Academic environments that enhance the teaching-learning process

Abstract

The main objective of this research is to recognize that in the higher education classrooms are generated different environments that can enhance or inhibit the teaching-learning process, these environments are generated at first by teachers, who through their practices, personal relationships, proposals, and mediation, etc., can favor the teaching environment. On the other hand, students through their disposition, delivery, vocation, amongst other elements, are factors that will improve the environment to achieve proper learning. The methodology used to analyze and promote learning environments was through the application of educational strategies of various types to higher level groups, these strategies parted from personal knowledge, multiple intelligences, leadership, communication, analysis of strengths, opportunities, weaknesses, and threats, which led both teachers and students to create, based on the strategies used, better learning environments starting from the personal, the group, the mediation or facilitation of the subject and finally taking into account the physical aspect of the classrooms. Once the strategies were applied, those environmental elements that did not favor the process were identified, recognizing those factors that enhance teaching and learning, all of the above led to changes in daily practices and specially in the willingness of teachers and Students to improve each day the factors that cause changes in environments that promote both teaching and learning, thus causing significant learning.