Learning environment 

refers to the diverse physical locations, contexts, and cultures in which

students learn. Since students may learn in a wide variety of settings, such as outside-of-school
locations and outdoor environments, the term is often used as a more accurate or preferred
alternative to classroom, which has more limited and traditional connotations—a room with rows of
desks and a chalkboard, for example.
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—e.g., by conducting classes in relevant
natural ecosystems, grouping desks in specific ways, decorating the walls with learning materials, or
utilizing audio, visual, and digital technologies. And because the qualities and characteristics of a
learning environment are determined by a wide variety of factors, school policies, governance
structures, and other features may also be considered elements of a “learning environment.”
Educators may also argue that learning environments have both a direct and indirect influence on
student learning, including their engagement in what is being taught, their motivation to learn, and
their sense of well-being, belonging, and personal safety. For example, learning environments filled
with sunlight and stimulating educational materials would likely be considered more conducive to
learning than drab spaces without windows or decoration, as would schools with fewer incidences of
misbehavior, disorder, bullying, and illegal activity. How adults interact with students and how
students interact with one another may also be considered aspects of a learning environment, and
phrases such as “positive learning environment” or “negative learning environment” are commonly
used in reference to the social and emotional dimensions of a school or class.

A.2.2 Components of an effective learning environment

Developing a total learning environment for students in a particular course or program is probably the most
creative part of teaching. While there is a tendency to focus on either physical institutional learning
environments (such as classrooms, lecture theatres and labs), or on the technologies used to to create
online personal learning environments (PLEs), learning environments are broader than just these physical
components. They will also include:

 the characteristics of the learners;

 the goals for teaching and learning;
 the activities that will best support learning;
 the assessment strategies that will best measure and drive learning
 the culture that infuses the learning environment.
Figure A.2.2 A learning environment from a teacher’s perspective

Figure A.2.2 illustrates one possible learning environment from the perspective of a teacher or instructor. A
teacher may have little or no control over some components, such as learner characteristics or resources, but
may have full control over other components such as choice of content and how learners will be supported.
Within each of the main components there are a set of sub-components that will need to be considered. In fact,
it is in the sub-components (content structure, practical activities, feedback, use of technology, assessment
methods, and so on) where the real decisions need to be made.

I have listed just a few components in Figure A.2.2 and the set is not meant to be comprehensive. For instance it
could have included other components, such as developing ethical behaviour, institutional factors, or external
accreditation, each of which might also affect the learning environment in which a teacher or instructor has to
work. Creating a model of a learning environment then is a heuristic device that aims to provide a
comprehensive view of the whole teaching context for a particular course or program, by a particular instructor
or teacher with a particular view of learning. Once again, the choice of components and their perceived
importance will be driven to some extent by personal epistemologies and beliefs about knowledge, learning and
teaching methods.

Lastly, I have deliberately suggested a learning environment from the perspective of a teacher, as the teacher
has the main responsibility for creating an appropriate learning environment, but it is also important to consider
learning environments from the learners’ perspectives. Indeed, adult or mature learners are capable of creating
their own, personal, relatively autonomous learning environments.

The significant point is that it is important to identify those components that need to be considered in teaching a
course or program, and in particular that there are other components besides content or curriculum.  Each of
the key components of the learning environment I have chosen as an example are discussed briefly in the
following sections, with a focus on the components of a learning environment that are particularly relevant for a
digital age.

Learning Environment

I believe the most important aspect in a safe and positive learning environment is the rapport
between a teacher and his or her students. When the students understand that their teacher cares
about them and wants them to do well, students feel comfortable asking questions, making mistakes
and taking risks in order to learn something new. To build these kinds of relationships, the teacher
should take interest in each student's strengths and interests, as well as their struggles and
frustrations. He or she needs to act as a positive model for learning and celebrating achievements.
When the students see that their teacher can learn from his or her mistakes, and laugh even in times
when he or she feels frustrated, the students will feel much more comfortable to do the same.

Creating a classroom community and culture remain another necessary aspect when fostering a safe
learning environment. Students need to understand what they have in common with their fellow
learners in the classroom. It is the teacher's job to create this community so all students will get
along and celebrate one another's differences. Strong classroom communities can form in a variety
of ways. Throughout daily activities the students should be part of a collaborative learning effort,
sharing their strengths and encouraging each other. The teacher also may introduce a number of
jobs or responsibilities students need to complete in order to maintain the physical classroom. This
shows students that they need to count on one another, and it keeps students accountable for their
own learning environment as well. Classroom jokes, traditions and pets are other ways to build a
strong community. When students enjoy each other's company, they are more likely to be accepting
and feel safe in the environment.

Another important responsibility of the teacher is to develop a learning environment where students
feel motivated to learn within the boundaries and expectations of a safe classroom. By modeling
and encouraging a safe environment and purposeful rules, students feel motivated to do the right
thing and help one another. It is important for teachers to put an emphasis on intrinsic motivation in
the classroom to keep students interested and invested in their own learning goals. In addition,
extrinsic motivators help students understand the expectations of the classroom and aid in their
intrinsic motivation. These kinds of motivators include praise, positive reinforcement and rewards
for exceptional behavior.

This being said, the teacher's management plan and expectations play a large role in the classroom
community. Students cannot learn effectively in an environment where the facilitator has lost
control. The teacher should make his or her expectations and consequences for classroom behavior
very clear so students understand rules, boundaries and how to learn in a safe manner. When the
teacher's management plan is fair, consistent and organized, the students understand what to expect
and can make wise choices and take responsibility for their actions.

Each aspect of community and management play a central role in creating a positive and safe
learning space. While it is the teacher's job to facilitate and model proactive and positive
expectations, it remains the responsibility of every learner in the classroom to care for and
encourage one another. Only with everyone's cooperation and collaboration can the learning
environment flourish the way it should.

Learning Environments: Definition, Types and Main Examples

The learning environments they are the various scenarios -sites, contexts and cultures- in which
students learn. Although traditionally this concept has been used as a synonym of classroom, there
are really different learning environments.

This concept goes beyond the mere physical space (organization and layout of the space) where the
learning activities take place, since it also implies the variables of each participant, the relationship
between these, the available resources, the times and the control of the student about his own
learning.

Classroom learning environment

The type of environment itself will depend on other variables, such as the type of learning that is
taking place. For example, if learning is formal, it will probably occur in different institutions, such as
universities or learning centers.

You can also take into account the teaching-learning paradigm behind class planning. For example, if
students are encouraged to build their own knowledge or will depend on the teacher for this.

Index

 1 Types
o 1.1 Learning environments face to face
o 1.2 Learning environments online
o 1.3 Hybrid learning environments
 2 Examples
o 2.1 Example of face-to-face environment
o 2.2 Example of online environment
o 2.3 Example of hybrid environment
 3 References
Definition

The term learning environments is often used as a synonym for learning modality, making reference
to face-to-face, virtual or hybrid modalities. Each type of modality implies a series of values about
what is expected of the teacher, the student, their relationship and the learning process, among other
areas.

However, other authors disagree and consider that learning environments are more related to the
paradigm after class planning than to the modality itself.
That is, usually a classroom class is related to a more directive class and virtual classes with more
constructivist elements. However, a virtual class can leave little space for the construction of
knowledge itself if the tools used are directives.

For example, a virtual class will not be constructivist if the teacher plans it online with a great use of
tools of exercises and answers (type test) that ask questions to the student, so that this will get the
answers directly, without allowing a reflection

Types
Learning environments face to face
This is the traditional learning environment that occurs in a classroom. The main characteristic of this
type of environment is that there are physical meetings between teachers and students in the same
place and at the same time; that is, they are synchronic lessons.

This type of environment is characterized by being directed by the teacher, who is usually the one
who will speak most in class discussions and direct the lesson, adhering to the educational program
already established.

The learning process in this type of environment occurs with the participation of all students, usually
without allowing for individual study time.

In this type of environment students may present a lower motivation since they may feel the learning
process as alien to them.

In face-to-face learning environments it is not a necessity to use communication technologies and the
classes are mainly oral.

Learning environments online

Since the technological revolution that emerged in the twentieth century, learning environments have
ceased to occur exclusively in the physical sphere and have also moved to the virtual field thanks to
information technologies.

This type of environment is also called e-learning and it is characterized because the interactions are
not necessarily synchronous; that is, each person can participate at their own pace.

In this type of environment students can participate as much as the same teacher, and there is
greater emphasis on the individual study of each student.

Given that this type of environment is mediated by technologies, these resources are usually made
more widely used. Then, it is common to use data banks, web pages, among other tools.

In this type of environment the teacher is more than an authority that directs the process: it becomes
a facilitator that brings the student closer to the information he needs.

Hybrid learning environments

This type of environment is also known as a mixed learning environment, mixed learning environment
or b-learning .
It is not just a simple mixture of both modalities as a result of which the presence is complemented
with virtuality and vice versa, but it refers to a true integration between both modes that combines the
positive of both.

There are several characteristics for this type of environment. For example, there are events that are
synchronous (which occur live for everyone) but there are also activities that the student can do at
their own pace.

It should also include the use of information technologies and the student-teacher interaction is not
limited to specific moments of the classes, but it can be more continuous.

Some authors defend this type of learning environment because they believe that teaching practices
can be better, because access to knowledge can be increased and because more flexibility is
allowed, because they consider it balanced in terms of cost and effectiveness.

Examples
Example of face-to-face environment
An example of this is a traditional class that occurs in a classroom with chairs, tables (or desks) with a
teacher directing from the front or center.

In this example the class is masterful, with the teacher directing the whole lesson and with a limited
use of information technologies (maybe a PowerPoint presentation).

During the class there will be moments of participation or group discussion that will actively involve
the participants. The teacher has a limited time for interaction, which will usually be the time he / she
is in the classroom.

Example of online environment

An example of this type of environment is an online class that will usually be structured by modules
and will have basic information that is presented through a reading, educational software type tutorial
or a PowerPoint presentation.

From here the student is provided with information and complementary readings. In addition, you
must participate in discussions in forums and make comments.

Usually these forums are open for a specific time, within which the student can participate whenever
he wishes.

The interaction with the teacher is usually continuous, since it will be available through email or other
forms of communication.

Example of hybrid environment

An example of this type of learning environment includes a face-to-face part; for example, a class in
the classroom that is complemented by a virtual part made in a flexible way, adapted to the rhythm of
each student.
Additionally, an autonomous work time is promoted in which the student uses his knowledge and
previous experiences as an essential part to build knowledge. The important thing is that both the
face-to-face and the online part have the same relevance.