Effective Learning Environments

We're now 4 weeks into semester 2 and I must admit I'm enjoying under-picking the psychology of learning and considering it in context. Within the last few lectures’ we've explored what learning is and since then, also delved into the concept of perceptions and representations in learning and most recently; memory and recall. The purpose of this post is to reflect on these elements of learning psychology whilst addressing the question of "How do we create learning environments and opportunities that enable our students to remember and learn better?", with some consideration to the use of technology. 

In my previous post I defined learning as the process of acquiring and developing knowledge, skills and behaviors, also highlighting that this occurs in a number of ways. Now let’s explore how learning is said to occur with technology. Sugarta Mitra (2010) suggests that children can learn anything, by themselves, provided that they have digital scaffolding and other children around them. This is a vygotskian approach, supporting learning as a social experience. Diversely, Negraponte (2006) talks in favour of children working independently with technology, claiming that learning is driven by the individual. Taking these opposing views into account, how do we create an environment to suit these different views? Every learner is different; some children may find that they learn better by working independently and others may thrive from working in a group. This suggests that our learners need to be given a choice within there environment for the way they wish to work.

What else needs to be available within a learning environment, and what makes a difference to learning? A child’s perception of their working and learning space is a key factor; as are first impressions of the environment. What children see when they first walk into a room can shape their behavior for the rest of the day (Greenwood, 2002). Leimanis-Wyatt (2010 p.12), claims that “A stimulating environment makes for a stimulated child”. A stimulating environment is arguably also a flexible one; Edutopia (2015) promote learning spaces which children feel comfortable and creative in and give children the choice to work in a manor which best suits them; whether that be lying on the floor or sat at a table.

If we can help children to learn better through creating a suitable learning environment, does this also mean that this can help them to better remember what they learn? Atkinson and Shiffrin’s (1968) multi-store memory model suggests information enters the sensory memory from an environmental input, if it is then given attention it enters the short-term memory and progresses into the long-term memory when ‘coded’ and rehearsed. Baddley and Hitch (1972) expanded upon the muti-store model, proposing the model of working memory which explores how listening, experiencing and seeing all contribute to the short term memory. This information highlights the need for children to be immersed in a sensory environment which stimulates these senses and encourages memory and recall. Outcomes are not necessarily determined, however this will promote experiences which children will remember, which are said to have a great impact on children’s learning (Barnes, 2011 p.9; Spink and Boys, 2011 p.85).

So, to answer the original question: in my opinion, classroom environments needs to be comfortable, flexible and stimulating in order to promote learning and recall. There should be different area’s of the classroom which promote different styles of learning; area’s for group work and area’s for independent study. If children want to sit on the floor, at a table or on a beanbag whilst they work; they should have the choice. Their surrounding area should be multi-sensory, inspiring and prompt their learning. 

References:

Atkinson, R.C.; Shiffrin, R.M. (1968) "Chapter: Human memory: A proposed system and its control processes". In Spence, K.W.; Spence, J.T. The psychology of learning and motivation, 2, pp. 89–195. New York: Academic Press.

Baddeley, A. D., & Hitch, G. (1974) Working memory. In G.H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory, 8, pp. 47–89. New York: Academic Press.

Barnes, J. (2011) Cross-curricular learning 3-14. London: SAGE Publications.

Greenwood, J. (2002) ‘Student perceptions regarding classroom environments for learning’. Available at: http://scholarworks.unmass.edu/dissertations/AAI3056233/ (Accessed: 20 February 2016)

Leimanis-Wyatt, M. (2010) Classroom DIY. New York: Routledge.

Mitra, S. (2010) 'The hole in the wall: self organising systems in education' (Vodcast). Available at: http://youtu.be/Ps8MwyJH8Zo (Accessed: 20 February 2016) 

Negraponte, N. (2006) One Laptop per Child (Vodcast). Available at: http://www.ted.com/talks/nicholas_negroponte_on_one_laptop_per_child?language=en#t-355537 (Accessed: 20 February 2016).

Spink, E. and Boys, R. (2011). Primary curriculum. London: Continuum.