UNIT 6

Enabling Learning Environment (and

Learner Support) for Optimal Learning
SAYANTAN MANDAL
Indian Institute of Technology, Jammu
Email: [Link]@[Link]

Introduction

Knowledge and information has always been the fundamental building blocks of
human progression and have significant impact on the development of any
society. However, with the advent of Information Communication Technologies
(ICT), especially the digital ICTs, knowledge has emerged as raw material,
process, and a product or outcome. The success of the economy and society are
now directly linked with the rapid and unprecedented acceleration in the
development and management of knowledge. Consequently, the importance of
innovation knowledge creation has become the prime focus of the governments
across nations, as it works as a crucial and deciding factor for the transformation
of the self, the society and the economy. This emerging economy is aptly termed
as the 'knowledge based economy' or 'knowledge economy', and the society we
are heading towards, is a ‘knowledge-based society’.

The fast-paced changes in the knowledge economies have three major

implications. First, it needs to tackle future technologies that are yet to be
invented. Secondly, it needs to prepare the learners for an uncertain, fast-
changing future. And third, it must ensure that the societies are interconnected
and inclusive, which appreciates different perspectives and world views (OECD,
2021; UNESCO, 2022). These are leading to: (a) an increased competition for
talented students and considering them as human capitals (Findly & Tierney,
2010), (b) more emphasis on lifelong learning, and (c) investments in learning
and learning technologies for its instrumental returns.

As the economies and societies are gearing for an projected prosperous yet
uncertain future based on its intellectual capabilities, the concept of learning
environment has emerged as an essential instrument, a platform with versatilities,
robustness and flexibility to cater to the needs of present and future economies
and societies.1

1
Unit 6, Module 2: 'Curriculum, Teaching-Learning and Assessment', is part of Professional Development
Programme on Implementation of NEP-2020 of IGNOU, New Delhi under PMMMNMTT. ©IGNOU, 2022

1
 Learning Outcomes

After going this unit, higher education teachers should be able to:

 Discuss the need of optimising student learning.

 Explain the concept and constituents of learning environment.
 Describe different forms of learning environment.
 Describe the support systems for optimising student learning.

Need of Optimising Student Learning in View of

Growing Knowledge Economy

The rise of knowledge economies and knowledge societies also give rise to a host
of new challenges, especially to the education sector. Our education systems are
largely geared to support a traditional, more industrial model of production
system and economic activities. Educational institutions are divided into
disciplines and departments and students enter and exit as batches. The process of
teaching-learning is also top-down, almost pre-determined with rigid set of
curriculum, syllabus and learning objectives, which are then evaluated by a set of
standardized tests and marks, scores or grades. This model is very similar to a
factory-based production line model.

With the shift towards a more flexible knowledge economy, the demand is for a
paradigmatic shift towards a faster, innovation-centric, knowledge-intensive, and
knowledge-harnessing ecosystem. It directly means that the education sectors
need to gear up for a significant overhaul and break away from its rigid industrial
modus-operandi.

Educational institutions needs to impart the required skills, competencies, and

attitudes to the learners who will be the knowledge workers and the citizens of the
approaching knowledge societies. UNESCO (2004, 2022) stressed that the
increasing global competition, educational institutions and its stakeholders should
improve their learning environments to support a diverse community of students
and respond to the fast changes, induced by growing globalization and
marketization of the higher education sector.

Therefore, it is essential to recognize the need to create a robust teaching-learning

platform that caters, nurtures, analyses and acts swiftly to prepare the learners for
the transition from the traditional to the future. From a utilitarian point of view,
learning environment therefore works as an instrument for handling quality
changes, and a tool for servicing students for a diversified setting, for openness
and critical thinking and enhancing personal and social development (Ippolito,
2007; Abualrub et. al., 2013; Varghese et al., 2018).

A learning environment should therefore be carefully curated and customized for

the present and future individuals, economies, and societies; while considering
the local, regional, national, and global challenges.

2
Enabling Learning Environment for Optimising
Learning (Understanding learning environment,
constituents of learning environment)

Learning environment is a widely used, but less defined term (Grabinger &
Dunlap, 1995) and that is why, it is understood differently in various contexts. To
some, the learning environment refers to the physical space where teaching and
learning or just learning activities occur, both in formal and informal settings.
Some refer to it as supportive educational and ICT technologies, which provide
access and a platform to learning. Aldridge et al. (2004) refer it as the concept of
environment, which broadly represents the atmosphere, ambiance, tone, and
climate, including a specific group of conditions, technologies and forms of
teaching and learning, which are working coherently to specific educational aims
and contents (Aldridge et al., 2004, p.110).

The core of the understanding of the learning environment links to the recent
trend of focusing on the learning process and outcomes. Hence, the contemporary
interpretation focuses more on the learner and individual factors such as
motivation, expectation, and values (Abualrub et al., 2013). It is championing the
ideas of creating and facilitating a teaching-learning ecosystem, which focuses on
the psychological needs, especially perceived competence, perceived autonomy,
and perceived social relatedness for intrinsic and extrinsic motivations (Hoidn,
2017). It acts as a reason for cognitive development (Duckworth, 1976/ 2006)
where it helps in problem-based construction and critical explorations
(Duckworth, 1976/ 2006, 2009; Piaget, 1973). It facilitates deep learning where a
learner can relate new ideas and concepts to previously known information and
experiences and integrate that information with conceptual understanding,
patterns or underlying principles. Rather than accepting the information as they
are transacted, a suitable learning environment empowers the learners to analyse,
critically evaluate, and construct their own meaning through dialogue and
discussions.

From a pedagogical standpoint, learning environment deals with the learning

settings, which should have the potential and the possibilities to affect students'
learning outcomes. This indicates teaching methods and variables of teaching-
learning settings (Abualrub et. al., 2013) as the first constituents of the learning
environment. The second significant characteristics are the learning and the
learners, which relies on the students' perceptions of issues like pedagogical
settings and the role in shaping the learning outcomes. The synergy of the two
main constituents and the proper management of the same determines the desired
outcomes. It also indicates towards the third constituent, which is the
administrative structures, organizational conditions, campus climate, and services
provided to the students and teachers to support and promote the teaching
learning process (Del Favero, 2002; Valtonen et al., 2012; Kember et al., 2010).
The synergy between the teachers, learners and administration is the key to build
a learning environment.

3
 Changing Role of Teachers

In a fast-changing and increasingly demanding education system, teachers' role is

pivotal in preparing learners to proactively participate in the contemporary and
future knowledge economies and societies. The recent international and national
trends such as the Bologna Process in Europe, the OECD Learning Compass, or
the National Educational Policy-2020 of India, therefore, emphasizethe role of
teachers but recommend the teaching-learning activities to be learner-centric. The
broad consensus emphasises the need to facilitate constructivist view and
participation-oriented teaching and learning practices to support deep learning
(Leaet al., 2003; O’Neill & McMahon, 2005).

The teachers should move from the role of an information provider to a

knowledge facilitator, where they actively engage students to construct their own
meaning. This also means that a teacher is required to understand the diversified
learner perquisites such as approaches to learning, motivation, values, and
expectations. Here, the professional competencies of the teacher are also essential
to engage in adaptive instructions (Kunter et al., 2013) that offer high-quality
learning opportunities and support in the learning process.

As a constructivist instructor, a teacher engages with the learners individually and

collectively with their ideas, questions, arguments, and classroom discussions to
explore diverse investigation pathways. This systematic engagement also helps
develop the agency, where learners take responsibility for their individual and
collective understanding(s).

Instead of being a passive and quasi-passive receiver of information, students

should engage in discussions, debates, and questioning to gain a deeper insight
and build a mutual but not necessarily same understandingof the subjects taught.
The teachers and learners need to engage in a meta-discourse (Bielaczyc et al.,
2013) that forms the rules of the interactions and sets the goals and collegiality.

Forms of Learning Environment

Considering the various ways of learning, in both formal, non-formal and

informal spaces, the forms of learning environment varies widely. Important to
note that learning can take place in a physical, face-to-face, as well as distance
and online modes. Additionally, learning happens almost all the time informally,
in our homes, communities and social spheres. Hence, the understanding of the
forms of learning environment deals with a complex web of interconnections,
which connects the ways, the modes and forms.

The goals of a formal and non-formal learning environment is to promote

productive learning process (De Corte, 1996). This includes promoting
‘active/constructive process’; considering students’ formal and informal
knowledge cumulatively; focusing on the ‘self-regulation’ process, where
students manage and monitor their own process of knowledge building while
being ‘goal-oriented’ with the support of the teacher. This way, the learning
happens in a collaborative manner, where the efforts are distributed and the

4
process is interactive, recognizes the individual differences and outcomes are
varied, as a result of different learning styles, backgrounds, strategies, self-
efficacy and emotions. The following section attempts to discuss some major
learning environments briefly for a better understanding.

Classroom Learning Environment

Classroom learning environment is about constructing a climate and culture

where students can experience freedom of discussions, to reflect on the learning
activities and learn through constructing meaning and problem solving. This can
be achieved through designing a curriculum for deep conceptual understanding,
focusing on metacognition of student activities and transversal higher order skills
such as problem solving.

Dialogues, small group works, and flexible adaptation of instruction considering the
individual differences, providing appropriate and empathetic emotional support can
be some of the ways in this regard. It is also important to promote a community of
learners, who are well informed about the curriculum, formative assessments and
feedback mechanisms.

Studies show that students open up to their teachers, and the teaching learning is
more embedded, which offer the students to apply their own knowledge, skills
and construct meanings. Continuous students’ feedback, assessment and
constructive criticisms on learners role, teaching style and curriculum also help
the teacher to augment the course and teaching as per the needs into account and
to boost students confidence and responsibilities (Hodin, 2016).

ODL Learning Environment

Open Distance Learning (ODL) caters to the learners, who are geographically
distant. The content delivery is done via a combination of printed study materials,
online and printed material and online materials only. However, in some contexts,
the instructional delivery can happen in asynchronous mode and are mostly
limited to discussing the topics and doubts briefly. Because of the nature of ODL,
the learning environment can be identified as Course Management System (CMS)
or a Knowledge Management System (KMS) or Distant Learning Environment
(DLE) (Kha, 2001; Spector, 2007).

The CMS, KMS or DLE are all referring that learning occurs in a specific area
which is self-paced, self-motivated and self-directed with or without the support
of the instructor(s). The instructor controls the course content, design
methodology, learning objectives, instructional sequencing and pacing. Learning
happen in a self-paced way, which provides the learner autonomy and make them
accountable. It is important for the instructors to carefully plan the curriculum,
the modules, delivery sequencing and assessment as well as to communicate the
same to the learners.

The teacher may divide the modules into multiple sub-modules / units and create
unit based and progressive assessment mechanisms, which makes the progress to
5
 the next module dependent on the successful completion of the past modules. In
addition, online discussion forums, involving students in problem solving
exercises or allowing them to answer some queries of fellow students may
improve the engagement level.

Online/virtual Learning Environment (TECHNOLOGY-mediated)

The explosion of digital technologies in recent decades have laid the path for
online teaching learning. The recent waves of pandemic have somewhat forced
the educational institutions to operate exclusively in online mode. Although these
have promoted the possibilities of relying on online education, it also sprouted
discussions on the suitable online learning environment, as they differ from the
regular face-to-face mode.

Firstly, the possibilities of reading the body languages of the students are minimal
in online mode. Hence, it is disadvantaged to make real time augmentations.
Secondly, online education largely restricts the development of well-knit student
community, membership, the bond between students and teacher(s) and are more
individual in nature (McMillan & Chavis, 1986). Thirdly, due to these
disconnects, the teaching tends to be indifferent towards the learners’ diversities,
to know the student readiness and reception of the teaching. Instead, teaching
tends to focus on content transactions without engagement and be directive.
Finally, there is a high degree of volatility in ensuring the fare online examination
and curb malpractices, as depicted by recent reports. However, these limitations
can be addressed with systematic planning and building a conducive online
learning environment.

The foremost important aspect is to identify the learning objectives, which lays the
foundations for the syllabus, learning activities, teaching strategies, interactions
schedules, assignments and assessment mechanisms. It is important for teachers to
focus on in-class activities, interactions, group work and formative assessments. The
discussion groups, online activity-based assessments, analytical and critical
assignments helps to not only create an engaging online learning environment and
boost the core and subject-specific competencies of the learners. Providing individual
learning support, allowing greater learner agency and contracts (Oliver, 2016) help
promote collaborative inquiry and help build a cooperative online learning
environment.

The digital tools and online platforms are continually evolving, taking cues from
the learning analytics and users’ data. They provide dynamic opportunities to
experiment with teaching, interaction and assessment techniques. Teachers and
institutional administrations should take the benefit of the same to explore the
best-suited modes according to the context(s).

Informal Learning Environment (peer group, home, community, social

network)

The idea of an informal learning environment could be wide and diversified and
hence, difficult to generalize. However, the most common informal learning

6
spaces include our primary and extended family, home, peer group, immediate
and distant communities, and the social networks in physical and virtual spheres.
Informal learning environment is a facilitator of lifelong and life-wide
learning,and provides an organic, never-ending and holistic phenomenon of
constructing personal meaning (Dierking et al. 2003; Rennie et al. 2003).
Informal learning environment is socio-culturally mediated with various
connections between different kinds of learning experiences. The nature of the
informal learning spaces indicates that they are contextually rooted, difficult to
curate, but best understood through socio-educational lenses.

The fundamental blocks of informal learning is inclusivity and democratic values.

The United Nations in its documents highlighted the importance of a conducive
learning space for all and the importance of learning in formal and informal
spaces. The approach not only focuses on the problems leaners encounter, but
also emphasizes the development of community, culture, collegiality, policies and
practices related to open discussions, debates, analysis, and legal frameworks to
support free and critical sharing of knowledge without and stigma or prejudices. It
also involves establishing formal institutions (such as schools) both in physical
and virtual spaces, with an outlook which resonates the ethos of an inclusive,
democratic and scientific environment and help the learner to grow as holistically.
Teachers' efforts, therefore, are not restricted within the confine of the formal
system and extend beyond the informal spaces to promote, if not build a suitable
environment for lifelong learning.

Learner Support System for Optimising Student

Learning

The critical question here is how we conceptualize learner support systems in

various modes of teaching learning, with basic to advanced level technologies and
in various disciplines in physical and online platforms. The aim is to create a
collaborative and constructivist learning environment(s), which actively supports
the learners to become lifelong learners so that they can contribute to the
development of the self, the society, and the economy in various capacities.

In this direction, we are going to discuss the importance of (i) institutional

structure and ambiance, (ii) smart classroom and use of digital technologies in
classroom teaching and in virtual laboratories, (iii) library resources in physical
and digital formats, and (v) sports and recreational facilities among other.

Institutional Structure and Ambience

Building an institutional structure is about creating a formal learning ecosystem,

which is dynamic and strive for continuous development. An institutional
environment should promote innovation and works as a systematic and effective
base for incubating new ideas and better control and nurturing new knowledge.
The aim is to contribute effectively in knowledge creation and sharing. The
institutional structure should be modular; which means it should promote
independent working with strong interlinkages, parallel development and
knowledge exchange. This requires a high degree of systemic coherence,
integration and interdisciplinary (NEP, 2020). The National Education Policy
7
 2020 (Government of India) puts utmost importance in creating interlinked,
multidisciplinary institutions for a self-reliant nation and the development and
reconstruction of institutional ambience is an essential step in this direction.

Smart Classrooms and Laboratories

Smart classrooms are the modern-day avatars of technology-mediated formal

learning spaces. Digital technology is used to create an interactive and engaging
classroom environment, where multimedia is incorporated in a manner, which
facilitates the teaching learning process by adding resources, graphical
representations and experimentations. Smart classrooms follows the ethos of
digital pedagogy and enrich the teaching learning process with online resources
and collaboration (NEP, 2020).

Smart and digital laboratories, on the other hand, provide a digital simulation of
experiments, where the users (students and researchers) can experiment without
the actual/physical components (chemicals, tools and machineries). This is useful
while conducting laboratories remotely, and when the physical components and
tools are not readily available. However, it is important to note that the digital
laboratories are not going to replace the physical laboratories and can work
simultaneously to provide extended practice, simulation and experimentations.

Library Resources

In the age of digital resources, although the importance of a physical Library,

Archive and Museum (LAM) seems diminishing, but it is important to note that
LAMs are the oldest example of knowledge organization (OECD, 2004). The
advent of internet has created an overwhelming notion that a single search in the
World Wide Web will provide the right, all-encompassing information. This
notion is rather naïve and limited. The open worldwide web cannot substitute for
the libraries and curated repositories of knowledge. LAM provides legitimation
and authentication of information along with careful selection, review,
shortlisting and a structural persistence to its repository of contents so that the
users gain access to well evaluated resources. This stands true for both physical
and well-reputed online libraries. Libraries, both in physical and digital formats
are therefore an essential component of an educational learning environment.
Moreover, with the advent of digital technologies, the libraries can be shared
remotely and that means, students and teachers can gain access to a near infinite
number of study materials. The policies are working in these directions to make
digital shared libraries.

Sports and Recreational Facilities

Sports in an educational institution not only helps in the holistic development of

the learner, but also reinforce the teamwork spirits, confidence to deal with
unforeseen situation and provides a strong learning attitudes from the mistakes.
These are marked as some of the core skills by the Learning Compass (OECD) to
succeed in the uncertain and competitive 21st century. The NEP-2020 focuses on
building sports-integrated pedagogical approaches along with opportunities of

8
inter institutional competitions and collaboration. The campuses are to be
enriched in sports activities and facilities.

Here, we need to focus on the fact that the goal of sports and recreational
facilities are to create and develop a robust support system, which helps the
learners to develop and flourish. The structures, systems and facilities are there
not to restrict them, or to put shackles of regulations, which will limit the goal of
holistic development to a great extent.

Financial (Fellowships and Scholarships)

Scholarships and fellowships are one of the prime avenues of inclusion and
recognition of talents. The merit-based scholarships help learners from
economically disadvantaged backgrounds break the poverty trap threshold and
work as an inspiration for others in similar economic situations. Certain
scholarships are also targeted towards gender, social status and so on, which also
work in similar ways. Moreover, they help keep the government's promise to
make the education system inclusive and improve its quality by supporting
excellence.

The role of the teachers are two-folds. One, to spread the scholarship
opportunities to many so that the best can be selected in a competitive manner.
The news of several public and privately funded scholarships are to be collected
and circulated widely. The teachers and the institutional administration should
take proactive roles in motivating the students to apply and prepare for the
scholarships. Secondly, post-admission to the institute, the teachers need to be
compassionate towards all the students without discrimination, especially keeping
in mind their economic and social backgrounds and their struggle to break the
barriers. Studies have shown that the students trust empathetic teachers, and these
emotional supports can go a long way in strengthening a collegial learning
environment (Mandal, 2018).

Summary

Studies on education, teaching, and learning recommend a systematic way of

knowledge production and management. They highlight the importance of
suitable learning environments, which are essential for proper incubation of
knowledge and facilitating, promoting the free and fair exercise of knowledge
creation. The existing policies, rules and regulations, institutional administrations,
curriculum, and other factors often define the goals and provide facilities for the
stakeholders to operate and create their own learning environment. The teachers,
students and immediate departmental and institutional administration build the
real teaching-learning processes and create the learning environment. This
process of course depends on several factors such as resource allocation, funding,
infrastructural support, training and councelling, among others. The right strategy
for a particular institution can be found through critical discussions,
experimentations and follow up augmentations. Hence, it is important to focus on
the research findings and collaborative approaches for the directions. It is
essential to understand and evaluate the context, the practical situation and

9
 constraintsto find the best-suited methods to strategize and implement the
recommendations towards building sustainable and robust learning environments.

References

Bielaczyc, K., Kapur, M., & Collins, A. (2013). Cultivating a community of learners in
K-12 classrooms. In C. E. Hmelo-Silver, A. M. O’Donnell, C. Chan, & C. A.
Chinn (Eds.), International handbook of collaborative learning (pp. 233–249).
New York: Routledge.
De Corte, E. (1996). Instructional psychology: Overview. In E. De Corte & F. [Link]
(Eds.), International encyclopedia of developmental and instructional
psychology (pp. 33–43). Oxford, UK: Elsevier Science.
Del Favero, M., 2002, 'Linking administrative behavior and student learning: the learning
centered academic unit', Peabody Journal of Education, 77(3),
Dierking, L.D., J.H. Falk, L. Rennie, D. Anderson, and K. Ellenbogen. 2003. Policy
statement of the ‘informal science education’ ad hoc committee. Journal of
Research in Science Teaching 40: 108–11
Duckworth, E. R. (1987/2006). "The having of wonderful ideas" and other essays on
teaching and learning (3rd ed.). New York: Teachers College Press.
Findly, C. & Tierney, W., (2010). Globalisation and Tertiary Education in the Asia-
Pacific: The changing culture of a dynamic market (Singapore, World
Scientific).
Government of India. (2020), National Education Policy 2020. New Delhi: Government
of India
Grabinger, R. & Dunlap, J., 1995, 'Rich environments for active learning: a definition'.
Research in Learning Technology, 3(2), pp. 5–34.
Hoidn, S. (2016). Student-centered learning environments in higher education
classrooms. Springer.
Ippolito, K., 2007, 'Promoting intercultural learning in a multicultural university: ideals
and realities'. Teaching in Higher Education, 12(5–6), pp. 749–63
IyadAbualrub , BeritKarseth&BjørnStensaker (2013) The various understandings of
learning environment in higher education and its quality implications, Quality in
Higher Education, 19:1, 90-110,
Kember, D., Ho, A. & Hong, C., 2010, 'Characterising a teaching and learning
environment capable of motivating student learning', Learning Environment
Research, 13(1), pp. 43–57
Khan, B. (2001). Web-based training. Englewood Cliffs, NJ: Educational Technology
Publications.
Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., &Neubrand, M. (Eds.).
(2013). Cognitive activation in the mathematics classroom and professional
competence of teachers. Results from the COACTIV project. New York:
Springer.
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to
student centred learning: Beyond ‘educational bulimia’. Studies in Higher
Education, 28(3), 321–334.
Mandal, S. (2018). Teaching in Indian Higher Education: Six Principles for
Improvement. International Higher Education. Boston College. No. 95, Fall
Issue.
McMillan, D., &Chavis, D. (1986). Sense of community: A definition and theory.
Journal of Community Psychology, 14, 6–23.
O’Neill, G., & McMahon, T. (2005). Student-centered learning: What does it mean for
students and lecturers? In G. O’Neill, S. Moore, & B. McMullin (Eds.),
Emerging issues in the practice of university learning and teaching (pp. 27–36).
Dublin: AISHE.

10
Oliver, E. (2016). A move towards heutagogy to empower theology students. HTS
Teologiese Studies/Theological Studies 72(1). doi: 10.4102/hts.v72i1.3394.
Organisation for Economic Co-operation and Development. (2004). Innovation in the
knowledge economy: Implications for education and learning. Organisation for
Economic Co-operation and Development.
Rennie, L.J., E. Feher, L.D. Dierking, and J.H. Falk. 2003. Toward an agenda for the
advancing research on science learning in out-of-school settings. Journal of
Research in Science Teaching 40: 112–20
S. Hoidn, Student-Centered Learning Environments in Higher Education Classrooms, DOI
10.1057/978-1-349-94941-0_2
Spector, J. M. (2007). Finding your online voice: Stories told by experienced online
educators. Mahwah, New Jersey: Lawrence Erlbaum Associates.
United Nations Educational, Scientific and Cultural Organization (UNESCO), 2004,
Higher Education in a Globalized Society: Position paper (Paris, UNESCO).
Available at: [Link]
Valtonen, T., Hacklin, S., Dillon, P., Vesisenaho, M., Kukkonen, J. &Hietanen, A., 2012,
'Perspectives on personal learning environments held by vocational students'.
Computers & Education, 58(2), pp. 732–9.
Varghese, N.V. and Pachauri and Mandal, S. (2018) India Higher Education Report
2017: Teaching, Learning and Quality in Higher Education. New Delhi: Sage.

11