STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

Chapter 2
Review of the Literature
The perceived significance and contribution of the learning environment to student
learning is addressed by many learning theories and research investigations, although the
majority focus on the traditional classroom environment (Fraser, 1991; McGraw et al., 1996;
Resnick, 1987). Applied cognition and experiential learning theories, however, do focus on the
applied environment setting and also highlight the importance of the learning environment’s
influence on student learning. The behaviorological position also addresses the significance of
the educational environment in relation to student learning. Although this review of literature
focuses primarily on the applied cognition perspective, several aspects of the behaviorological
position are also presented, as the author feels that a synthesis of the two positions most
adequately describes the influence of the applied learning environment on student learning.
Theoretical Perspectives on the Learning Environment
According to the cognitive apprenticeship or situated cognition theory, learning and
cognition are fundamentally situated (Brown, Collins & Duguid, 1989). They are a product of
the learning activity, the context, and the culture in which they are developed and used (Brown,
Collins & Duguid, 1989; Goodenow, 1992). Brown, Collins and Duguid suggested considering
conceptual knowledge as a set of tools that can only be understood through use. Learning how to
use the knowledge tools requires more than memorizing a set of rules—students must also
understand the context for use and must practice using the tools (Greeno, Collins, & Resnick,
1996). Behaviorologists also hold this perspective, stating that students must not only read and
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