricia,
ReplyDeleteA little background to this comment: I used to teach English as a Second Language (ESL) to adults, and now I train teachers how to use a digital curriculum via remote teaching.
As I was reading through your theory review, I found myself remember so much of my time teaching in the classroom. As teachers, when we are a classroom we do (or need to) control more than just the lesson plan. As you noted, the teacher crafts the environment and attempts to make it as conducive as possible to learning. I remember thinking carefully about the set up of the tables, the things I put on the wall, the placement of my smart board - everything!
Still, as I read your review, I also kept thinking of my current position...and all the teachers out there that have been teaching remotely for the better part of an entire year! When the facilitator loses control of the lighting, the air quality, the sound quality... they can feel overwhelmed and lost because they know how important these things are.
All this being said, I do believe that even in the world of remote teaching/training, so much of what you mentioned about the physical environment can still be applied. For example, the teacher can test the video quality and the lighting in order to ensure (at least on their end) it's not detracting from the lesson. They can (and should) also consider their physical environment (what does the background look like?). I don't think that's where things stop though.
Because the physical environment IS so important, teachers who are teaching remotely should take the time to share with their students some best practices or "learning rules". For example, when you "come to class" (virtually), make sure you're in quiet room with as few distractions (tv, other people, etc) as possible. Make sure you have a comfortable place to sit (not laying on the bed!), etc. There are many ways that the information you provided in this theory review can be applied to the current state of many teachers. It's helpful to consider now that they have lost control of the physical classroom.... how can these same theories be applied to learning remotely?
Thanks for providing a great review and application. It definitely worked as a springboard for me to consider quite a bit about the work I currently do and what I can do to help my learners.
Thanks!
Amelia
Hey Patricia,
ReplyDeleteI liked your clarification on how this theory is directly used in your position as a Vision Rehabilitation Therapist. Something I heard/read once that has stuck with me is "we often do not consider the environment until it becomes a problem." I've also heard the analogy of the pianist at church: as long as every note is being hit correctly, no one will appreciate them, and it will just become part of the background. I appreciate the example of the mindfulness you take when looking at this within your current position.
Samuel Martin
I had not heard of a Vision Rehab Therapist, Patricia. This sounds like a rewarding job. I can see how helpful this information is to you by your Application section, and that is great.
ReplyDeleteThere are so many variables to consider when setting up a learning environment. I used to teach a job development workshops, and I discovered how important it was to make sure the temperature, lighting, technical equipment, and seating arrangements were all addressed for each class, or students would disconnect from the class. Being able to study all the aspects of a physical learning environment like we are in this class will benefit all of us in some way in the future. For example, the next time we ask for a new light bulb. Haha.
Hi Patricia,
ReplyDeleteI have had a lot of experience teaching in a learning environment that does not meet the physical qualifications for a positive learning environment, and I can tell you that it is not only difficult and distracting for the learner to concentrate, but it is also difficult and distracting for the facilitator to do his/her job effectively.
The classroom I have taught in for years has very poor temperature control, so extremes in temperature in the classroom are the norm. I have a couple of portable fans I utilize when the room is stifling and two space heaters I use when the room is chilly. Several years ago we had a chemical leak that got into the air handling system, so the classroom gets a strong chemical odor when the classroom has been closed up for a while (i.e. over the weekend or extended holidays). To combat this, I have an air purifier that I run during class and I open a window when weather permits. All of these devices that I must run during class to make conditions more tolerable are noisy, so it makes it hard for students to hear and be heard. When the classroom conditions are uncomfortable, I notice that my students don't concentrate as well, and some even leave class early. I don't think my administration realizes what a difficult learning environment they are creating by failing to do a better job in handling issues with the infrastructure in my building.
I appreciate how you tied your theory review to your career as a vision rehab therapist. I have had students with low vision in classes, and I would have loved to have someone like you to consult with to make appropriate accommodations. Most of the changes I implemented were done via trial and error like making copies on different colored papers, enlarging the print on tests and putting it in bold type to make it stand out, etc. Having profession input would have made me much more effective in reaching these students.