Learning Spaces – higher education beyond the seminar room

Author(s):

Phil Wood(presenting)Phil Wood(presenting / submitting)Paul Warwick

Conference:

ECER 2011

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 09 B, Teaching, Learning and Assessment in Higher Education

Paper Session

Time:

2011-09-15

10:30-12:00

Room:

L 202,1 FL., 37

Chair:

Jussi Välimaa

Contribution

This project focuses on developing an understanding of the complexity of learning spaces which are inhabited by students in higher education institutions. Developing work already carried out by the authors on experimental learning spaces within the University of Leicester (Wood et al., 2010), this is a dual-level project which aims to gain a better understanding of the ‘learning lives’ of students beyond formal learning spaces such as the lecture theatre, laboratory and seminar room. Using a mixed methods approach focusing on survey, focus group and visual methods, data is developed from the general to the particular to investigate the ‘other’ spaces which students use to develop their learning. These spaces include both physical and virtual spaces, as well as on and off campus spaces, including cafes, libraries, study bedrooms as well as virtual learning environments and social networking/Web 2.0 technologies (see Aleman & Wartman, 2009). This research considers the complex interplay of these different spaces in the learning of students and also how they relate to the formal spaces of which we have a clearer understanding. This project focuses on developing a better understanding of the dynamics of the learning ecologies which underpin the experiences of students within the university, and builds on research considering e-learning conducted by Ellis and Goodyear (2010), and the critique offered by Boys (2011) that much of the learning spaces literature lacks an understanding of the changing nature of the learning process at HE level.

Our main aims are:

- To understand how/where learning occurs beyond formal learning spaces

- To understand the use of informal spaces (such as personal spaces, cafes, libraries etc) and ubiquitous technology

- To gain a broader understanding of ‘on’ and ‘off’ campus learning and the generation of resultant learning contexts

- To use these developing insights to consider and develop our own teaching practice

Method

The aims were investigated through analysis at two scales. The use of an online survey completed by on campus students and supported through the Students’ Union to focus on learning preferences, learning spaces and the use of technology as well as considering ‘green learning spaces’ and preferred future trends. At present the union has access to approximately 5,000 individuals through its Facebook network acting as the main sample source. At a more detailed level, undergraduate focus groups were used developing a methodology piloted in the School of Education, University of Leicester in 2009/10. These focus groups built upon an innovative research exercise where a group of undergraduate students (4-8 participants) in each of six departments, one from each college within the university, completed a week long exercise to photograph and log all spaces used for learning. This data capture was followed by workshop and focus group interviewing which deconstructed their records of learning to understand their emerging contexts for learning, and was also used to project ideas of what students felt the perfect HE learning environment might look like.

Expected Outcomes

Results show that students make a diverse use of a number of learning spaces, both formal and informal. The periods of time spent in these diverse spaces, the technologies used to support learning, and the patterns of both individual and group orientated approaches to learning show personal preferences and a spectrum of learning approaches. This shows a complex ecology of learning with regular but diverse use of technologies and a wide variety of learning spaces. This suggests that the design of learning spaces may be most effective where students play an active role in design, and where sapces are at their most flexible to allow adpation over time. A number of interesting and original ideas are also suggested by students in describing their ideal university learning environment.

References

Aleman, A.M.M. & Wartman, K.L. (2009) Online Social Networking on Campus: Understanding what matters in student culture, London, Routledge. Boys, J. (2011) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education, London, Routledge. Ellis, R.A. & Goodyear, P. (2010) Students’ Experiences of E-learning in Higher Education: The ecology of sustainable innovation. London, Routledge. Wood, P.B., Warwick, P. & Cox, D. (2010) ‘Blogs as liminal space: student teachers at the threshold’ European Conference on Educational Research, 25-27 August, Helsinki.

Author Information

Phil Wood (presenting)

University of Leicester

School of Education

Leicester

Phil Wood (presenting / submitting)

University of Leicester, United Kingdom

Paul Warwick