A Study of Informal Space on Campus by Looking at Student Preferences (original) (raw)
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Academic libraries, newly recreating themselves as centres for learning on campus, are providing expanded informal learning spaces for their students. We often judge the spaces as successful because students use them. But we do not know how students perceive these spaces as learning spaces. Students come to the library to conduct intentional or self-regulated learning. How do the spaces they use for learning activities support their learning? Do students just use the spaces because they have no choice, adapting their learning activity to their surroundings? These are some of the questions addressed by a study of student learning behaviours in informal learning spaces within an academic library. The study was conducted in early 2016. Students were interviewed regarding their perception of the spaces that they use, in relation to the learning activities they needed to undertake. The goal of the study was to determine the features in open learning spaces that assist students in their learning. This paper reviews the design of the particular academic library in the study, presenting an overview of the research and discussing preliminary results. The paper focuses on a discussion of the students' perceptions of the relationship between their learning and design of the spaces they use.
Informal academic learning space preferences of tertiary education learners
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Purpose-This paper aims to address tertiary education informal learning space preferences for learners' informal learning activities. The study accentuates learners' preferred informal academic learning space (IALS) for informal learning activities that required interaction and communication and collaboration. Design/methodology/approach-The research is based on a survey questionnaire that participated by 1,079 diploma learners from Polytechnics' technical and non-technical academic programmes in Malaysia. Findings-The finding reveals that learners mostly preferred IALS that were categorized as semi-outdoor and connected to nature. Learners prefer to have IALS for collaborative learning activities with the appropriate information, communication and technology facilities and thermally conductive. Learners preferred an attractive layout design with comfortable furniture for informal learning activities. Apparently, learning space design is more focused on formal learning rather than informal learning. Originality/value-This study grants a profound insight centred upon the learner's perspective on the spatial alignment of education 4.0 learning ecosystem can be configured to enhance collaborative and selfregulated learning activities by distinguishing the critical preference of IALS.
Journal of Namibian Studies : History Politics Culture, 2023
Transition space is basically the space where two different realms meet. It can be anywhere and of any scale from city level to residential level. There is no architecture without transition spaces, which reflect changes in the state of the space from one state to another state. According to a recent architect, transitional space design may help establish a learning atmosphere that is essential to the educational process. Where formal education is successful in the field of architectural design, informal activities play a complementary function to official events. For social activities such as debate, discussion, group work, and presentations, students require transitional places on campus. All these activities encouraged students' development of informal learning. The current question is whether the students' transitional spaces aid in improving their informal knowledge. on light of this, research was conducted to examine the functions and significance of transitional space...
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Academic libraries, newly recreating themselves as centres for learning on campus, are providing expanded informal learning spaces for their students. We often judge the spaces as successful because students use them. But we do not know how students perceive these spaces as learning spaces. Students come to the library to conduct intentional or self-regulated learning. How do the spaces they use for learning activities support their learning? Do students just use the spaces because they have no choice, adapting their learning activity to their surroundings? These are some of the questions addressed by a study of student learning behaviours in informal learning spaces within an academic library. The study was conducted in early 2016. Students were interviewed regarding their perception of the spaces that they use, in relation to the learning activities they needed to undertake. The goal of the study was to determine the features in open learning spaces that assist students in their l...
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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...
Transitional Spaces in Higher Education as Efficient Informal Academic Learning Spaces
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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.