Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory

Sjöblom, Kirsi; Mälkki, Kaisu; Sandström, Niclas; Lonka, Kirsti

doi:10.14786/flr.v4i1.217

Cited by 12 publications

(17 citation statements)

References 63 publications

(62 reference statements)

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“…Usein aikuisten oppiminen toteutuukin informaaleissa ympäristöissä, joissa on oppimista tukeva ilmapiiri. Oppimisympäristökäsitteen lisäksi käytetään oppimaiseman käsitettä, joka sisältää sekä fyysiset tilat, välineet ja teknologian sekä oppimiselle suotuisan ilmapiirin ja pedagogiikan (Sjöblom, Mälkki, Sandström & Lonka 2016). Avautuvia oppimistiloja tutkineen Raija Kattilakosken mukaan avoin oppimisympäristö tai tila ei ole sinällään hyvä tai huono, vaan tilojen käyttöön sovituilla pelisäännöillä, pedagogiikalla ja monipuolisten tilojen joustavalla käytöllä voidaan löytää jokaiselle oppijalle ja opetettavalle aiheelle sopivat tilat ( Kattilakoski 2018).…”

Section: Luokittelun Tarkoitus On Auttaa Kategorioiden Sovelta-unclassified

Testeistä oppimisen olohuoneeseen ja digituutorointiin

Mäkinen

Sihvonen

2020

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Section: Luokittelun Tarkoitus On Auttaa Kategorioiden Sovelta-unclassified

Testeistä oppimisen olohuoneeseen ja digituutorointiin

Mäkinen

Sihvonen

2020

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“…According to current understanding of how to best support motivation, productivity, well-being and sustainable commitment at work, it is essential that the environment be supportive of the employees' basic psychological needs: autonomy, competence and relatedness (Deci & Ryan, 2014). This applies not only to the social and cultural environment, but also to the physical environment that the individuals function in (Sjöblom, Mälkki, Sandström, & Lonka, 2016). Autonomy refers to perceiving oneself as the origin or source of one's own behavior, competence refers to a sense of confidence and effectiveness in one's own actions, and relatedness refers to feeling connected to other individuals or one's community Deci & Ryan, 2014).…”

Section: Knowledge Work Environments Motivation and Well-beingmentioning

confidence: 99%

“…Environments and tools can take the user's abilities to the next level or, respectively, significantly impair the performance the users would be able to attain if they had the suitable means (Hutchins, 2000;Norman, 1993). Furthermore, well-functioning spaces and tools not only supplement the capabilities of users; they also contribute to users' perceptions of themselves as competent, autonomous agents belonging to that particular environment (Sjöblom, Mälkki, Sandström, & Lonka, 2016).…”

Section: Role Of Physical Environment and Digital Tools In Productivimentioning

confidence: 99%

Training in 21st Century Working Life Skills: How to Support Productivity and Well-Being in Multi-Locational Knowledge Work

Sjöblom¹,

Lammassaari²,

Hietajärvi³

et al. 2019

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Along with the rapid development of digital technology and the increasing proportion of knowledge work, work is becoming decreasingly defined by time and place, and more diverse in terms of both. As digital tools and multi-locational spaces become focal parts of human performance, the optimal use of these resources requires not only the ability to mechanically use them, but also the ability to develop useful behavioral strategies and practices related to them. In fact, modern work requires new kinds of skills from both employees and employers, and useful work practices need to be developed at both the individual and organizational level. This study presents a training program that aims to support well-being and productivity at multi-locational knowledge work by developing the participants' awareness skills and behavioral strategies related to knowledge work, digital tools and physical spaces as well as by facilitating the development process in the participating organizations. Fifteen trainees from eight organizations attended the program and a larger sample of employees (n = 189) responded to the questionnaires. The approach of the study was design research, and we applied mixed methodology: ANOVAs and qualitative content analysis. This study shows the organizations' and individuals' diverse needs regarding using multi-locational spaces and digital tools. It concludes that individuals and organizations can benefit from training in the use of modern spaces and tools in ways that support productivity and well-being. From the theoretical and practical perspective, the study contributes to the current understanding of how to utilize multi-locational spaces and digital tools in ways that support the productivity and well-being of employees. Creative Education training program developed to respond to these specific challenges; and third, we present the empirical results of the first round of training.

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“…an educational researcher and expert that collaborates with both FM and academic leaderssuch as Heads of department, Deans and the Rectorateand that works in the nexus of FM and educational leadership) is the fulfilment of basic and psychological needs in the built environment (Sandström et al, 2016). Sjöblom et al (2016) discussed the psychological basic needs (such as relatedness and competence; see e.g. Deci and Ryan, 2008;Gay et al, 2011) in the context of a physical learning JCRE 22,1 environment, concluding that the fulfilment of the needs might be a prerequisite for a sense of belonging in the professional community to emerge.…”

Section: Introductionmentioning

confidence: 99%

“…Sjöblom et al (2016) discussed the psychological basic needs (such as relatedness and competence; see e.g. Deci and Ryan, 2008; Gay et al , 2011) in the context of a physical learning environment, concluding that the fulfilment of the needs might be a prerequisite for a sense of belonging in the professional community to emerge.…”

Section: Introductionmentioning

confidence: 99%

From needs to deeds

Sandström

Nevgi

2019

JCRE

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Purpose This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process. Design/methodology/approach The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations. Findings Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups. Research limitations/implications The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives. Practical implications The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal. Originality/value The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.

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Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory

Abstract: Abstract

Cited by 12 publications

References 63 publications

Testeistä oppimisen olohuoneeseen ja digituutorointiin

Testeistä oppimisen olohuoneeseen ja digituutorointiin

Training in 21st Century Working Life Skills: How to Support Productivity and Well-Being in Multi-Locational Knowledge Work

From needs to deeds

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