The present essay arises from the need to unify the essential elements of the learning environments for didactic purposes that links the current theories, since currently teachers manipulate the conditions of a classroom or educational platform in a wrong way or without dominating the implied conceptual aspect In the design of didactic strategies. The methodology used was documentary and the content analysis strategy was applied with the purpose of cementing basic notions about the subject.
It is true that with the technological advances and their immersion in the educational field many favorable changes have arisen, on the other hand also have created new challenges for all the actors that are the teaching-learning process. Within these changes, education experts realized that learning not only occurred in the classroom, but could also take place in other “environments.” Next we will see the definition of learning environment and some aspects related to them.
There is a great variety of opinions and concepts regarding this term. In the analysis on educational environment by Duarte (s / f), the following is highlighted: the environment is conceived as a daily construction, daily reflection, permanent singularity that ensures diversity and with it the richness of life in relation, is a Subject that acts with the human being and transforms it. It is a space and a time in movement, where the participants develop capacities, competences, abilities and values.
Challenges and identities are immersed, where the challenges are challenges and the provocations that are generated from the own initiatives or the incorporated ones by the promoters, educators and facilitators among others, in addition they strengthen a process of autonomy in the group and they favor the development of the values.
According to Wilson, a learning environment is a “place” or a “space” where learning occurs. Another definition is: a set of physical space and the relationships that appear in it, is a whole of objects, smells, forms, colors, sounds, people that inhabit and relate in a physical frame that contains everything and at the same time Is contained by these elements that beat within it, as if they had life.
Duarte concludes that the educational environment is the interactions produced in the environment, are the organization and spatial arrangement, the relationships established between the elements of its structure, the patterns of behavior in it, the type of relationships that people maintain Objects, interactions that occur between people, the roles that are established, the criteria that prevail and the activities that are performed.
It is important to note that not all learning environments are valid for all educational models in order to achieve academic excellence since space is an inherent part of the quality of education. That is, the learning environments must move according to the territory to which they belong, since an educational model is
“A compilation or synthesis of different theories and pedagogical approaches, which guide teachers in the development of curricula and in the systematization of the teaching and learning process”
It is considered that the learning environments are given to the extent that the elements that compose interact with each other. It is a curricular element and depends on the level of congruence with the educational model, ie the theoretical assumptions that define a particular educational model condition the learning environment and the sense with which they are used where it can lead to educational models being Have different learning environments.