Socio-Spatial Analysis of In-Between Learning Spaces in University Campus: Integration, and Controllability for Academic Effectiveness (original) (raw)
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Analysis of the Physical Space of Higher Education with an Emphasis on Social and Cultural Factors
THE TURKISH ONLINE JOURNAL OF DESIGN, ART AND COMMUNICATION, 2016
Educational environment as one of the most important urban spaces should be taken into consideration. Obviously, architectural features of educational units are considered an important factor affecting the success of the educational structure. This study analyzed the space of higher education with an emphasis on cultural and social factors. Research methodology is dealing with the problem and field study. In other words, this research is an applied research and it is the kind of descriptive and analytical. The study population included students in different courses at Iranian governmental universities and professors and experts in these centers. Research findings showed that independent variables such as naturalism, amount of spatial coherence and the availability of space were studied with the dependent variable of attitude towards improve educational quality. Naturalism and spatial coherence variables compared to other variables had the highest correlation with the improvement of educational quality. Moreover, it became clear that there is a conflict between the status quo of physical spaces in universities and cultural perspectives and performance of the students. Furthermore, according to the results obtained from professors and experts, we can say that policymaking at the macro level in relation to the cultural policy based on cultural principles and culture of students, compliance of spaces in universities with traditional and modern culture, creating spaces with Iranian and Islamic identity and create spaces for security, safety and welfare of students are the most influential ideas on improving physical space in order to improve students' cultural and social issues.
The last century has witnessed an evolution in the human’s understanding of learning from being a spoon-feeding process towards a process based on the ability of the human mind to receive information, construct the knowledge and then understand according to the learner’s perceptions (Brown, 2004). However, the human’s understanding of the spatial relation between the learning process and the physical environment of its occurrence is somehow lagging in terms of scientific research that can explain their relationship. This research attempts to focus on school learning, while aiming to understand the spatial impact of the building on the students’ learning process. In fact, the academic life of the students inside the school premises is hardly studied without considering their social behavioural patterns. Both aspects are somehow tangled especially when learning is perceived as a social process (Sailer, 2015). Consequently, the research is expanded to include the spatial dimension of both the learning and socialisation of the students. Nine secondary schools in the UK are presented as a comparative case study based on quantitative analysis of the school buildings. Syntactic analysis is the key criterion of evaluation, supported by studying the organisation of various spatial components (circulation, social and learning spaces). The research highlights the important role of the spatial design and configurations, yet space is not the only player in the equation. Both the spatial parameters of the building in addition to other non-spatial parameters (school management, quality of teaching and the students’ level of deprivation) inter-relate to impact the students’ social and academic life inside the school. The research unveils the spatial potential within each school building that contributes to the students’ learning and socialisation, hence the spatial configurational analysis should take part of the original school design process to set the foundation for students’ social activity and mixing patterns. Nevertheless, space should be designed to accommodate various formats of learning or at least afford the school learning process. Keywords: Students - Learning - Socialisation - Space - Configurations - Organisation
LEARNING ENVIRONMENTS IN UNIVERSITY CONTEXT
"The paper examines the relationship between space and learning in university context. The research questions are focused on identifying and characterizing the spatial properties of the university learning settings, which support and facilitate the generation, sharing and acquisition of knowledge. These interactions rely on a social and informational framework, which is expressed differently in every setting. It aims at identifying urban and architectural settings that host knowledge acquisition and or transmission. It will offer a tool to create or modify a setting that facilitates predetermined experiences and interactions. This tool also enables the creation of an urban/architecture system, creating a new sense of continuous learning place. It scopes several thematics: scale, learning mode, actors, interaction, environmental characteristics and morphology; aiming at a succinct and structured characterization of every type of space."
Iran University of Science & Technology, 2018
Environment consists of a hierarchy of behavioral settings that create activity systems in conjunction with each other and it will contribute to a better understanding of environment capabilities for people. Recognizing the reflective behaviors of the students provides the possibility of optimized designing of university spaces in order to form the behavioral settings. The aim of the present research is extracting the indicators of behavioral settings and comparative comparison of them in internal frame and landscape of the universities. For this purpose, Azad University of Tabriz, based on the assumption of physical desirability, due to the assignment of use to higher education and its modernization, and Islamic art Faculty with its historical structure in urban texture and change of its function from residential to higher education has been evaluated in this study .Survey method based on map reading is used by students and the questionnaires are collected and the results are analyzed using SPSS software. The results of this study demonstrate preliminary evidence for the reliability and validity of the behavioral settings in educational spaces. The investigated factor indicates the ten principles organized in effective peripheral anatomy from the dimension of the spatial, semantic and social components in formation of behavioral settings. Islamic Art Faculty with more student-defined behavioral domains and responding to behavioral setting variables has spatial desirability for students while Islamic Azad University of Tabriz, along with the modern structure, is not responsive to behavioral variables In the meantime, through discovering the problems for evaluation of the building, some strategies are suggested to improve the present condition. Environmental variables that affect student outcomes can also be physical. Physical spaces on campus, such as the presence of places to relax and socialize, affect student health.
Transitional Spaces in Higher Education as Efficient Informal Academic Learning Spaces
National Conference on Sustainable Cities 2018, 2018
At present, the outgrowth changeover in teaching pedagogies highlights the critical needs of changing perspectives from Teacher-Centered to Learner-Centered pedagogy specifically in the higher education. The influence of learning space turned more prominent due to transformation in pedagogical practices in higher education. As learner’s learning styles, aspirations and expectations evolve, it is clear that learning environment need to evolve with them. Consequently, there are needs in the establishment of ideal types of social or informal learning space which promote learner-centered pedagogy. Furthermore, learner-centered learning necessitated that a notable amount of learner’s learning time is anticipated to be spent outside-classroom. This fact elucidates the demand for exploring the transitional spaces as informal academic learning space, such as (1) transition between two destinations: internal corridors and entrance lobbies; (2) transitions between exterior and interior: courtyard and external corridors; and (3) transitions between natural and buildings: gazebo and square are utilized in order administering their self-directed learning activities. Consequently, in the research, a qualitative study was adapted to investigate correlation between the space and learners’ utilization and attributes at higher-education transitional spaces in Polytechnics. The independent and dependent utilization of higher-education transitional spaces were observed using walkthrough and focus group technique based upon four behaviour setting factors - space, time, people and objects. The study concentrated on the transitional spaces within the academic zone of Ungku Omar Polytechnic whereas the focus was on the full-time diploma students of Polytechnic including technical and non-technical courses. Students’ social behaviours, social interactions and social gathering in Polytechnic transitional spaces are essential issues in analysing the learner’s psychology and their social interaction needs. The results from this study provide designers and planners a key concept of human behaviour in the design process of Education Eco-System in Malaysia. Moreover, it provides the different paradigm for the making of place rather than focusing on aesthetics and appearance as priority criteria for design. Additionally, this study shows the optimum utilization of higher-education transitional spaces by learners’. As a result, the final outcome of the study contributes toward creating an ideal informal learning environment to enhance the education 4.0. towards 21st Century Education.
Paper presented at Space Syntax International Symposium, 2013
Qualities of the campus as a place and its role as a space for different types of interactions have been discussed in the literature as important parameters of academic life (Kumar, 1997;. Although how the spatial organization of campus generates interaction has generally been discussed within the scope of knowledge production, there is a body of research concentrating on the role of spatial configuration and land use decisions for the enhancement of In this paper we aim to contribute to this literature by analyzing the Aegean University (Ege Universitesi) Campus in Izmir, Turkey.
A Study of Informal Space on Campus by Looking at Student Preferences
IOP Conference Series: Materials Science and Engineering, 2018
The University is an educational institution that provides space and venues for cognitive and social activities and developments for students. Currently, the learning process for students can still take place in informal spaces, such as in lecture halls or in public spaces within the campus. Students can be free to study independently or in groups in various places and facilities that support it based on its choice in public spaces in the campus. In these places of education, they provide educational support facilities such as libraries, cafeterias, corridors, terraces and sitting rooms equipped with student support systems for informal learning. However, phenomena require a change in the form of a learning physical environment, which can accommodate more relaxed informal learning activities that have wider space dimensions. This study aims to explore the preferences or choices of students in the informal learning space in the campus public space. The results of this study were to obtain characteristics from the informal learning room on campus, the choice of students in choosing where to study, and the behavior of the student activities in the existing informal study. This research product is expected to be used and utilized in designing informal study room in campus public space in the future.
Architecture, Civil Engineering, Environment
The paper presents a humanistic approach in investigation of people-environment relations within university buildings. Architecture of the university buildings is considered to be a learning environment from the position of “critical pedagogy of place”. It emphasizes the importance of the place itself expressed by the specific link between building and its location understood mainly in environmental terms – not only as a functional node but also as a vital element of cultural and also natural environment (sustainable development). It also presents some of the contemporary research on learning environment focused on the topic of students’ engagement – influencing learning success, and its multiple relation with university building facilities and architecture. The theoretical considerations are illustrated by some examples of university buildings from US. The paper is a theoretical introduction to the following paper: “Students’ assessment of environmental conditions in university bui...
Students’ perspectives on configuration design of universities’ informal learning spaces
2018
Across the Australian tertiary education sector and worldwide, the number of informal learning spaces has increased in newly constructed and retrofitted university campus projects. Research on these informal learning spaces does not pay much attention to the importance of spatial configuration design and how the configuration characteristics of an informal learning space may influence students’ selection of favourite spaces and their learning activities and outcomes. Therefore, there is an urgent need to investigate students’ perceptions of the configuration designs of informal learning spaces on university campuses. Space syntactic theories are applied in this research to formulate the configuration characteristics of informal learning spaces, and students’ perception indexes of designed spaces based on students’ behavioural observations are used to represent students’ perceptions. An empirical study based on the Geelong Waterfront campus of Deakin University explores how the confi...
AFFORDANCES OF INFORMAL LEARNING SPACE IN HIGHER EDUCATION BUILT ENVIRONMENT AT POLYTECHNIC MALAYSIA
The European Proceedings , 2019
Presently, the vast evolution affiliated with academia in Malaysia encounter the expository needs of advance perspectives of new learning theory so-called as a connectivism learning theory for the digital age. Consequently, the entire conceptualisation of new learning space that designated as social academic learning space derived from this new learning theory. For this reason, there is a requisite to explore the actualisation of affordances of student social learning space (SLS) apart from conventional lesson time on campus. Accordingly, this research elicits an evaluation of the actualised affordance of the SLS associated with the behavioural of learners. This study analysed the physical attributes of the SLS and the architecture of the learning environments which immeasurably impacted the behavioural responses of the learners. Eighty full-time students form Ungku Omar Polytechnic were interviewed and observed to obtain the learners’ behavioural responses, space utilisation and learners’ perceptions towards SLS. The responses were analysed using content analysis and grouped into:(i) type of activities, (ii) actualized affordances, and (iii) reveals notes. Results from this research recommended that transitional space that labelled as transitions between two destinations is effectively perceived by learners as efficient and conducive SLS.