A critical examination of informal learning spaces

Berman, Naomi

doi:10.1080/07294360.2019.1670147

Cited by 48 publications

(33 citation statements)

References 34 publications

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“…Nature is recognised as important in building enthusiasm and resilience in children, motivating them to learn (CABE, 2004). However, evidence of direct relationships between improved learning outcomes and informal learning spaces are lacking (Berman, 2020). Instead it is proposed that informal spaces and how they may promote a sense of belonging among students, thus affecting their experience, should be explored (Matthews et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

The university campus and a sense of belonging: what do students think?

Mulrooney¹,

Kelly²

2020

NEW DIR TEACH PHYS SCI

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The physical configuration of the university campus impacts upon student learning and experience, and can be used to signal institutional priorities. The extent to which campus, particularly in post 92 institutions, is designed as opposed to evolving as older buildings are repurposed or replaced is variable. Student experiences and perceptions of the campus physical space are also unclear. This study aimed to explore student perceptions using qualitative methods. Data were collected during 8 focus groups from 37 participants. The majority were young and female, with considerable ethnic diversity. Six major themes were identified, many of which did not directly relate to the physical space itself. Rather the impact upon students’ emotional experience and engagement with the institution was emphasised. ‘Belonging’ was the most common theme; indicating that the nature of the physical space on campus is not neutral, but can affect the extent to which students can form attachments with each other and academic staff. ‘Nature’ was the second most commonly mentioned theme. Green space has therapeutic potential in stress management, important given mental health concerns in young people including students. The ideal campus as described by participants would include green non-smoking spaces with an emphasis on health promotion. Opportunities to include nature on campus should be taken, and future proposals to design the campus should canvas student views.

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Section: Discussionmentioning

confidence: 99%

The university campus and a sense of belonging: what do students think?

Mulrooney¹,

Kelly²

2020

NEW DIR TEACH PHYS SCI

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“…We have previously shown that among higher education students, the nature of the physical space was important in enabling both a sense of belonging and social relationships to develop (Mulrooney & Kelly, 2020). Higher education establishments have invested in informal learning spaces to accommodate collaborative peer exchanges, but the extent to which such spaces are equally accessible and the potential for some students to be marginalised or excluded needs to be explored (Berman, 2020). Safe spaces provided for those with disability could inadvertently result in 'othering' or exclusion, while shared spaces could potentially allow for better integration between those with and without disability but may not be equally accessible to those with disability (Bertilsdotter Rosqvista et al, 2013).…”

Section: General Belongingmentioning

confidence: 99%

Student belonging: the impact of disability status within and between academic institutions.

Barnes

Kelly

Mulrooney

2021

NEW DIR TEACH PHYS SCI

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Belonging at university is a complex and important issue which relates to student attainment but is more challenging for non-traditional students, including those with disability. This study, part of a larger project, explored differences in academic self-confidence and engagement, belonging, peer belonging and institutional acceptance in those with and without disability in two academic institutions. Quantitative data, collected using a series of statements in online questionnaires, indicated that academic self-confidence was significantly lower in those with disability, as were aspects of peer belonging. By contrast, academic engagement and institutional acceptance did not differ for most statements by disability status. Possible reasons for this, and the implications of the findings, are discussed.

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“…Latitudinal approaches (comparing behavior in several courses taken by the same group of students) could also be of interest to see the extent to which they adopt different behaviors in different courses and why. In these broader research approaches, we could also further explore the role of informal learning [13] and social interactions [9], two areas that have been largely overlooked in the research. Such research might also help illuminate some of the relationships between educational contexts and study behavior, which are currently unclear.…”

Section: Educational Context and Study Behaviors (Rq3)mentioning

confidence: 99%

Study Behavior in Computing Education—A Systematic Literature Review

LoråsMadeleine

SindreGuttorm

TrættebergHallvard

et al. 2021

ACM Trans. Comput. Educ.

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As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.

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A critical examination of informal learning spaces

Cited by 48 publications

References 34 publications

The university campus and a sense of belonging: what do students think?

The university campus and a sense of belonging: what do students think?

Student belonging: the impact of disability status within and between academic institutions.

Study Behavior in Computing Education—A Systematic Literature Review

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