Learning spaces around the university: Factors that affect the preferences for a space

Lee, Jason Wen Yau

doi:10.4995/head17.2017.5218

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…A study conducted at Nanyang Technological University in Singapore examined the utilization of informal learning spaces by undergraduate students [15]. They concluded that student preferences for learning spaces were based on three main characteristics or '3 C's': 1) comfort of the learning environment (furniture, temperature, cleanliness, internet connections etc.…”

Section: Preferred Locationsmentioning

confidence: 99%

“…), 2) the convenience of the space (accessible locations closer to classes or any restrictions on consumption of foods and drinks, etc. ), and 3) a sense of community that balances private space as well as spaces enabling group collaboration [15]. A similar approach can be taken for designing learning spaces for students and residents in the medical community to ensure availability of preferred spaces amid time constraints and heavy study loads.…”

Section: Preferred Locationsmentioning

confidence: 99%

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Environments, processes, and outcomes - using the LEPO framework to examine medical student learning preferences with traditional and electronic resources

Wong

Kapoor

Tso

et al. 2021

Medical Education Online

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Changes in medical student learning preferences help drive innovation in teaching and require schools and commercial resources to quickly adapt. However, few studies have detailed the relationship of learner preferences to the environment and teaching modalities used in the pre-clerkship years, nor do they incorporate third-party resources. Our study attempts to analyze learner preferences by comparing the use of traditional and third-party resources. In 2017-18, a survey was distributed to medical students and residents at two accredited medical schools. Participants noted preferred styles of learning regarding lecture duration, timing, location, format, third-party resources, learner types and USMLE Step 1 scores. The 'Learning Environment, Learning Processes, and Learning Outcomes' (LEPO) framework [5] was used to examine learner preferences, with responses compared using the Mann-Whitney U and two proportion z-tests. A total of 329 respondents completed the survey: 62.7% medical students and 37.3% residents. The majority of participants identified their learning style by Kolb [6] as converging (33.0%) or accommodating (39.2%). Students preferred lectures 30-40 minutes long (43.3%), during morning hours (54.2%), in their own homes (52.0%), via online lectures with simultaneous drawings (56.0%), and classroom/ podcast lectures with PowerPoint® presentations (54.3%). Overall, students rated third-party resource characteristics higher than traditional curricula, including effectiveness of teachers, length, quality, time of day, and venue (p < 0.001), but also preferred small group formats. Students reported animated videos (46.6%) and simultaneous drawings (46.5%) as the most effective means of retaining information. Understanding changing learner preferences is important in creating optimal curricula for today's students. Using the LEPO framework, this study identifies critical preferences in successfully teaching medical students, inclusive of commercial and traditional resources. These results can also help guide changes in pedagogy necessary due to the more recent COVID-19 pandemic.

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Section: Preferred Locationsmentioning

confidence: 99%

Section: Preferred Locationsmentioning

confidence: 99%