{"id":1197,"date":"2025-12-10T17:14:05","date_gmt":"2025-12-10T17:14:05","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/the-impact-of-the-learning-environment-on-student-learning-in-higher-education-a-realist-review\/"},"modified":"2025-12-10T17:14:05","modified_gmt":"2025-12-10T17:14:05","slug":"the-impact-of-the-learning-environment-on-student-learning-in-higher-education-a-realist-review","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/the-impact-of-the-learning-environment-on-student-learning-in-higher-education-a-realist-review\/","title":{"rendered":"The impact of the learning environment on student learning in higher education: a realist review"},"content":{"rendered":"<p><strong>Volume:<\/strong> 1<br \/>\n<strong>Issue: <\/strong>2<br \/>\n<strong>Year:<\/strong> 2012<br \/>\n<strong>Author(s):<\/strong> Tina Fanneran Staffordshire University<\/p>\n<p>Background: <\/p>\n<p>The learning environment has the potential to enhance or impede understanding and engagement with a given topic<br \/>\nTeacher-centred \/ instructional approaches to delivery have traditionally dominated teaching practice in higher educationHowever, concerns about the disengagement of students, who are continually exposed to instructional approaches has resulted in a shift towards blended approaches to learning in higher education<\/p>\n<p>Review Aims:<\/p>\n<p>To examine how the learning environment can be used to yield the most positive learning experience for a student in higher education.<br \/>\nTo explore the implications of the findings of this review for the personal teaching practice of the researcher<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/The_impact_of_the_learning.mp3\">The_impact_of_the_learning.mp3<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/The_impact_of_the_learning.pdf\">The_impact_of_the_learning.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/The_impact_of_the_learning.ppt\">The_impact_of_the_learning.ppt<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: 1 Issue: 2 Year: 2012 Author(s): Tina Fanneran Staffordshire University Background: The learning environment has the potential to enhance or impede understanding and engagement with a given topic Teacher-centred \/ instructional approaches to delivery have traditionally dominated teaching practice in higher educationHowever, concerns about the disengagement of students, who are continually exposed to instructional [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1197","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1197","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1197"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1197\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1197"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}