Identifying the Key Elements of a Learning Environment That Supports and Hinders Student Learning

October 24, 2024

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Learning Environment

The purpose of the present study was to explore qualitatively, from the perspectives of both students and faculty, the key elements of the learning environment that supported and hindered student learning.

Outcomes of High-Quality Learning Environments

In general, high-quality learning environments (LEs) are associated with positive outcomes for students at all levels. For instance, ratings of high-quality LEs have been correlated with outcomes such as increased satisfaction and motivation, higher academic performance, emotional well-being, improved career outcomes (including job satisfaction, competencies, and retention), and reduced stress and burnout. From teachers’ perspectives, high-quality LEs are defined by the same concepts and features used to evaluate student perspectives and outcomes.

LEs are diverse and can vary depending on the context. Although many elements of LEs have been identified, there has not been a consistent or clear application of theory in assessing these key elements.

Students and Faculty Share Their Thoughts on the Importance of a High-Quality Learning Environment

The participants included nine teachers and twenty-two students from a Canadian university. Data were collected through five focus groups and two individual interviews. Example questions included: “Can you describe a [negative/positive] [student/teaching/faculty] learning experience you have had?” The results were organized into three overarching themes: personal development, relationships, and institutional settings that influence the learning environment.

1. Personal Development
   • Students felt more engaged when they were active learners and when they perceived the material as relevant to their career goals or real-world applications, particularly when they could apply it. However, maintaining a work-life balance among school, family, and other life demands was a source of stress and anxiety.
   • Faculty reported being generally passionate about their work and shared many positive experiences. Receiving positive feedback from students and witnessing their growth over time were highly motivating factors. Additionally, faculty noted that their emotional well-being was influenced by various interactions, primarily with students, which affected their mental states.
   • Relationships
     • Students generally felt comfortable in their classrooms, although some reported negative experiences, such as having a question dismissed as “stupid.” They noted that they most often interacted with peers for assignments. While students highlighted the challenges of group work, they also acknowledged its positive aspects.
     • Faculty recognized the importance of supportive relationships and mentorship
     • with students. However, instances where students requested exceptions led to tension. Overall, faculty were motivated to create memorable and engaging experiences for their students.
   • Institutional Setting
     • Small class sizes (with a maximum of 35 students) were the primary reason students chose the university, allowing for increased attention from professors and greater engagement with the content. However, students described their school as a commuter institution due to the lack of on-campus housing, which made it more challenging to foster a sense of community.
     • Faculty acknowledged that community is a vital aspect of the institution; however, it is lacking due to the absence of on-campus housing and the commuter nature of the school.
   • Positive Learning Environments have an Effect on Student Motivation and Engagement
   • This study enhances our understanding of learning environments (LEs) by incorporating data collected from both students and faculty within the same context. Across both groups, the authors identified several important aspects of the LE, including high levels of engagement and motivation, a positive emotional climate, peer support, strong faculty-student relationships, meaningful experiences, and small class sizes. Students also noted negative aspects of the LE, such as specific challenges associated with group work and difficulties in maintaining a work-life balance. Additionally, both faculty and students recognized a lack of a sense of community as a factor that could detract from the LE. These findings highlight essential elements that educators and researchers should consider when striving to promote more positive LEs and enriching learning experiences for students.
   • Notable Quotes: 
   • “Faculty who reported being motivated to teach, often felt that this motivation was fueled by the reactions of their students; when students were engaged they felt more motivated.”
   • “The relationships dimension was the most influential aspect of the environment for both students and faculty.”
   • “For other faculty, the accumulation of negative experiences resulted in them being more distant and less affected emotionally than they had been earlier in their career. This diminishing concern could have implications for how engaged faculty are in their teaching, which could in turn influence student engagement and harm the LE.”

Personal Takeaway: 

It was interesting to get both faculty and student perspectives on learning environments. Work-life balance as the main contributor to stress and emotional well-being for students was quite telling and something for teachers to keep in mind. It was also interesting that faculty noted that as they had more negative experiences over their career, it resulted in them being more distant and less emotionally affected. It may be worth asking the question of what the learning environment looks like for this population of teachers.—Matt Browne

Rusticus, S. A., Pashootan, T., & Mah, A. (2023). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161-175.