There have been several arguments on how the learners’ environment influences their learning. In order to improve learning, it is crucial to understand the factors that influence learning and how they do it.
As a result, scholars have carried out several researches on this issue. In this essay, the relationship between learning and learner’s environment will be discussed. In this context, learning environment is composed of the learner, teacher, students, and the physical environment, which surrounds the learner. Unlike in the 20th century, the learning environment has been highly boosted by the introduction of technology such as films, the radio, television, computers, and tablets, even though they have not been fully integrated into the learning environment. Two major approaches of understanding this phenomenon have been developed, and they include responsive and practice theories.
The responsive approach employs both qualitative and quantitative methods of research in understanding how the learning environment influences learning, and it may involve the study of issues such as the rate at which students graduate, class attendance of learners, the working period of the teacher in a school, and the interviews or group discussion over some years. The aim of this approach is to develop strategies that enhance the alignment of learning style and the teaching approach and to determine the best way to design a learning environment to facilitate proper learning. It holds that the gradual changes of the learning environment (both social and physical factors) contribute in improving learning. It is used to determine the disadvantages and disadvantages of a learning environment rather than designing the ideal learning environment (Lippman, 2010). Therefore, the responsive approach tends to challenge the practical approach that learning is influenced by time and location. Furthermore, responsive design must aim at determining how the physical and social environment may be structured to improve the work of a learner. This calls for a research to identify existing settings to know how they work and also check on the social trend that occurs in a learning environment (Makoe, Richardson & Price, 2007). Through this research, the trend is identified; hence, it is assisting the designer in coming up with the best design.
The practical approach, on the other hand, points out that both the learner and the learning environment must be active, since learners gain from their own discovery alongside other physical factors surrounding them. This approach identifies age as one of the factors that determine the level of knowledge acquired in a given learning environment (Rossum and Taylor, 1987). According to Marton, Dall’Alba, and Tse (1996), local, cultural, and religious aspects influence learning. They interviewed 18 teachers from China to determine how they perceived memorization in learning. From the study, a wide difference in understanding of memorization was noted. Some believed that memorization is a way of enhancing learning conception, while others did not. The findings contradicted similar research in Western countries, and they concluded that learning conception differs based on one’s culture, since some preferred retaining the initial teachings, while others preferred memorization to deepen their understanding.
Eklund-Myrskog (1997) conducted a study, whereby he questioned 27 nursing students at the beginning of a lesson and 33 students at the end of the studies. They noted the difference in learning ideas such as recalling and keeping something in mind, understanding, putting the knowledge into reality, and creativity. They repeated the same study with male students in a mechanic college, found out that the conception in learning within the program was insignificant compared to the learning between the programs, and concluded that learning differs from one context to the other.
Learning environment also has influence in distance learning. Over the last 25 years, education has taken another level due to the introduction of distance learning, whereby learning is done through the website. This has increased the level of research, thereby facilitating in the student’s conceptions of learning. As a result, distance learners do not bother much. Moreover, it does not allow group discussions (Renn & Reason, 2013). However, distance learning environment, in most cases, lacks the element of competition, which is present in the class set up learning. Morgan, Gibbs, and Taylor (1981) interviewed some students, who were joining the University that delivered a distance-learning program in the United Kingdom, for a period of 6 years. They followed their learning proceedings and noted that they had adopted the learning ideologies as established by Van Rossum and Taylor (1987). Vermunt and van Rij
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