Learning Environment and Student Success

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Table of Contents

Introduction
Main body
Conclusion
References

Introduction

Educationists and researchers have been focusing on the best strategies to improve learning processes and empower more students to record positive outcomes. One of the main areas these professionals target is that of the environment. Different settings and factors have been found to have diverse implications on the experiences and gains of different learners. A positive learning environment characterized by reduced noise, enough lighting, proper leadership, adequate technologies, appropriate colors, and positive teacher-student relationships will make it easier for individuals to achieve their potential. This paper gives a detailed analysis and description of how the surrounding environment supports or hinders learning.

Main body

Individuals in a given class tend to have unique demands or expectations from their tutors. Similarly, they will require specific resources and tools that can meet their unique needs. These attributes reveal that the success of every learning process will depend on the nature of the environment. The first aspect that different stakeholders should consider is that of place or environment (Kluczniok, 2017). Some of the critical aspects associated with this element include seating arrangement, the nature or quality of furniture, and the shape or arrangement. The size of a given classroom will also affect the experiences of the targeted students. A large room with a proper arrangement whereby the teacher can serve all the learners will deliver desirable results. This means that educationists and policymakers should take this suggestion seriously.

The second aspect that will influence the quality and nature of learning is the effectiveness of the available lighting system. Sleegers et al. (2012) indicate that individuals studying during the day in an open environment will comprehend the targeted content more effectively. The success of learning will be affected when the quantity of light is dimmed (Sleegers et al., 2012). Thermal conditions or temperatures might have significant implications on the entire process. This means that a hot classroom will disturb the students and even make it hard for them to understand the presented information. Similarly, individuals in an extremely cold room will be unable to achieve their aims.

The concept of the learning environment can be expanded to focus on auditory and visual attributes. For instance, the provision of appropriate colors will increase the efficiency or rate of learning in a given environment. This is the case since they are capable of calming or influencing emotions in a positive manner. The presence of a positive color effect or scheme will ensure that a culture of learning is developed and sustained. In rooms without colors, chances are quite high that the targeted students will be unable to record positive results. Similarly, the sonic environment will have significant implications on the achievements and gains of the targeted beneficiaries. According to Kluczniok (2017), disturbing sounds have the potential to affect or reduce the level of concentration. It will also make it impossible for learners to share ideas or communicate with one another. The level of interaction in noisy rooms will reduce significantly. On the other hand, a favorable environment characterized by low or medium music is capable of increasing the rate of information acquisition and processing (Mensink & Dodge, 2014). Learners will also listen attentively and record increased levels of comprehension. This means that stakeholders in the field of education should consider such attributes to meet the needs of their respective learners.

The adoption and introduction of new technologies in different learning environments is an evidence-based approach for improving learning processes. Liu, Huang, and Xu (2018) believe that tutors can make it easier for their students to achieve their aims by embracing the use of computers, touch devices, online materials, and mobile devices. This is also the same case when teachers provide videos and interactive boards. The effective use of these tools will support the entire process and ensure that more individuals recall the acquired information. However, educationists and policymakers should implement powerful mechanisms for supporting the effective use of these technologies. This is the case since some learners might be distracted should they decide to use computers and online materials to chat or read unwarranted documents. The aspects explain why different learning institutions tend to have strict guidelines regarding the use of such tools and the Internet.

Another critical area that many stakeholders in the field of education consider is that of individual vs. group learning. According to Kluczniok (2017), students can understand topics and lessons that are complex in nature much faster when they are allowed to form new teams (Liu et al., 2018). This model makes it possible for them to pose questions to one another, solve emerging issues, and improve their confidence levels. However, some details might be missed if individuals want to concentrate or focus on diverse goals (Kluczniok, 2017). This means that learners can record positive results when reading alone or working in a group depending on the targeted content and the anticipated goals. Teachers who consider similar attributes will know when to use teams or not. The ultimate objective is to ensure that the targeted individuals record positive results.

On top of the above aspects of the learning environment, there are unique factors that will either hinder or support the success of different learners. For instance, any region or country with safety and established order will ensure that more students are willing to pursue their objectives (Neugarten, 2015). They will learn smoothly and acquire the intended content. In countries characterized by unrest, terrorist acts, and crime, chances are high that more students will be disturbed and be unable to record positive outcomes.

Teacher-student relationships are also critical determinants of the effectiveness or failure of any educational process. When tutors are friendly, involved, and willing to help, the beneficiaries will achieve their potential much faster. When such educators are unmotivated or unhappy with their students, the level of learning will reduce significantly and eventually affect performance. Additionally, leaders in different institutions should understand that their abilities and visions will have significant implications on the students’ experiences and outcomes (Liu et al., 2018). Schools with proper managerial styles will achieve desirable results. Similarly, poor leadership discourages both learners and teachers, thereby affecting the intended results negatively.

Conclusion

The above discussion has revealed that the surrounding environment is a key contributor or determinant of effective learning. This means that a positive environment characterized by reduced noise, adequate lighting, proper leadership, adequate technologies, appropriate color schemes, and positive teacher-student relationships will make it easier for individuals to achieve their aims. In conclusion, there is a need for policymakers and educationists to consider the above issues in an attempt to support the creation of desirable environments that resonate with the demands of the targeted beneficiaries.

References

Kluczniok, K. (2017). Early family risk factors and home learning environment as predictors of children’s early numeracy skills through preschool. SAGE Open, 7(2), 1-13. doi:10.1177/2158244017702197
Liu, M., Huang, Y., & Xu, Y. (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational Technology Research & Development, 66(4), 1009-1028. doi:10.1007/s11423-018-9601-2
Mensink, M. C., & Dodge, L. (2014). Music and memory: Effects of listening to music while studying in college students. Journal of Student Research, 1, 203-215.
Neugarten, J. D. (2015). State failure and political instability: The impact of educational attainment in Africa. Undergraduate Economic Review, 11(1), 1-27.
Sleegers, P. J. C., Moolenaar, N. M., Galetzka, M., Pruyn, A., Sarroukh, B. E., & Zande, B. (2012). Lighting affects students’ concentration positively: Findings from three Dutch studies. Lighting Research & Technology, 45(2), 159-175. doi:10.1177/1477153512446099

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Learning Environment and Student Success

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