How the Environment Plays a Role in Learning

¶ … Environment Plays a Role in Learning

Development of human beings has always been due in part to the effects the environments they belong to and are part of contribute thereto. The "in part" does not mean a minor factor but an extensive one especially in the milieu of learning. Thus, the physical, social, cultural, political, economic and other environments play significant roles in learning and development especially if these are conducive to the mental and emotional growth. For instance, a person growing up in a developing nation where education is not a priority of the government and the person is marginalized, more than likely the learning of the person will be diminutive because of the negative environmental factors. On the other hand, if the person's social, political and economic environments are those that promote and contribute to optimum learning; then there is no reason for that person to fail in the endeavor. Without a doubt, "learning is a delicate relationship and interaction between the learner and his or her environments (Draves, 1995, p. 4)." The connection is critical and it is thence important to know the intricacies of how various environmental factors affect learning. Of particular concentration of this paper are the physical environment and the positive and negative effects it has on a person learning abilities.

Learning is achieved through the various cognitive abilities in order to acquire knowledge and understanding via experiencing, thinking, analyzing and sensing things and entities surrounding a person. There are various theories involved in learning and two of which are behaviorism and cognitivism. "Behaviorism believes that learning is evidenced by a change in actions through an explorative process that exposes individuals to external stimuli until a desired response occurs. The desired response is reinforced with rewards while undesired responses are not. (Akinsanmi, 2004)" On the opposite side of the pole and that which counters the learning premises of behaviorism is cognitivism, which "focuses on the study of mental processes and uses it to explain learning. This view compares the mind to a 'black box' -- one that needs to be opened and explored. The black box, like a computer, receives information, processes it and then produces an output that may be stored in the mind or exhibited in behavior. (Semple, 2000 qtd. In Akinsanmi, 2004)" Although these two theories offer varying definitions and positions on how learning is achieved, there are still the external factors that are prevalent that make learning possible. As mentioned previously, external environments play major roles in eliciting optimum or sub-standard learning and within each of these environments, sub-factors abound.

The physical environment as one of the major stimuli to learning comprises of four elements: the learning room, teaching tools, natural environment, and learning mediums (Draves, 1995, p. 12). These four physical environmental elements can be further defined into two characteristics and Draves explains the relationship thereto (1995, p 12):

One characteristic is the location of the element, whether the element is external to the presenter and participant interaction, as are the learning room and the natural environment, or internal to the interaction, like teaching tools and learning mediums. The other characteristic is the nature of the element, whether it is human-built, as are the learning room and the teaching tools, or is part of the natural world, as are the natural environment and learning mediums.

Taking both the characteristics and the elements, these aspects of the physical environment certainly affect learning especially in how they affect the learner. On the learning media and teaching tools side, when these elements are poorly prepared and delivery of which are sub-standard, the learner may not gain the necessary understanding of instructions provided. The natural environments and learning rooms, whether in the classroom or places of study should provide quiet and secure atmosphere otherwise the results will be the same as that of the first two elements.

Bearing all of the above in mind, it is thus critical that the physical learning environment be conducive to learning and the design of which should contribute to maximum learning. There are several factors in the physical environment that may be distractions to learning. These can range from poor location of the classroom or study area, lighting, air quality, noise temperature and even the number of people in the physical environment. Indeed, "the physical environment (layout, room temperature, external and internal noise and so on) can impact on general learning, directly or indirectly, as well as on those with specific learning difficulties. For instance, high levels of noise or inappropriate levels of illumination can directly lead to difficulties in concentrating and, consequently, learning. (Cooper, Boyko, & Codinhoto, 2008)" Those with children at home can attest to the fact that learners studying and hearing the noise and commotion made by these children will hamper learning. The concentration falters and absorption of materials being learned is diminished. To curtail the effects these negative factors has on learning, it is necessary to change the physical environment (i.e. improve lighting, change venue, lessen source of noise, etc.). Other learners have strong tolerance for the negative stimuli coming from the physical environment and simply "tune them out." Thus, it is not unheard of to learn about people or learners who can concentrate on their studies despite the ruckus going on around them. Either they have gotten used to it or they have learnt how to adapt to these negative conditions.

Being able to learn whilst within a physical environment that is noisy or not conducive to learning may seem to be a special skill and adaptation learners have. The reality of which though is that it is a natural reaction of human ability to negative forces of stimuli. As explained by Bell, Ford, & Wunderlich in Creating an Enriched Physical Environment (2008):

Part of our success as a species can be attributed to the brain's persistent interest in novelty, that is, changes occurring in the environment. The brain is constantly scanning its environment for stimuli. When an unexpected stimulus arises -- such as a loud noise from an empty room -- a rush of adrenaline closes down all unnecessary activity and focuses the brain's attention so it can spring into action.

True enough, the adaptation may be deemed as a survival or adaptation mechanism in order to be able to counteract any negative effects the physical environment have on learning. The adaptation though does not apply to every learner because there are those who simply cannot stand a noisy, insecure or chaotic physical environment. When these learners stay in such an environment, learning is impeded and the only recourse -- should they are unable to adapt, is a change in environment. Thus, a mother trying to study for an exam and has three noisy children in the room can either adapt to the situation of move to a more quiet part of the house to study. A classroom located near train tracks that causes loud noise whenever trains pass through should be moved otherwise the learners therein will not be to concentrate with all the noise going on.