Despite the ever-present paradigm shift from teaching to learning, most approaches to increase learning effectiveness and learner wellbeing are driven by discourses on pedagogy and/or didactics and thus focussed on the teacher.
In this paper, we propose an alternative approach to enhancing learning effectiveness, which delineates some selected contextual factors that may often be overlooked. We introduce Learning Ergonomics as a practice-oriented framework, which focusses on factors that are influenceable by either the learner or the institution. All factors included in the model, show an empirically proven impact on learning effectiveness, with the empirical evidence stemming from different disciplines.
This paper was presented at the 2019 European Learning & Teaching Forum and reflects the views of the named authors only.