Learning space preferences of higher education students

Beckers, Ronald; Voordt, D.J.M. van der; Dewulf, Geert P.M.R.

doi:10.1016/j.buildenv.2016.05.013

Cited by 91 publications

(123 citation statements)

References 35 publications

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“…Personal communication with peers, coeducation is important to them, but now the opportunity to work in a small group in separate convenient space is at the forefront requirement. Large spaces for training large number of students lose popularity faster [11][12][13]. Thus, the education in advanced countries moves towards individualization of learning in higher education, active use of scientific and educational IP-based networks, distance learning technologies allow geographically remote from one to another students work together to solve the task.…”

Section: Discussionmentioning

confidence: 99%

Enhancing the Role of Educational Services of Higher Education System in the Competitive Specialists Training for Industry

Kuznetsova

Yumaev

et al. 2017

E3S Web Conf.

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Abstract. The paper shows determination of educational services effect of higher education system to the competitive specialists training for the industry. Universities should focus their efforts on the development of innovative scientific and educational environment of the global level if they want to supply modern industry with highly qualified specialists. Despite the good results achieved in training for industry, universities should always be a step ahead in enhancing the quality of educational services. According to the findings options for professional trainings are offered; also the regional specialized educational resources launch is suggested.

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Section: Discussionmentioning

confidence: 99%

Enhancing the Role of Educational Services of Higher Education System in the Competitive Specialists Training for Industry

Kuznetsova

Yumaev

et al. 2017

E3S Web Conf.

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“…In simple, divergent learning ecology retains divergent affordances (Hamel, 2016). Figure 2, the environment is denoting to the comprehensive social learning milieu which scattered all over the campus (Beckers, 2016;Beckers, Van Der Voordt, & Dewulf, 2016) and consisted of four elements namely: observer, environment, object, and complementary relations. Meanwhile, the objects indicate anything from a physical future up to sounds, smells, lighting, and landscape in the settings.…”

Section: Theory Of Affordancementioning

confidence: 99%

Evaluating The Affordances Of Transitional Space As Social Learning Space At Polytechnic

Ramu¹

2019

The European Proceedings of Multidisciplinary Sciences

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Presently, the vast evolution affiliated with academia in Malaysia encounter the expository needs of advance perspectives of new learning theory so-called as a connectivism learning theory for the digital age. Consequently, the entire conceptualisation of new learning space that designated as social academic learning space derived from this new learning theory. For this reason, there is a requisite to explore the actualisation of affordances of student social learning space (SLS) apart from conventional lesson time on campus. Accordingly, this research elicits an evaluation of the actualised affordance of the SLS associated with the behavioural of learners. This study analysed the physical attributes of the SLS and the architecture of the learning environments which immeasurably impacted the behavioural responses of the learners. Eighty full-time students form Ungku Omar Polytechnic were interviewed and observed to obtain the learners' behavioural responses, space utilisation and learners' perceptions towards SLS. The responses were analysed using content analysis and grouped into:(i) type of activities, (ii) actualized affordances, and (iii) reveals notes. Results from this research recommended that transitional space that labelled as transitions between two destinations is effectively perceived by learners as efficient and conducive SLS.

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“…Also important, but much less widely recognised, is the alignment of the educational vision with the physical learning environment, i.e., the building, as a space for learning, affects if and how the pursued educational goals can be reached (Nordquist & Laing, 2015). Students prefer physical learning spaces that are related to their learning activities (Beckers, Van der Voordt, & Dewulf, 2016a, 2016b. The classroom design impacts their perceptions of quality of teaching and their level of engagement (Imms & Byers, 2017), as well as the social climate and attendance which eventually affects achievement (Maxwell, 2016).…”

Section: Implementing Change Requires An Infrastructurementioning

confidence: 99%