Learning environments preferred by university students: a shift toward informal and flexible learning environments

Abstract

Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical approaches, the use of information and communications technology (ICT), the diversification of student populations, and new expectations related to working life. This study focused on university students’ perceptions of preferred learning environments and their thoughts about the best learning environments for the higher-education level. The main data consisted of answers to open questions from 230 students. Additionally, a questionnaire was used to gain an overall picture of students’ experiences in the current learning environment. Five main themes emerged: characteristics of the campus; available resources; flexibility of learning opportunities; pedagogy; and implementation of ICT in education. Further, two larger perspectives were highlighted. One was the need for informal learning environments (where students can study alone or with peers or just hang out). The second perspective pertains to the flexibility of learning, demonstrating the need for learning environments that allow participation without the need to come to the campus for face-to-face meetings. The need for resources (particularly ICT and the support and availability of teaching personnel) was also highlighted. The study provides important perspectives for developing appropriate learning environments for higher education.

Physical home learning environments for digitally-supported learning in academic continuing education during COVID-19 pandemic

“…While the COVID-19 pandemic has created a setting in which these two topics could be explored on a large scale, the relevance of the findings is not constrained to this particular situation. Future directions for higher education and academic continuing education point to more flexible and blended or online learning provisions (Pelletier et al, 2021 ; Schulte et al, 2020 ) in line with students’ demands for alternative and more-flexible learning opportunities (Valtonen et al, 2021 ) for which the home learning environment as well as other informal learning environments gain significance and importance. Our research also contributes to understanding the relationship between physical, psychological, technological and cultural aspects of learning environments, especially from the perspective of designing student-centred learning environments (Land & Hannafin, 2012 ) not only for non-traditional students but also for traditional students.…”

“…Learning environment research, which dates back to the work of Herbert Walberg and Rudolf Moos (Fraser, 2018 ), has been increasing significantly, particularly in regard to the psychosocial learning environment in formal learning spaces such as classrooms and laboratories. Recent conceptualisations of learning environments provide a more holistic perspective including the physical and technological aspects and informal learning spaces outside classrooms and schools (Manninen et al, 2007 ; Radcliffe et al, 2009 ; Valtonen et al, 2021 ).…”

Elementary Students’ Attitudes towards an Online Visiting Lecture in Covid-19 School Closure Period

“…Chen (2020) states that conducive learning environment will increase students' motivation. Similary, Valtonen T et al (Valtonen et al, 2020) state that a conducive learning environment helps students prepare themselves for new knowledge.…”

If you build it, will they come?

“…However, student preferences seem to still be focussed around interaction between lecturer and student, with preferences focussed on functionality, including audibility and visibility of slides. Whilst students do favour flexibility of learning spaces for informal learning, and the ability to engage remotely (Valtonen et al, 2021), the literature does suggest a level of conservatism amongst students towards spaces designed around active learning spaces, which in part may be influenced by the preferences of academics, particularly in Economics, towards traditional "efficient" methods such as chalk and talk lectures (Goffe & Kauper, 2014).…”