The role of the learning environment, its influencing factors and digitalization

In-company training and development is also a key aspect of employee development in the fitness industry. More and more on-site training is being moved to digital environments. This blog will take a look at the learning environment as such, its influencing factors and, in particular, the digitalization of the learning environment.

Definition of learning environment

According to Reinmann & Mandel (2006), a learning environment consists of an arrangement of methods, techniques, learning materials and media. The learning environment is often also referred to as the “learning space”. In addition to constitutive elements such as objectives, time period, group structure, etc., this is an important element in teaching-learning arrangements.

An authentic and well-structured learning environment is an important basis for learner acceptance. When designing e-learning measures, the possibility of self-direction by the learner has proven to be a central feature in ensuring the acceptance of attitudes (Bürg et al. 2005).

Role of the course leader in the learning environment

The degree of self-direction or freedom is partly determined by the role of the course leader in a learning space. The course leader can take on various roles, which have a direct impact on the structure of the learning setting. In the role of knowledge mediator, instructor-centered methods are often used. As a trainer, this is often followed by a demonstration and then a check and support for participants when practicing. In the role of facilitator, the instructor animates, structures and organizes the participants’ contributions. As an arranger, the course leader serves as a designer of situations in which the participants can learn for themselves (Kaiser 2007).

Since digital learning environments are strongly characterized by their technical infrastructure, course instructors often find themselves in the role of arranger and accept limited support options.

Use of media in the learning environment

In addition to structural aspects, the use of media also has an influence on the acceptance of the learning environment (Bürg 2005). However, the diverse use of media must not become an end in itself, as it is only through targeted use that a “medium” becomes an “educational medium”. The didactic quality of a medium cannot be determined by the characteristics of the medium itself, but only in the communicative context in which the medium is used (Kerres 2001).

When used correctly, digital media can help to take better account of the individual requirements and needs of learners. In the case of differentiation by the teacher, an attempt is made to offer suitable learning content, learning activities and forms of support for groups with similar prerequisites. Such approaches can be well supported with the help of learning management systems (LMS), with the teacher primarily taking on the role of administrator.

In the case of individualization by the teacher, an attempt is made to provide suitable content for individual learners. Platforms known as Student Information Systems (SIS) are often used for this purpose. This software is designed to adapt to the individual needs of the user. This is still the central promise of many educational apps today.

The third option for the use of educational media is personalization by the learners themselves. This form is characterized by a high degree of freedom. The term personal learning environment (PLE) was coined to describe the individual mix of digital tools that can be used. The central feature of all these approaches is that the administrator rights lie with the learners, who can adapt many aspects of the platform to their own needs, right down to the visual design (Petko 2017).

Depending on the decision to meet individual requirements and needs, there is a wide range between freedom and care.

Social forms in the learning environment

In addition to the choice of the actual social form in a learning environment (individual, pair or group work, plenary and frontal teaching), the type of control must also be determined. Teaching in the sense of externally controlled demonstrations, explanations, tasks and questions remains important, but self-directed learning, such as group work or cooperative learning, is increasingly coming to the fore.

Open learning situations are neither superior nor inferior to guided sequences. The quality of teaching cannot be determined by the degree of openness and freedom of choice. Guided teaching sequences can very well contain open and cognitively stimulating tasks. In open learning situations, on the other hand, the options can be very restricted, as the digital learning environment often has predefined processing paths (Autorenkollektiv, 2013). Even for the Massive Open Online Course (MOOC) learning scenario, a variety of forms have now emerged in order to increase the previously low completion rate of those who successfully complete a MOOC (Arnold et al. 2018).

This shows that supervision remains an important factor in the context of the learning environment, even if individualization is in keeping with the spirit of the times and the digitalization of learning opportunities makes a great deal of freedom possible.

Sources:

– Arnold, P., Kilian, L., Thillosen, A. & Zimmer, G. (2018). Handbuch E-Learning: Teaching and learning with digital media. Bielefeld: W. Bertelsmann.
– Author collective (2013). Amt für Volksschule Thurgau; School evaluation and school development. Frauenfeld: BLDZ Lehrmittelzentrale Thurgau.
– Bürg, O., Rösch, S. & Mandl, H. (2005). The importance of individual characteristics and characteristics of the learning environment for the acceptance of e-learning in companies. (Research report no. 173). Munich: Ludwig-Maximilians University, Department of Psychology, Institute of Educational Psychology.
– Petko, Dominik; Schmid, Regina; Pauli, Christine; Stebler, Rita; Reusser, Kurt (2017). Personalized learning with digital media: new potentials for designing student-centered teaching and learning environments. Journal for School Development, (3):31-39.
– Reinmann, G. & Mandl, H. (2006). Designing teaching and learning environments. In A. 17 Krapp & B. Weidenmann (Eds.), Educational psychology. A textbook (pp. 613- 658). Weinheim: Beltz.
– Kaiser, A. (2007). Learner types – learning environment – learning success: Adults in the learning field. Bielefeld: W. Bertelsmann Verlag.
– Kerres, M. (2001). Multimedia and telemedia learning environments: Conception and development. Munich: Oldenbourg.