Introduction
The learning environment relates to the conditions that are available for students to learn,
develop and achieve values, skills and understanding (Bamford, 2009). It is a multifaceted
concept that is influenced by a variety of factors, such as, time, resources, learning styles
and advancements around technology and online activity (Quality Assurance Agency (QAA),
2014). Due to the increased use of online activities to facilitate learning, this essay with
focus on the impact of online teaching in relation to the development of sustainable
learning environments within health and social care.
The Sustainable Learning Environment
The learning environment has been discussed and debated within various contexts and with
a variety of definitions being attached. It has previously been viewed as a concept that
relates purely to the classroom, for example, Koper (2000) highlights that in some cases the
learning environment is viewed only as the physical space where students learn. However,
in other cases the learning environment has been considered within the broader context of
learning actives and approaches to teaching, such as, online learning and available
technological support (Koper, 2000). Various definitions of the learning environment exist,
however, Adams and Granic (2009) offer a broad definition by identifying the learning
environment as,
“the conditions that are created to improve the learning experience”
A learning environment needs to meet the needs of the learners to be successful and
sustainable (Mortiboys, 2012). Knowlez (1984) identified that students require a learning
environment where they feel safe, secure and able to learn. Although this theory is dated it
remains highly relevant today with others building on this fundamental concept (Mortiboys,
2012).
Various factors effect, influence and contribute to the sustainability of the learning
environment. For example, the curriculum and the association with the learning process,
emotional intelligence, the standard of the learning environment along with technology and
the influence of online teaching (Abualrub et al, 2013). Giving consideration to
contemporary advancements around technology and online activity, it could be suggested
that online learning is an important factor to consider when debating the sustainability of
learning environments.
The Influence of Online Learning on the Sustainable Learning Environment
Online and distance learning is fast becoming a feature of modern society (Mcloughlan and
Lee, 2010). Within this process it could be argued that learners are self-directed and selfmotivated
to learn (Mcloughlan and Lee, 2010; Smith et al, 2009), both of which are
considered necessary factors for the sustainability of learning environments. In keeping with
this theory, the QAA (2014) highlight that to ensure the sustainability of future learning and
learning environments, there is a requirement to foster critical thinking within students and
to support self-direction and self-motivation. In addition, it could be suggested that the
cognitive approach to learning relates to such aspects of online learning, for example, the cognitive theory of learning highlights that the learner should be an active participant as
opposed to passive objects (Harasim, 2012).
This style of learning is increasingly becoming a feature of learning within higher education,
however, it has been noted that there needs to be careful consideration around the use of
online learning (Castle and McGuire, 2010). Abualrub et al (2013) has highlighted that there
should be a blended or hybrid approach to learning, such as, online activities in additional to
face to face teaching as opposed to one method only. Churchill (2009) concurred with this
by identifying that the use of online activities such as blogs, alongside face to face teaching
encouraged students to reflect on learning and discussion posts displayed by their peers, in
addition to enabling students to access course materials online.
It could be argued that online learning is beneficial for creating a deeper learning that is
facilitated through learner control and the flexibility of online learning (Dabbagh and
Kitsantas, 2011). Furthermore, it has been suggested that this model of learning can allow
more complex issues to be understood in line with deeper learning (Castle and McGuire,
2010). When considering these factors and their contribution to the sustainability of
learning environments, it could be proposed that there are clear links between the factors
considered relevant for sustainability and those of online learning (Harrison, 2011; Churchill,
2009).
Results from research conducted by Harrison (2011) identified that learning environments
that used blogs to support learning for students resulted in increased levels of
communication, discussion and collaborative working out with class. The blog encouraged
further thinking and reflection on previous teachings and supported students to direct their
own learning (Harrison, 2011). Similar results were noted by Churchill (2009) who highlighted that the use of online blog activities allowed the student to feel like an active
and significant part of the class where their opinions and thoughts were important. These
findings relate directly to the concepts required for sustainable learning environments, for
example, student participation, discussion, self-direction and emotional security (Mortiboys,
2012).
Conclusion
It is clear that a variety of factors contribute to and influence the sustainability of learning
environments, therefore, it can be challenging considering them in isolation. However it is
clear that the use of technology and online learning is a contemporary topic for discussion
due to increasing popularity within higher education (Harrison, 2011; Churchill, 2009). In
addition, it has been demonstrated that use of online learning can have a positive influence
on the sustainability of the learning environment.