Definitions of learning Environment

"Learning environment refers to the diverse physical locations, contexts, and cultures
in which students learn. The term is often used as a more accurate or preferred alternative
to classroom.

The term also encompasses the culture of a school or class-its presiding ethos and
characteristics, including how individuals interact with and treat one another as well as the
ways in which teachers may organize an educational setting to facilitate learning... (The
Learning Environment, 2013).
In the above definition, learning environment is more than just its physical
components. It involves teaching and learning goals, learners' characteristics,
activities that facilitate learning, assessment strategies and the culture in the
learning environment (Bates, 2014).
Figure 12. A learning environment from a teacher's perspective (Bates, 2015)
 As illustrated in the model, there are some components where the teacher may
have little control, such as the learner's characteristics and the resources. However,
there are other components such as the choice of the content and learning support
where the teacher may have full control. Under each major component are set of
sub-components that should be taken into account, namely; content, learning
activities, feedback, and use of technology, assessment strategies and others where
real decisions are to be made.
 Bates (2015) further added that it is also possible that a concept of a
learning environment maybe drawn from the different perspectives, but he
opted to choose teacher's perspective because after all, it is the teacher who
takes the main responsibility in creating an appropriate learning environment.
In effect, the choice and the importance of components in designing a learning
environment depend considerably on one's personal beliefs and understanding
of knowledge, learning and teaching methods.
 “CONSTRUCTIVIST “
The term constructivist is rooted from the
theory of constructivism. In 1961,Jerome Bruner
developed the theory of constructivism. His
constructivist theory was influenced by the earlier
theoretical research of Lev Vygotsky, and Jean
Piaget.

Bruner's constructivist framework supports the belief that learners construct new

ideas and concepts based on their existing knowledge. He presented the idea that

children could be active problem solvers and are capable of exploring more difficult subjects
of instruction.
 Today constructivism is the latest catchword in the academic area. it is not
actually new as a learning principle, however, this is oftentimes misunderstood and
seldom practiced in the classroom. In a nutshell, the theory of constructivism states
that knowledge is constructed not transmitted, that the construction of knowledge is
based on experience; that learning is a social dialogical process, and therefore,
through dialogues and conversation learning take place.
Basic Constructivist Principles
To create and develop a technology supported constructivist learning environment,
we need to understand and consider the following constructivist learning principles
(Hein, 1991).

• Learning is an active process. It requires learners to be engaged in learning

activities that will enable them to construct their own knowledge and

understanding

• People learn to learn as they learn. The act of learning involves constructing

meaning and constructing systems of meaning. Every meaning we construct

enable us to give meaning to other related senses and perceptions that follow

similar pattern.
• Construction of meaning is cognitive. It takes place in the mind. While physical

activities and hands-on experience may be necessary for learning, however, it may not be
sufficient. Teachers need to design learning activities that will involve both the mind and the
hands. This is what Dewey calls reflective activity.

 Learning involves language. Research studies have emphasized the influence of

language in learning particularly the role of talk in the classroom. Some people even talk to
themselves while learning.

• Learning is a social activity. Learning is highly associated with the degree of

connection and interaction we make with other human beings, our teachers, peers, and with
our family and others. Through dialogues and conversations with others make us learn.
 

 Learning is contextual. We do not learn isolated facts and theories but rather
we learn in relationship to other things that we know, what we believe, our
prejudices, and our fears. We cannot separate our learning from our lives.

• Knowledge is needed in order to learn. We cannot assimilate new knowledge

without having some structure developed from previous knowledge to build on,

So whatever we teach, must have a connection to the learner's state, and provide

a path into the subject for the learner based on his previous knowledge.
• Learning is not instantaneous. It takes time. In learning
we usually recall ideas, reflect and try on them and
eventually use them. And when we ponder on these
cluster of thoughts and ideas, we are actually engaging in
meaning making and therefore, this takes time.

• Motivation is a key component in learning. In any act

of learning, motivation plays a crucial role. Teachers
understand that the source of motivation may be
intrinsic or extrinsic. Motivation here includes an
understanding of ways in which the new knowledge
may be used.
 Traditional Classroom vs Constructivist Classroom
Traditional Classroom Constructivist Classroom
Curriculum begins with the parts of the Curriculum emphasizes big concepts,
whole. Emphasizes basic skills. beginning with the whole and expanding to
include the parts.
Strict adherence to fixed curriculum is Pursuit of student questions and interests is
highly valued valued.
Materials are primarily textbooks and Materials include primary sources of
workbooks. material and manipulative materials.
Learning is based on repetition. Learning is interactive, building on what the
student already knows.
Teachers disseminate information to Teachers have a dialogue with students,
students: students are recipients of helping students construct their own
knowledge knowledge.
 Traditional Classroom Constructivist Classroom
Teacher's role is directive, rooted in Teacher's role is interactive, rooted in
authority. negotiation.
Assessment is through testing, correct Assessment includes student works,
answers. observations, and points of view, as well as
tests. Process is as important as product

Knowledge is seen as inert. Knowledge is seen as dynamic, ever

changing with our experiences.
Students work primarily alone. Students work primarily in groups.

Figure 13. Comparing Traditional Classroom and Constructivist Classroom

 Technology in the constructivist learning environment

The use of technology in the learning environment has been highly associated with the
application of the constructivist learning principles. Today's instructional technologies have the
features and capabilities to support learning. The emergence and the widespread use of social
media and other online apps support the constructivist principle that learning is a social activity.
It involves interactions between and among learners, with teachers and others.

Instructional technologies have a unique capabilities and features that can engage students in
critical thinking and meaning making in the process of acquiring new knowledge and skills. The
use of online instructional resources likewise supports collaborative learning where the students
can build a community of learners. Each of these tools invites collaboration by structuring the kinds
of contributions learners can make, supporting meaningful relationships among those
contributions, and guiding students' inquiries.
In addition, sophisticated technology communication tools can capture the cognitive
processes learners engage in when solving problems. The interactive and manipulative
features of these communication tools provide learning opportunities for the students to
explore and discover the world and its relationship to their subject of study.
 Teacher's Role in Constructivist Learning Environment
Teachers who use information and communication technologies are more likely to have
a constructivist perspective towards teaching and learning. Teachers in Constructivist
classrooms assume the following roles:

• an expert learner who can guide students into adopting cognitive strategies such as
self-testing, articulating understanding, asking probing questions, and reflection:
• an organizer of information around big ideas that engage the students interest, to
assist students in developing new insights, and to connect them with their previous
learning
• designer of learner-centered learning activities that will encourage the students to
ask their own questions, carry out their own experiments, make their own analogies,
and come to their own conclusions; and
• a guide, a coach, and a mentor in the process of constructing knowledge.
Reference:

Habulan, N.V. (2016).Pedagogical Foundations in Educational

Technology-Technology for Teaching-Learning 1.Metro Manila, Philippines:
Lorimar Publishing Inc.
Thank you☺