Sessional Teaching Program: Module 3: Reading
Learning Environments
We can consider the Learning Environment to be a combination of the physical
(or virtual) space and the social, cognitive and emotional circumstances in
which learning takes place.
Principles
Perhaps it is something we take for granted, but the idea that learning and
teaching takes place "somewhere", is worth considering (Jamieson et al 2000).
That somewhere has many dimensions to it, some of those being physical,
virtual, cognitive, emotional and social.
The physical environment
The literal dimension of the students' learning environment is the actual space
within which learning takes place.
A 2005 report on learning environments in tertiary education (Fisher 2005)
identifies five of what it calls 'learning setting archetypes', that is spaces which
are used for one or more of the following:
the teacher

delivering information
the student

creating knowledge

applying knowledge

communicating knowledge

using knowledge in decision-making.
Traditional lecture theatres are certainly set up for the delivery or
communication of information, from one lecturer to many students. However,
some current learning theories hold that knowledge is not so much
transmitted, as constructed by the learner. (See Module 2: How Students
Learn)
As with the lecture theatre, the arrangement of the furniture in a tutorial room,
or any other learning space, also defines and shapes the behaviours, the
relationships and the experiences that are acted out there.
Johnson and Lomas (2005) maintain that well-designed learning spaces will
foster good practice in undergraduate education. Such a space, they say:

encourages contact between student and faculty

develops reciprocity and cooperation among students

uses active learning techniques

gives prompt feedback

emphasises time on task

communicates high expectations

respects diverse talents and ways of learning
There are many aspects of room design and furnishing that you, as a teacher,
have no control over. However, by considering what would most allow you to
Module 3: Reading: page
1
Sessional Teaching Program: Module 3: Reading
meet your goals and objectives for student learning, particularly in the way of
furniture arrangement and locations of participants, you may be able to work
within the constraints to arrange a room to some approximation of that ideal.
The online environment
The term 'learning environment' is increasingly being used with reference to
online learning and teaching. At the University of Adelaide, all courses are
given an online possibility in MyUni. Although it is not compulsory for lecturers
to make use of this, students must be told whether or to what extent the
online aspect of the course is being used.
Some educators use online facilities simply as a means of delivering traditional
materials in an electronic way (Oliver & Omari 2001). However, the electronic
environment provides many opportunities to engage students in ways that are
not possible in face-to-face encounters, both interpersonally, in discussion
boards or role plays and in the vast range of information made available on the
web.
Possibilities for effective use of the online environment are explored in Module
10: Online Learning and on the CLPD website. However, it is valuable at this
stage to think about how the good practices listed above can be implemented
making use of the flexibility, interactivity and access to resources that the
online environment offers.
The cognitive/emotional/social environment
A less tangible use of the term 'learning environment' has to do with a cluster
of factors associated with what the learner and teacher bring to the situation
and which shape their engagement with the learning/teaching process. These
have to do with personal qualities, previous experiences, beliefs about learning,
goals, values and expectations.
There is considerable evidence (Biggs 2003, Ingleton 19950) that learning is
more effective where students feel confident about taking risks without fear of
shame or ridicule. A climate of encouragement in which expectations are clear
and explicit will foster student development and autonomy. Learning
environments which focus on activity by the student rather than the lecturer
will encourage student involvement, shown to be a key factor in student
learning7. Previous learning experiences set up certain expectations for both
learner and teacher. For example, a student may expect that the teacher will
provide a higher level of direction and supervision than is intended by the
teacher. Issues such as this may need to be identified and addressed explicitly.
The environment in which students learn has many dimensions to it, all of
which can have some influence on students' learning. It is important to be
mindful of the various dimensions and, as a teacher, to shape those over which
you have some control. This is one of the ways in which you can make your
teaching and your students learning more effective.
Module 3: Reading: page
2
Sessional Teaching Program: Module 3: Reading
References
1. Biggs, J. (2003) Teaching for quality learning at university: what the
student does. 2nd ed. Open University Press, Buckingham.
2. Fisher, K. (ed) (2005) A report on the proceedings of two seminars on
'Learning Environments in Tertiary Education' held at Brisbane, March
2005 and Christchurch, July 2005. TEFMA
http://www.tefma.com/PDFs/LearningEnvironments_Jan06.pdf
3. Ingleton, C. (1995) Gender and learning: does emotion make a
difference?. Higher Education, 30, pp.323-335.
http://www.springerlink.com/(h0uoeq55jaia3mfyfztlt5bm)/app/home/con
tribution.asp?referrer=parent&backto=issue,6,7;journal,87,225;linkingpu
blicationresults,1:102901,1
4. Jamieson, P., Fisher, K., Gilding, T., Taylor, P. & Trevitt, A. (2000) Place
and space in the design of new learning environments. HERDSA, vol.19,
no.9, pp.221-237.
http://www.oecd.org/dataoecd/41/62/2675768.pdf
5. Johnson, C. & Lomas, C. (2005) Learning space: learning and design
principles. EDUCAUSE Review, July/August 2005, pp.16-28.
http://www.educause.edu/ir/library/pdf/erm0540.pdf
6. Oliver, R. & Omari, A. (2001) Student responses to collaborating and
learning in a web-based environment. Journal of Computer Assisted
Learning, 17 (1).
http://www.blackwell-synergy.com/links/doi/10.1046/j.13652729.2001.00157.x/abs/
Further reading
In addition to the above, a whole issue of the journal Higher Education in 1991
focussed on the issues of approaches to learning and learning environments.
(volume 22 No.3 Oct 1991, accessible online through the Barr Smith Library)
Chapter 4 of the Biggs book in the list above is on Setting the stage for
effective learning. Barr Smith Library 378.125 B592t.2
O'Hare, M. (1998) Classroom design for discussion-based teaching. Journal of
Policy Analysis and Management, 17(4), pp.706-720.
See also these resources on the AmpliVox Sound Systems website.
http://www.ampli.com/presentationtips.htm
http://www.ampli.com/pdf/PocketTraining.pdf
They are part of a site relating to the use of sound systems. The Pocket
Training PDF contains a useful summary of possible seating arrangements
and the advantages and disadvantages associated with each.
Kerry O'Regan, June 2007
© The University of Adelaide
Module 3: Reading: page
3