Theory Review

 

Environment and Context in Learning Theory Review

Nate Atkins

Ball State University

EDAC 635

Professor Bo Chang

October 2, 2022

            In an ever-changing world in which change has only been accelerated by a global pandemic, environment and context in learning has undergone a rapid shift since COVID-19’s onset in 2020. There is no turning back the clock to the way things once were. The workplace and educational space have shifted to an increasingly online and virtual environment to accommodate for the demands of life today. While the virtual environment has provided flexibility and allowed life to carry on as normally as possible, the effectiveness of experiential learning could be threatened by such a shift. Educators today are perhaps more challenged than ever to find ways to provide experiential learning experiences for their learners, albeit from an increasingly virtual context. The typically physical, in-person environment is the ideal world in which to apply the theory of experiential learning. I will explore the critical ideas from this theory with the hope that educators, including myself, can reflect on ways to extend traditionally in-person applications to meet the needs of an increasingly virtual educational space.

Main Theoretical Points

            Experiential learning cannot and should not simply be boiled down to a learner’s physical experience with the subject matter (Kolb & Kolb). While the assertion that, as Keeton and Tate said, experiential learning occurs when “… the learner is directly in touch with the realities being studied” (Keeton & Tate) is certainly true, at least in part, it fails to capture the main idea of experiential learning theory. Actionable experiences are only half of the equation, and this definition fails to consider the other critical half of the learning cycle (reflection and conceptualization) (Kolb & Kolb). Traditionally, educational material is presented as a linear transfer of information from an active instructor to a passive learner. Experiential learning theory relies on the notion of a recurring, cyclical learning process, rather than this linear model (Kolb & Kolb). In order for the deepest possible learning to occur, the learner must have the opportunity not only to experience it, but to reflect on it, conceptualize it, and actively experiment with it before repeating the cycle. Experiential learning is in essence the framework for what some refer to as lifelong learning – an idea that Kolb is fond of, noting its application “not only in the formal education classroom but in all arenas of life” (Kolb & Kolb).

            The deepest learning for all parties involved occurs when the subject matter is experienced by both the learner and the educator (Kolb & Kolb). American author Robert Heinlein once said that “when one teaches, two learn.” Allowing learners not just to take in information, but to internalize it, conceptualize it, and in turn create their own information is one way that allows for maximum growth by both parties. Conflicting viewpoints between educator and learner provide opportunities for each party to not only learn to approach and consider the subject matter from a different perspective, but also allows the two parties to get to know each other better and foster relationship and trust (Kolb & Kolb).

            Educator roles should adapt to the learner’s stage in the learning cycle. Use of each of the four learning modes allows for broadening of a knowledge base that may otherwise untap potential for deeper understanding (Kolb & Kolb). Instructors must learn to recognize and work with learners in all stages of learning – Experience, Reflection, Conceptualization, and Experimentation – and in turn adapt their role to that of Facilitator, Subject Expert, Evaluator, or Coach to best suit the current headspace of the learner (Kolb & Kolb).

            The physical learning space is one critical piece of the experiential learning puzzle. Studies have shown that a learner’s impression of the physical space they are learning within can have an impact on learning (Asiyai, 2014). One study in particular noted that private school students are more comfortable with their learning environments and henceforth feel more safe and secure and in turn are more apt to learn effectively. Educators are tasked with not only providing great experiential learning material and growing in that context with learners, but also with that of creating a pleasant physical environment in order to maximize learning aptitude (Asiyai, 2014).

Applications

             Hands-on learning experiences are critical to a well-rounded experiential learning process. One great example of this practice is the general Ball State University undergraduate curriculum. The overarching theme of study at Ball State is what the university refers to as “immersive learning” which is a focus on exactly these type of hands-on learning experiences. Instructors are charged with finding ways to simulate real-world experiences. If you walk through the David Letterman Building you will see the kinds of facilities that are utilized to pull this off – from radio studios, to news studios with green screens, full-blown production studios, etc. However, it is critical that not only are these types of experiences provided for learners, but that they are also given the opportunity to reflect on, internalize, and actively experiment with the subject matter (Kolb & Kolb). In my undergraduate study in business, we were occasionally tested with what was called a “pressure cooker” activity. The idea behind it was to simulate an instance in the work world when a boss requests a massive amount of work in a short amount of time. It was designed to give students real-world experience operating under a strict, and way-too-short deadline. This is a great example of hands-on learning, however, it failed to fully implement experiential learning theory in full because it ignored the other half of the learning cycle. While the activity gave students the concrete experience, they were unable to reflect on the experience, conceptualize it, and act on it before being re-tested. Had the instructor allowed students to reflect on the activity by, for example, requiring a written reflection to be submitted, students would have been forced to internalize the activity. What did I do well and why? What can I do better and how? From there, the activity would be better served as a well-rounded application of experiential learning theory had the instructor then worked collaboratively with students to determine an appropriate approach to the activity before re-testing the material again to provide objective feedback once more.

            Instructional settings would be better served as experiential learning experiences should educators extend ownership and autonomy to the learners with regard to the subject matter. One simple application of this aspect of the theory would be to require a student or group of students to pick a subject within the realm of subject matter in the class and teach it to the greater portion of the class. This would provide learning opportunities for the class, for the educator, and would force the students to master the material well enough to teach it to the rest of the group.

            Educators intending to operate within the framework of experiential learning theory cannot adhere to a “one size fits all” style of instruction. In order to maximize learning, an educator may be tasked with “wearing different hats” depending on where an individual learner is stationed in the learning cycle. Kolb points out that instructors are responsible for facilitating. Educators should help learners transition from the aftermath of an experience to their reflection. This occurs most simply via dialogue. From there, instructors should re-connect learners to the subject matter by guiding students in their reflections back to the core subject matter. In this instance, presentations and lectures can be utilized as a guide. Instructors must then be able to step back and objectively judge the performance (via test, quiz, or other evaluation) of the learner in order to properly assess deficiencies and what needs to be addressed. From there, Kolb suggests that educators should work to collaborate with students and provide contextualized feedback such that not only are students receiving an evaluation, but are understanding their evaluation and generating tangible takeaways. I have become a proponent of open-notes and open-book tests as well as multiple attempts on tests in part for this reason – it allows students to evaluate their knowledge base, but also encourages active experimentation and review of material to the point where actual learning takes place. When contrasted with an educational experience where evaluation is not followed up by any further feedback, re-testing as a means of encouraging deeper learning seems to me to be the superior choice.

            Lastly, experiential learning has long been linked to the physical context in which experiences occur. In order to best create an environment in which students feel safe and secure and most eager to learn, facilities deserve priority investment. In my work as a collegiate football coach, we see this in practice on a daily basis. Recruiting student-athletes is a critically important task, and it is no secret that the programs with the highest quality facilities, accommodations, and amenities for their student-athletes are able to recruit, retain, and develop the best teams. At Ball State, we have recently upgraded our facility to include an indoor practice facility, as well as our meeting rooms which now include updates to presentation (huge televisions as opposed to what previously were old projectors), new paint, new graphics, and new signage. All these things matter. We prioritize keeping our facility clean, with an emphasis particularly on the locker room which we encourage the players to keep as clean as their house as a matter of pride. When we walk into this building, we are ready to teach as coaches and the players are ready to learn because it looks nice, is functionally a great space, and you can’t help but feel good when you walk into this physical context. This application can easily extend to any educational context, whether it be a classroom or a church. Prioritizing top-tier facilities, while not altogether important from a subject-matter standpoint, is critically important to generating and maintaining an eagerness to learn within the learner base. What would be interesting to consider is how, within the virtual learning context, educators can take these similar principles and find ways to draw from these findings and create virtual environments which best suit students, make them feel safe and secure, and get students excited about learning in their environment.

Highlights

            When I was grouped into the exploration of environment, I was not overly confident in what exactly I wanted to explore. However, after meeting with the rest of my group, it became clear to me that I have an extensive background working in what I would consider the experiential learning space given my occupation as a coach. Everything I do and teach with my student-athletes, quite literally is and is required to be within this experiential learning framework. So, I quickly came around to the idea of exploring the primarily physical context of experiential learning theory. I look forward to working with my group to apply the various things we have learned from our theory review across the topic of Environment and Context in Learning.

Process

            My initial process involved considering for quite some time which environment I wanted to explore. I have more experience in the physical, experiential context, however, I also have gained so much experience in the virtual context, as most of us have, since the COVID pandemic began. After discussion with my group, I decided to stick with what fits me and what I do on a daily basis. From there, I primarily utilized Academic Search Complete to locate articles which pertained to experiential learning theory and the physical context of education. I do not enjoy reading on screens, so I printed out the articles, highlighted key takeaways, and formulated the table below to guide me as I wrote this paper.

References

Asiyai, R. (2014). Students' Perception of the Condition of their Classroom Physical Learning Environment and its Impact on their Learning and Motivation. College Student Journal, 48(4), 716–726.

Keeton, Morris T., and Pamela J. Tate. 1978. Learning by Experience: What, Why, How? San Francisco: Jossey-Bass.

Kolb, A. Y., & Kolb, D. A. (2022). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning and Teaching in Higher Education, 1(1), 38.

                            Theory Review: Environment & Context in Learning 

Amanda R Pynaert

EDAC 635: Strategies for Teaching Adults

Theory Review

Dr. Bo Chang

October 2^nd  2022

 

 

 

Main Theoretical Points

The learning environment is a complex and multi-dimensional topic that can greatly impact a learner’s success or failure.  The trainer’s job is to create and maintain an environment conducive to learning and to create opportunities for participants to experience personal growth, a sense of achievement and accomplishment, and recognition and rewards (Lawson, 2016).  The first question one must ask is what exactly does learning environment mean and entail?  Historically the idea of a learning environment narrowly encompassed the aspects of physical and emotional settings for the learner and educator. In Making Sense of Adult Learning, Dorothy Mackeracher states,” Now these collective terms refer to a variety of different ways of construing ‘environment’” (MacKeracher, 2010).   Mackeracher reviews the main conceptions of environment as being physical, cultural, power, knowledge, and the real-life environment (situated learning). 

Next a deeper look at each of Mackeracher’s conceptions of environment will help create a foundation of understanding of the environment and context in learning. 

The physical environment is typically what one would first think about when the topic of learning environments is broached. Mackeracher (2010) refers to the physical environment as “anything affecting the physical comfort and well-being of both learners and facilitator” (MacKeracher, 2010).   Aspects of the physical environment include, comfort of chairs and tables, sound quality, air quality, light/visual quality, and hardware/technology being utilized.  The quality of these different aspects of the physical learning environment can hinder or enhance the learning experience and abilities of the participants. These factors must be considered when creating an environment conducive to learning.

The cultural environment is more of an abstract concept yet no less impactful to the learner and facilitators environment. Culture is a system of learned beliefs, values, assumptions, customs, language, meanings, and behaviours with groups of individuals (MacKeracher, 2010).   All these subsets within the definition of culture have influence over the individual learner and must be considered by the facilitator. 

The power environment explores the power dynamics in the individual, group, and social structure of the learning environment.  Recognizing the dynamics between these power segments will allow all involved to purposefully mold the structure of the learning environment to acknowledge the diversity and positionality of learners. By identifying and using these acknowledgements in an equitable manner, the learning environment may enjoy a broader perspective of ideas, unhindered by power imbalances. 

When considering the knowledge environment, one must look at the similarities and dissimilarities of the participants epistemologies. An epistemology is a system of knowledge; the processes used to create and validate the knowledge generated as much a part of the system as its content or knowledge (MacKeracher, 2010).   In simple speak, it’s the process we individually create to learn and absorb information. By the very definition this is a self-centered approach that can easily create a narrow and restrictive learning environment.  How do we avoid these possible pitfalls? Mezirow’s transformative learning theory addresses the conceptions of the self-directed learner and how to overcome a limited epistemology.  Mezirow’s transformative learning theory is defined as:

Learning that transforms problematic frames of reference-sets of fixed assumptions and expectations to make them more inclusive, discriminating, open, reflective, and emotionally able to change. Such frames of reference are better than others because they are more likely to generate beliefs and opinions that will prove more true or justified to guide action. 

                                                                                        (Tennant, 2020, p. 126)

The last conception of environment Mackeracher speaks about is the real-life environment, also termed as situated cognition.  The term ‘situated cognition’ describes an emerging body of ideas covering both the nature of learning and the design of learning experiences (MacKeracher, 2010).   This environment is essentially focused on experiential processes.  Situated cognition can most closely be linked to Kolb’s cycle of learning. 

Along with Mackeracher’s conceptions of learning environments, it is important to also note the different settings that adult learning can occur. According to Merriam and Baumgartner (2020) “The three types of settings in which learning occurs for adults: formal institutional settings, nonformal settings and informal contexts. Online learning is a fourth site of learning, one that spans formal, nonformal, and informal learning” (Merriam & Baumgartner, 2020).  

While Mackeracher may reference technology and mention some ways in which it may be used in a virtual environment, the overall sentiment and outlook is outdated. For example, Mackeracher calls videoconferencing a “distracting luxury”, that online learning “loses a sense of community”, “ineffective ergonomics”, and “fails to deliver features that are essential to some learning strategies” (MacKeracher, 2010, p. 191-192).    This pessimistic assessment could be a product of what the virtual learning environment (VLE) was when the book was published. Regardless, I think that the virtual learning environment should be considered an integral point when discussing environment and context in learning. I personally, would dismiss many of Mackeracher’s leanings of technology as false or half-truths at best. 

Applications

    In order to give a better spotlight to VLE, I will look at each of Mackeracher’s conceptions of environment through the lens of the VLE and how to apply them in a VLE setting. 

Table 1. Examples of Conceptions of environment applied within a virtual learning environment (VLE)

Conceptions of environment		Summary of how to apply conceptions of environment within a VLE
Physical Environment			Ensure learning space is quiet and comfortable. Access to highspeed internet, proper lighting, and functioning electronic device being utilized are all in proper order. The facilitator must be clear on what is needed of the learner ahead of assignments so the learner may have the physical environment set up prior to need.
Cultural Environment			This environment fits into the VLE in a way a traditional environment would have a difficult time replicating. Students from across the globe may be brought together in a VLE classroom. This allows for cross cultural learning through engaging different backgrounds in classroom activities. The facilitator’s role is to create a learning experience that is inclusive to all learners. Group discussion is a good example.
Power Environment			The facilitator must set the tone for applying a balanced power environment. An explicit section in the course syllabus outlining the expectations of equality of voice and opinion would be a first step.
Knowledge Environment – Transformative Learning Theory			Purposeful introspective discussion boards as well as giving not just one viewpoint but alternate viewpoints, will help open lines of thought and concepts the learner may not have otherwise considered. Facilitators will need to push the comfort zone of the learners at times to move each student out of their own epistemology and look at a topic from another’s point of view.
Real-Life Environment – Situated Cognition/Learning			The application of the real-life environment may seem the hardest to adapt to the VLE, but in many aspects it is the easiest. If it is a coding class, the student can apply their learning to coding online. An art major can take a virtual tour through the Louvre. A cellist could listen to scores around the globe as well as submit their own music to digital databases.  An English doctoral student can publish their thesis a scholarly journal. A facilitator can apply situated cognition learning in a VLE beyond the four walls of a classroom and be applied in any number of ways on a local to global scale, giving the student real life experience and exposure.

    Just as it would take dedication and persistence for a facilitator to apply the best balance of the different environments in a traditional classroom setting, a VLE requires the same. Since a VLE classroom does give the facilitator a more structured control of the content and conversation within the VLE discussion boards and assignments, what may be an abstract stretch goal in a traditional setting can become much more attainable with purposeful course structure creation.  When creating group assignments, make sure the group dynamic is diverse in students.  You can also rotate role responsibilities to ensure a more equitable power structure amongst classmates. Since discussion boards are open for all to see it is quite easy to ensure classmates are being respectful of others’ views as well as engaging with others.  Apply multiple modes of learning and assignment structures when appropriate. Some examples may be watching ted talks, or YouTube videos on a certain topic. You could engage the students in creating a video, code an activity, create a blog/vlog,  virtually tour a museum or historic location, etc. The VLE classroom can bring people of all backgrounds together to create tight nit communities while simultaneously broadening a small-town student’s perspective to include thoughts, perspectives, culture, and dynamics they may have never had the opportunity to encounter. 

Reflections

Highlights

            I feel that Covid-19 really opened the need and opportunities that VLE’s can create in our current global environment. While this a statement I feel most would not take argument with I found a surprising lack of acknowledgment or research on the topic. I feel my paper is unique because I took our assigned topics and theories and put them through the lens of an environment that, I felt, is not being recognized for the significance it entails. VLE’s have the ability to push the envelope on power, cultural, and knowledge inequities on a global scale. The girl who was told she should learn how to sew can take any number of free VLE coding course. The man who had to quit school at 12 to help run the family farm, could use a VLE to earn his GED.  The possibilities are endless. 

There is however an inequity I would me remised to not acknowledge and that is the availability of hardware/software, and reliable internet.  Just like the more widely known food deserts, there are also internet deserts. Rural communities in the United States do not always have the infrastructure in place for reliable internet. Some countries censor, monitor, or forbid the internet, or specific sites hindering the possibility of VLE’s. Hardware and software needed for a VLE classroom can also be expensive. That can create an unfair power balance of who is able to utilize this educational learning platform and who isn’t. These inequities are important to call out to recognize our own privilege dynamic and that not all are as lucky or able to benefit from a VLE.  

Process

      I began writing this theory review in my head as I was reading chapter 11 Environment and Context in Learning and feeling that a large portion of today’s learning environment was being dismissed or even misrepresented. My mind continued to formulate a plotline for my theory review while writing, reading, and commenting on discussion board 4.  Our group work followed this trend in recognizing the role technology plays in today’s environment along with the importance to better spotlight it.  Through classwork, group work, past classes taken in grad school, and my own research on the topic I was able to create this theory review. I stayed true to the topics that needed to be covered but have tried to apply them through the lens of a VLE classroom.  

My advice is to first outline your paper, then create highlighted notes on what you want to convey in each section. This helps you to create the theme, flow, and feel of the paper’s essence. It is also a good way to continue working on your paper even when you feel stuck on a certain section or point. Once you have this outline created you can more easily fill in the sections with better direction and organization.

References

Lawson, K. (2016). Chapter 8 Delivering Training. In The trainer's handbook (pp. 143–179). essay, John Wiley & Sons. 

MacKeracher, D. (2010). Making sense of adult learning. University of Toronto Press. 

Merriam, S. B., & Baumgartner, L. (2020). Chapter 3 Learning Environments and Learning Concepts. In Learning in adulthood: A comprehensive guide (pp. 52–81). essay, Jossey-Bass. 

Tennant, M. (2020). Chapter 9 Transformative Learning. In Psychology and adult learning: The role of theory in informing practice (pp. 122–135). essay, Routledge, Taylor & Francis Group. 

Theory Review:     Environment and Context in Learning 

  

  

  

Cultural Environment and Learning by Carol Clendening 

  

Carol Clendening 

EDAC 635 Fall 2022 

Dr. Bo Chang 

October 2, 2022 

  

Carol Clendening	Commented On

  

The internal mental process of learning is significantly impacted by the external environment in which a learner engages in that process.  The learning environment includes not only the physical space, furnishings, equipment and conditions like heat, light, and sound, but also invisible elements that reflect the cultural and social assumptions and expectations of the learner, other members of a group of learners, and the person who is teaching or facilitating the learning experience (Mackeracher, 2004, pp. 186-192).  A facilitator must consider the learning environment and context beforehand, not only to avoid problems, but also to maximize the effectiveness of a learning experience (Mackeracher, 2004, p. 187).  This paper will discuss the main points of theories related to the impact of the cultural environment on learning and ways in which the application of those theories can enhance learning experiences.   

 Main Theoretical Points 

An initial point addressed in the theoretical literature on the impact of culture environment on learning is the question, “What is culture?”  Basically, the definition used generally in all of the literature, as it impacts learning, is that it consists of the beliefs and values, assumptions, language, customs, behaviors and associated meanings that are common to members of a group or society and that guide their interactions within the group and with the world.  It is initially derived from family and relationships within communities such as an ethnic or religious groups, but with exposure to new experiences and ideas, an individual’s sense of cultural identity can change.   

One author emphasizes that culture is always a factor in the learning environment, whether the facilitator is aware of it or not (Mackeracher, 2004, p. 193).  One writer has pointed out four negative issues that may arise when one encounters someone from a different culture:  anxiety, misinterpretations, inadvertent taking of offense, and power imbalances (Noble, as cited in Mackeracher, 2004, pp. 193-194).   To elaborate somewhat on those problems, it is understandable that being confronted with values and beliefs that differ from those in a model of reality a person has incorporated into their life over many years of experience can feel threatening and cause anxiety (Mackeracher, 2004, p. 193).  Misinterpreting or misjudging a person from another culture occurs when one inappropriately applies their own cultural model of reality to the other person’s words or actions (Mackeracher, 2004, p. 194).  Taking offense or giving offense inadvertently may happen because one is unaware of how words or actions may be interpreted differently in the other person’s culture; and finally, power imbalances embedded in one culture may differ from those of another culture for many reasons, such as historical events like slavery in the United States which lead to lowered empowerment of African Americans in this country (Mackeracher, 2004, p. 194-195).   

In the context of teaching English as a second language, Z. Hammond’s description of “shallow culture” is cited in one textbook as rules relating to personal space and nonverbal communications which involve strong emotions and in an encounter with a different culture can lead to misunderstanding; however, “deep culture,” which she describes as including unconscious and unspoken understandings such as matters of self-identity and concepts of justice, can lead to actual culture shock when an individual encounters a different culture (Hammond, as cited in Fenner et al., 2017).  An extremely important principle is that no one culture can be seen as better than any other (Fenner et al., 2017, pp. 30-31). 

In recent years, many scholarly articles have been written discussing different theoretical elements relating to the importance of culture in the learning environment and describing ways that facilitators can apply different aspects of those theoretical principles in the development of approaches, course design and activities to enhance learning opportunities for students of all ages and backgrounds and in multiple different contexts of learning.   

In the context of learning environments for international students on college campuses in the United States, one author emphasized that teaching, being a very personal, social activity, requires self-awareness, self-analysis and awareness of the social context for learning (Weaver et al., 2022, p.138). 

Recognition of the significant impact of cultural environment on learning has led to theories that are focused on what is often referred to as culturally responsive teaching or CRT.  Again, in the context of learning environments for international students, one author describes the essence of CRT as a pedagogy that provides social and emotional support to facilitate not only learning of academic content, but also acquisition of life skills and social competencies (Yeh et al., 2021, 2022, p. 20). 

In the context of creating an online graduate course in women’s studies in religion, one article describes the importance of pedagogy allowing representation of diverse voices and the different physical locations of students in the class (Dhala & Johnson, 2021, p.167). 

Another article, which focused largely on racial issues in American culture and their impact on learning environments, emphasized the importance of building relationships not only between the facilitator and the students, but also among the student learners (Howard, 2021, p. 412).  That article cited the landmark theories of Vygotsky, based on the belief that all human learning is relational, and that conversation in the context of learning is critical, as is the social framework of one’s community (Vygotsky, as cited in Howard, 2021, p. 413). 

Applications 

The article mentioned above describing an online course in women’s studies in religion contains numerous examples of techniques that can be used to implement the theoretical concepts on the impact of cultural environment on learning (Dhala & Johson, 2021).  These include:  encouraging students to bring up life experiences they may have had that relate to the subject of the lesson, encouraging students to challenge existing research and raise issues of missing voices in that research from specific groups, such as females, LGBTQ individuals, racial or other minority groups; redesigning discussions and assignments in which the facilitator is sometimes the learner and the students are teaching (Dhala & Johson, 2021, p. 168).  Another technique they used was to appoint one student during each class session to monitor the dynamics of an interactive discussion to help ensure that everyone, including students who may be more shy or reluctant to speak up, would have an opportunity to express themselves (Dhala & Johson, 2021, p171).   

Another article, describing a cross-cultural online course offered to students from a university in the United States and a university in Liberia, used a student questionnaire with open-ended questions to help the facilitators understand the learner’s goals and aspirations, as well as what they hoped to gain from participating in the course (Devereux & Glenn, 2022, p. 103).  One feature that helped promote culturally responsive interactive discussion and activities shared by students from the United States and students from Liberia in this course was that fact that the facilitators had deliberately kept the class size small (Devereux & Glenn, 2022, p. 109).  One technique used to increase a sense of relationship and foster the ability of the facilitator to empathize with international students studying in the United States in order to create an effective learning environment was encourage each facilitator to draw on their own experiences traveling or studying abroad, or otherwise just to try to imagine what struggles, concerns, or anxieties they might feel if in their students’ shoes (Weaver et al., 2022, p.142). 

Finally, it is worth mentioning the importance of showing each student the simple courtesy of learning how to pronounce their name correctly.   

Reflection 

Looking back and reflecting upon the significant theories and applications researched for this paper is a useful process for deeper appreciation of this project as learning activity. 

Highlights 

I chose the particular aspect of Group 3’s general topic of Environment and Context in Learning that is of most interest to me.  The impact of cultural environment on learning is extremely relevant to my goal of teaching English as a second language to adult learners upon completion of a graduate certificate in teaching English to speakers of other languages here at Ball State.  What I found most interesting was the tremendous amount of research that has been done just since the COVID-19 pandemic on ways that culturally responsive teaching can be applied to online classes and virtual learning environments.  I also found it very it significant to learn that there are so many different contexts in which the theories and techniques involved with creating effective and culturally responsive learning environments can apply; for example, K-12 school environments, international collaborative courses, international students on college campuses, immigrant communities, teaching English as a second language, and courses on sensitive topics like women’s studies, race relations, etc.   

Process  

I began by becoming familiar with the OneSearch feature for researching books and articles through the Ball State library website.  I found it amazingly simple to find articles related to my topic which could be readily downloaded as .pdf documents.  The “Quick Look” feature in OneSearch was very helpful in eliminating articles that were not that useful for my topic.  Since I was not formerly familiar with APA formatting rules, I found the citation printing feature of OneSearch tool extremely helpful.  Rather than needing to take written notes on the articles I found, I used the “Comment” tools in the Adobe application to highlight sections that I wanted to cite in the paper.  I printed out the most interesting and relevant articles with the most pertinent paragraphs already highlighted, so that it was easy to go to the printed articles, read and paraphrase the relevant provisions.   

  

 

  

  

Table 1.  Summary of the theoretical ideas 

Main Theoretical Ideas	Summary of how to apply the main theoretical ideas in practice
Culture is always a factor in a learning environment and cultural dissonance can cause anxiety and misunderstandings that can make students reluctant to participate fully in a learning experience.	Facilitators can become aware of their own cultural assumptions and learn about the cultures their students bring to learning experience, and thereby anticipate and avoid anxiety and other problems that would negatively affect the learning process.
The learning process involves relationships, dialog and interactive participation that involve the different models of reality brought to the learning situation by facilitators and learners.	Facilitators can learn about and apply culturally responsive techniques to create a safe environment for students from different cultures to use their voice and feel free to listen and learn from others.
Some cultural issues are sensitive and difficult to discuss, such as issues of race, gender, religion and sexual orientation.	Facilitators can make it clear to learners that no one culture is better than another and take steps to ensure a learning community of mutual respect.

  

References 

Devereux, & Glenn, A. (2022). Transformational Learning Through Shifting Global Perspectives. Journal of International Students, 12(S3), 96–115. https://doi.org/10.32674/jis.v12iS3.4642 

Dhala, M., & Johnson, S. (2021). Taking bell hooks on zoom: Embodying feminist pedagogy in a graduate theological classroom. Teaching Theology & Religion, 24(3), 165-174. https://doi.org/10.1111/teth.12593 

Fenner, D. S., Snyder, S., & Breiseth, L. (2017). Unlocking english learners' potential: Strategies for making content accessible. Corwin, a SAGE Company. 

Howard, T. C. (2021). Culturally relevant teaching: A pivot for pedagogical transformation and racial reckoning. The Educational Forum (West Lafayette, Ind.), 85(4), 406-415. https://doi.org/10.1080/00131725.2021.1957637 

Mackeracher, D. (2004).  Making sernse of adult learning (2nd ed.) University of Toledo Press. 

Weaver, G., Hiltebrand, G., Ngai, G., & Chan, S. (2022). Faculty perceptions of building collaborative teaching capacities within a transnational virtual exchange. Journal of International Students, 12(S3).  https://doi.org/10.32674/jis.v12iS3.4633 

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