Theory Review:  Environment and Context in Learning

By: Lisa Melby

Professor Bo Chang, EDAC 635

The environment today in which an adult learns is as varied as it is unique.  There is a plethora of educational contexts in which adults learn.  For example, universities, community colleges, self-help groups, vocational training, online learning, webinars, workshops, just to name a few.  Each distinctive learning experience is affected by the environment in which it is delivered and most of the time students do not realize what is actually in their environment until something presents itself.  “We tend to ignore environment and context until they present us with barriers to our learning; they remain invisible and out of consciousness until they become unsupportive or problematic” (Mackeracher, 2005, p. 187).  Mackeracher also stresses the importance of why knowing our environment is important.  This paper will discuss five different conceptions as they pertain to the educational learning environment and why they are important to the facilitator.  They are the physical environment, the cultural environment, the power environment, the knowledge environment, and finally the real-life environment.

The Physical Environment

Mackeracher (2005) explains that “the physical environment refers to anything affecting the physical comfort and well-being of both learners and facilitator”.  The term ergonomics can efficiently sum up the concept of the physical environment.  “Ergonomics is the study of safe and efficient environments, particularly working environments.  Ergonomics provides guidelines for making work environments safer and healthier” (Jamrich Parsons & Oja, 2014).  This explanation is in line with the educational environment; efficient environments are important educationally too.  The quality of light, sound, air and the comfort of chairs and tables can effect learning outcomes. 

When it comes to seating arrangements, facilitators have their preferences.  Some prefer their desks in a row, some prefer tables and chairs to be in a circle or “U-shape”.  Whatever the case may be, facilitators need to be aware ahead of time what kind of furniture they will be contending with and how the set-up will affect their teaching style and/or content.  For example, in terms of a public speaking class, facilitators should choose rooms that are “free” from visual distractions such as being in a computer lab with large monitors stationed in front of each student.  It is difficult to attend to a fellow students’ “demonstration speech” with a large monitor blocking one’s view. 

Sound quality is definitely an important factor in the learning environment.  Poor acoustics present many problems.   A carpet-less room with high ceilings and hard surfaces make it difficult to hear one another, especially in small groups.  People with hearing loss should be a focus of the facilitator.  If one is straining too much to hear or if a student uses a sign language interpreter and the interpreter cannot hear, the result will be missed learning opportunities.  Additionally, the HVAC system, the projector and other electronic items in the room need to working properly as to not distract from the learning environment.

Lighting is another factor affecting learning outcomes.  People with visual limitations have certain preferences and needs that facilitators should be aware of.  Also, preference for lighting has been identified as a learning style (Mackeracher, 2005).  Mackeracher encourages facilitators to check out the lighting of the room before they start class in order to make any possible changes or improvements.

As mentioned earlier, the HVAC system is important to the success of the learning environment.  Not only can it make a loud humming, it can also produce poor air quality which can adversely affect the health of students by releasing allergens into the air.  “Effective learning requires basic physical resources – good quality air, a good heating-cooling system, good-quality sound, light and visual resources, and reasonably comfortable chairs and tables” (Mackeracher, 2005).

There has been a significant amount of literature written about the relationship between technology and education.  Personally, I’m not sure what education would do without the use of technology nowadays.  Technology is only as good as the person that takes care of it and that uses it.  Overhead projectors, audioconference equipment, speakers, computers, digital microphones, Smart interactive whiteboards and online media are all examples of what a facilitator could encounter in their room.  As an instructor, do you know how to use this electronic technology?  Is the institution doing a good job of maintaining their equipment?  These are important things to consider.  We are warned, however, that “any technology that does not serve the goals of learning and the needs of learners is a waste of resources” (Mackeracher, 2005).  Make sure that the devices and technology that are used are essential.

The Cultural Environment

The concept of culture is often an unimportant factor to consider.  Culture itself is taken for granted until one finds themselves out of their comfort zone.  “As long as we live among people who share our culture, we remain largely unaware of its associated beliefs, values, customs, and behaviors.  We become consciously aware of our culture only when we encounter persons who do not share it” (Mackeracher, 2005).  Encountering others that do not share our beliefs, attitudes, skin color, religion, and even our sexual orientation has the potential to affect how we learn and how we behave for that matter.  It starts with educating yourself on diversity and ethnocentricity. 

To say that “it’s not easy to immigrate and/or assimilate” is an understatement.  “Many immigrants…Often face a great variety of problems, which range from emotional issues arising from leaving relatives, friends, and a known environment to issues related to legal barriers, moving expenses, uncertainty about the future, lack of familiarity with the new culture and language, difficulties in finding decent employment, and in many cases also exploitation, discrimination, and racism” (Schugurensky, 2010). 

In a post-9/11 world and with the passage of same-sex marriage laws, facilitators need to do some self-analysis to learn where they stand.  “Our facilitating is always based on cultural values regardless of our awareness of their influence” (p. 193).  As cited by Mackeracher (2005, p. 193), Marilyn Noble states that there are four major problems occurring as a result of ‘invisible cultural contexts’. 

·      unknown differences and uncertainty can increase our anxiety and

stress when we encounter cultures that differ from our own. 

·      we can sometimes use our personal model of reality to incorrectly

interpret someone else’s behavior and inappropriately judge them or

their behavior.

·      when we do not understand cultural differences between ourselves

and others, ‘offence can be unwittingly given or taken’.

·      differences between cultures are also accompanied by power imbalances.

Is it enough just to “check” ourselves or should we do more?  Queer theorists are calling for curriculum that is more queer inclusive.  “…a queer- inclusive curriculum would educate students about the interconnections among sexuality, identity, and literature” (Moje & MuQaribu, 2003 as cited in Blackburn, 2005).  Moreover, facilitators should become more comfortable with talking about issues relating to or including the GLBTQSA (Ball State Spectrum, n.d.) society within their courses and to recognize the power imbalances that occur.

The Power Environment

            The power environment can be described in terms of positionality.  “The term positionality is used to describe an individual’s location within a shifting network of relationships defined primarily in terms of race, gender, and class” (Maher & Tetreault, 2201 as cited in Mackeracher, 2005) - men and women, white and black, Christian and Muslim, straight and gay, rich and poor, older and younger, American and refugee  (Schugurensky, 2010).  Facilitators obviously hold power.  In fact, some cultures, like the Chinese, revere teachers as authority figures and oftentimes it is difficult to encourage them to participate in class because they feel they are being disrespectful.  The main point that facilitators need to remember is to create a positive learning environment.  “The [facilitators] job is to create and maintain an environment conducive to learning and to create opportunities for participants to experience personal growth, a sense of achievement and accomplishment, and recognition and rewards” (Lawson, 2009).

The Knowledge Environment

      Mackeracher explains the knowledge environment in terms of epistemologies.  “An epistemology is a system of knowledge; the processes used to create and validate the knowledge generated are as much a part of the system as its content or knowledge” (Mackeracher, 2005).  Some epistemologies are more powerful than others.  Here, in America, the most powerful one is created from rich, educated, white males.  Other marginalized and oppressed groups are challenging this way of thinking.  “African-Americans and other hyphenated groups offer challenges based on their experiences living within North America.  Similar challenges to the dominant knowledge system come from racial minority groups” (p. 200).  The facilitator must allow for honest, open dialogue in her classroom in order for people to be heard and to be aware of potential conflicts that may result when opposing knowledge systems meet.

The Real-Life Environment

            The last concept to discuss is the real-life environment.  Mackeracher uses the situated learning theory (SLT) to make her point:

In adult education terms, situated learning theory would argue that the knowledge

and skills related to adult roles and responsibilities can be learned most effectively

within the actual contexts where they are used.

Likewise, “knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge” (Culatta, 2015).  Situational learning (SL) also includes a social element “because it occurs with other people” (Mackeracher, 2005).  Examples of SL include military training, newborn care, archaeological digs, on-the-job training, sports practice, and music practice (Culatta, 2015).  Two important concepts within SL include reflection-in-action and reflection-on-action.  These concepts help the learner reflect during learning activities and after.  Reflection is an important activity for the learning process, perhaps the most important, because of the relationship between learning and thinking; thinking about (or reflecting on) what you’ve just learned and how to apply it to your life.

(My Own) Reflection

            The most significant part of this assignment was the fact that I had to do it a second time.  If I had followed the syllabus exactly the first time instead of going off on a tangent, I would not be in this unique position.  The process was beneficial, however, because it improved my knowledge, which is always important, and it taught me a valuable lesson, which is to do it right the first time. 

Main Theoretical Ideas	Summary of how to apply the ideas in practice
The Physical Environment	The ergonomics of the physical environment include comfort of chairs and tables; sound, air, light, and visual qualities, as well as technology such as computers and other multimedia.  These things can affect learning outcomes.  Facilitators need to be aware of what is inside their classroom.  They should also be proficient in using technology; make sure this technology is essential. Is the HVAC working properly?  Is the lighting optimal?  Be aware of lighting needs. Are people going to be able to hear or will they struggle because of the humming of the lights or projector, the echoing from the high ceilings and carpet-less room, etc.,…
The Cultural Environment	Facilitators should “check their biases at the door”; use gender neutral language; be respectful of other people’s cultures and physical differences – definitely no crass or off-color jokes; include information into the curriculum that EVERYBODY can identify with; make the environment a safe place for people to learn and grow.  Let students come to you with any concerns.
The Power Environment	Be aware that the struggle is real!  Power imbalances are real and will be present even if you think they won’t.  Race, color, gender, gender orientation, sexual orientation…are contexts where power struggles happen within the classroom.  Even as a facilitator, you will be viewed as having the power over others.  Encourage students to come to you either in person or through email to let you know of ANY ways that they feel un-empowered.
The Knowledge Environment	As with other concepts, encourage open, honest dialogue between you and your students and be aware of competing knowledge systems within your classroom; it might get “testy” in there!
The ‘Real-Life’ Environment	Learning happens best when it happens in real-life situations.  Job training is more successful when it happens simultaneously and in the employees’ natural environment.

References

Ball State Spectrum. (n.d.). Retrieved September 28, 2016, from Ball State University: https://bsu.collegiatelink.net/organization/Spectrum/about

Blackburn, M. V. (2005). Teaching queer-inclusive English Language Arts. Journal of Adolescent & Adult Literacy, 202-212.

Culatta, R. (2015). Situated Learning. Retrieved from Instructional Design.org: http://www.instructionaldesign.org/theories/situated-learning.html

Jamrich Parsons, J., & Oja, D. (2014). New Perspectives on Computer Concepts, 2014, Comprehensive. (M. L. Lee, Ed.) Boston, MA: Course Technology, Cengage Learning.

Lawson, K. (2009). The Trainer's Handbook. San Francisco: Pfeiffer.

Mackeracher, D. M. (2005). Making Sense of Adult Learning (2nd ed.). USA: University of Toronto Press.

Schugurensky, D. (2010). Citizenship and Immigrant Education. Toronto, ON, Canada.