Elements of a safe learning environment: A student perspective
Main Article Content
Abstract
Background. There is evidence that any learning experience should happen in a safe learning environment as students interact, experiment and construct new knowledge. It is therefore important to investigate a learning environment from student perspectives on what elements will make them feel safe.
Objective. This study aimed to identify the elements contributing to a safe learning environment for millennial optometry students.
Methods. An intrinsic qualitative case study was undertaken with undergraduate optometry students from the University of the Free State, South Africa (N=68). An open-ended questionnaire was completed after applying nine different teaching-learning methods based on Kolb’s experiential learning cycle. To supplement the data, two focus group interviews (N=17) were also conducted.
Results. The response rate to the questionnaire was 99.42%, and 15 students participated in the focus group interviews. Students feel safe in an environment where they are familiar with each other, the educators and the surroundings. Peer learning also creates a safe and familiar environment. These elements create an environment where they feel safe to ask questions. Students value an environment where they can learn without influencing their marks or disadvantaging patients. They enjoy learning from their peers but also need personal contact with educators. Elements such as consistency and an achievable objective have also been identified.
Conclusion. The study findings suggest that to respond to the real learning environment needs of students, insights must be gained into their experiences and perceptions, thereby identifying their needs and suitable learning environment to optimise learning pedagogies.
Downloads
Article Details

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The AJHPE is published under an Attribution-Non Commercial International Creative Commons Attribution (CC-BY-NC 4.0) License. Under this license, authors agree to make articles available to users, without permission or fees, for any lawful, non-commercial purpose. Users may read, copy, or re-use published content as long as the author and original place of publication are properly cited.
Exceptions to this license model is allowed for UKRI and research funded by organisations requiring that research be published open-access without embargo, under a CC-BY licence. As per the journals archiving policy, authors are permitted to self-archive the author-accepted manuscript (AAM) in a repository.
How to Cite
References
Kolb DA. Experiential learning: Experience as the source of learning and development. New Jersey: Prentice- Hall; 1984.
De Oliveira SN, Do Prado ML, Kempfer SS, et al. Experiential learning in nursing consultation education via clinical simulation actors: Action research. Nurse Educ Today 2015;35:50-54.
Wurdinger S, Allison P. Faculty perceptions and use of experiential learning in higher education. J E-learning and Knowledge Society 2017;13(1):27-38.
Toothaker R, Taliaferro D. A phenomenological study of millennial students and traditional pedagogies. J Profess Nurs 2017;33(5):345-349.
Manolis C, Burns DJ, Assudani R, Chinta R. Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory. Learning and Individual Differences 2012;23:44-53.
Fowler J. Experiential learning and its facilitation. Nurse Educ Today 2008;28:427-433.
Shocket RB, Colbert-Getz JM, Levine RB, Wright SM. Gauging events that influence students’ perceptions of the
medical school learning environment: Findings from one institution. Acad Med 2013;88:246-252.
Young JE, Williamson MI, Egan TG. Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learing in a simulated GP clinic. Adv Health Sci
Educ 2016;21:63-77.
PrashantiE,RamnarayanK.Tenmaximsforcreatingasafelearningenvironment.AdvPhysiolEduc2020;44:550-553.
Kolb A, Kolb D. Experiential learning theory as a guide for experiential educators in higher education. A J Engaged Educ 2017;1(1):7-44.
Schwartz M. Best practices in experiential learning. Toronto: Toronto Metropolitan University; 2012.
Johnson B, Christensen L. Educational Research: Quantitative, Qualitative, and Mixed approaches. 3rd ed.
California: Sage Publications; 2008.
Husebø SE, O’Regan S. Reflective practice and its role in simulation. Clin Simul Nurs 2015;11:368-375.
BengtssonM.Howtoplanandperformaqualitativestudyusingcontentanalysis.NursingPlusOpen2016;2:8-14. 15. Elo S, Kyngäs H. The qualitative content analysis process. J Adv Nurs 2007;62:107-115.
Patton MQ. Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks: Sage Publications; 2002.
Hanson JL, Balmer DF, Giardino AP. Qualitative research methods for medical educators. Acad Paediatrics
;11(5):375-386.
Houghton C, Casey D, Shaw D, Murphy K. Rigour in qualitative case-study research. Nurse Res 2013;20(4):12-17. 19. Rees CE, Knight LV, Cleland JA. Medical educators’ metaphoric talk about their assessment relationships
with students: ‘You don’t want to sort of be the one who sticks the knife in them.’ Assess Eval Higher Educ
;34(4):455-467.
Allan EG. ‘I hate group work!’: Addressing students’ concerns about small-group learning. A J Scholarly Teach
;11:81-89.
Brierley C, Ellis L, Reid ER. Peer-assisted learning in medical education: A systematic review and meta-analysis.
Med Educ 2022;56:356-373.