Learning Environment Observation Paper

Learning Environment Observation Paper

Learning Environment Observation Paper

Assessment of the learning environment is fundamental to quality improvement in student learning and the progressive development of the educational curriculum. A learning environment is the psychological, social, cultural, and physical conditions of learning through student engagement with their peers and the faculty (Rusticus et al., 2021). Various tools have been devised to evaluate the conduciveness of various learning environments. The Effective Learning Environments Observation Tool (ELEOT) is a student-centered observation tool that provides meaningful feedback on the effectiveness through student engagement and positive learning experiences and activities. The purpose of this paper is to present the result of the ELEOT from a classroom learning environment observation, discuss how the instructor managed and maintained the learning environment, identify various engagement and learning strategies, and the implementation of the strategies.

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Results of the ELEOT

The ELEOT was used to observe learning in a classroom. The average score for the observed environments was 3 which translated to a positive learning environment. The specific scores for the 7 distinct environments were as follows: 3 for Equitable Learning Environment, 3 for the High Expectations Environment, 4 for Supportive Learning Environment, 4 for Active Learning Environment, 3 for Progress Monitoring and Feedback Environment, 4 for the Well-Managed Learning Environment, and 3 for Digital Learning Environment. This observation reveals that there was adequate evidence of equitable access to appropriate learning resources, meaningful assessment and feedback opportunities, and integration of technology in learning. There was also very strong evidence of active student engagement and participation, adequate faculty support with a resultant positive learning experience, and productive interactions and collaborations.

Maintenance and Management of the Learning Environment by the Instructor

Various measures were adopted by the instructor to maintain and manage the classroom learning environment. There was proper and advanced planning of the classroom routines and learning activities to minimize any unnecessary disruptions. Expectations on student behavior were also clearly communicated with fostering of respectful and courteous interactions. These were guided by set rules that included consequences associated with breaching the given directions. Collaboration between students, their peers, and the instructors was promoted which promoted sharing of information. A student-centered approach to the learning activities ensured that the needs of individual learners were addressed and evaluated through monitoring and feedback.

Engagement and Learning Strategies

A quality learning environment requires various engagement and learning strategies. Instructors are thus tasked with the responsibility of devising effective pedagogical, communication, and assessment measures (Lungu et al., 2021). Engagement and learning strategies can be classified into technology-based, research-based, simulation-based, and collaborative learning strategies (Ghasemi et al., 2020). Active student involvement in learning activities and the use of acquired knowledge in real-world situations is essential. Problem-solving skills should be improved through simulations. Innovative technologies should be incorporated into academic and research activities. Other effective strategies include creating adequate opportunities for student ownership in the learning process, adequate assessments to identify any gaps and barriers to meaningful student involvement, and promoting a learning environment that fosters the psychological well-being of learners and instructors (Lungu et al., 2021). Open collaborative communication is also integral in assessing and fostering learner engagement.

Implementation of Engagement and Learning Strategies

The implementation of engagement and learning strategies requires interdisciplinary actions and collaboration among various stakeholders. These include adequate training and education of involved stakeholders, promotion of positive stakeholder partnerships, development of a detailed implementation plan, and assessment for readiness, barriers, and enablers of the desired strategies (Moore et al., 2021).  Appropriate monitoring systems should also be put in place to evaluate the implementation progress. This will result in meaningful feedback that guides additional improvement and scale-up measures.

Conclusion

The learning environment plays an integral role in the outcomes and quality improvement of the learning process. Various tools are available for the evaluation of the learning environment. An example of such a tool is the Effective Learning Environments Observation Tool (ELEOT). It provides a framework for the assessment of various domains of the learning environment and the feedback obtained directs targeted strategies to enhance student learning and engagement. The successful implementation of the identified strategies requires planning and measures such as stakeholder partnerships and progress monitoring.

References

Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159

Lungu, B., & Lungu, M. (2021). Exploring the Effects on Student Learning and Engagement of COVID-19: an Innovative and Interdisciplinary Approach. Journal of Microbiology & Biology Education, 22(1), 22.1.30. https://doi.org/10.1128/jmbe.v22i1.2429

Moore, S. A., Arnold, K. T., Beidas, R. S., & Mendelson, T. (2021). Specifying and reporting implementation strategies used in a school-based prevention efficacy trial. Implementation Research and Practice, 2, 263348952110478. https://doi.org/10.1177/26334895211047841

Rusticus, S. A., Wilson, D., Jarus, T., O’Flynn-Magee, K., & Albon, S. (2021). Exploring student perceptions of the learning environment in four Health Professions Education Programs. Learning Environments Research, 25(1), 59–73. https://doi.org/10.1007/s10984-021-09349-y

Appendix

Observation Tool

Student-focused Observation	Very Evident	Evident	Somewhat Evident	Not Observed
A. Equitable Learning Environment:
1. Has differentiated learning opportunities and activities that meet her/his needs	4	3☑️	2	1
2. Has equal access to classroom discussions, activities, resources, technology, and support	4	3☑️	2	1
3. Knows that rules and consequences are fair, clear, and consistently applied	4	3☑️	2	1
4. Has ongoing opportunities to learn about their own and other’s backgrounds/cultures/differences	4	3☑️	2	2
B. High Expectations Environment:
1. Knows and strives to meet the high expectations established by the teacher	4	3☑️	2	1
2. Is tasked with activities and learning that are challenging but attainable	4	3☑️	2	1
3. Is provided exemplars of high-quality work	4	3☑️	2	1
4. Is engaged in rigorous coursework, discussions, and/or tasks	4	3☑️	2	1
5. Is asked and responds to questions that require higher-order thinking (e.g., applying, evaluating, synthesizing)	4	3☑️	2	1
C. Supportive Learning Environment:
1. Demonstrates or expresses that learning experiences are positive	4☑️	3	2	1
2. Demonstrates a positive attitude about the classroom and learning	4☑️	3	2	1
3. Takes risks in learning (without fear of negative feedback)	4☑️	3	2	1
4. Is provided support and assistance to understand the content and accomplish tasks	4☑️	3	2	1
5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs	4☑️	3	2	1
D. Active Learning Environment:
1. Has several opportunities to engage in discussions with the teacher and other students	4☑️	3	2	1
2. Makes connections from content to real-life experiences	4☑️	3	2	1
3. Is actively engaged in the learning activities	4☑️	3	2	1
E. Progress Monitoring and Feedback Environment:
1. Is asked and/or quizzed about individual progress/learning	4	3☑️	2	1
2. Responds to teacher feedback to improve understanding	4	3☑️	2	1
3. Demonstrates or verbalizes understanding of the lesson/content	4	3☑️	2	1
4. Understands how her/his work is assessed	4	3☑️	2	1
5. Has opportunities to revise/improve work based on feedback	4	3☑️	2	1
F. Well-Managed Learning Environment:
1. Speaks and interacts respectfully with teacher(s) and peers	4☑️	3	2	1
2. Follows classroom rules and works well with others	4☑️	3	2	1
3. Transitions smoothly and efficiently to activities	4☑️	3	2	1
4. Collaborates with other students during student-centered activities	4☑️	3	2	1
5. Knows classroom routines, behavioral expectations, and consequences	4☑️	3	2	1
G. Digital Learning Environment
1. Uses digital tools/technology to gather, evaluate, and/or use the information for learning	4	3☑️	2	1
2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning	4	3☑️	2	1
3. Uses digital tools/technology to communicate and work collaboratively for learning	4	3☑️	2	1

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Using the “ELEOT Reference Guide,” complete the “Effective Learning Environments Observation Tool (ELEOT),” both of which are located in the topic Resources.
Write a 500-750-word summary of the observation. Include the following in your summary.
1. Discuss the results of the ELEOT and include the form as an appendix in your paper.
2. Discuss how the instructor maintained and managed the learning environment.
3. Discuss the various engagement and learning strategies that were used and how they could be implemented in different learning environments, including traditional and nontraditional environments.
4. Discuss how you could implement some these strategies into your own classroom.