Spaces for learning: development and validation of the School Physical and Campus Environment Survey

Zandvliet, David B.; Broekhuizen, A.

doi:10.1007/s10984-017-9228-y

Cited by 14 publications

(14 citation statements)

References 14 publications

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“…Students learned that the space provided afforded proximity to both peers and the instructor, which may have shaped their belief about what was possible in the learning space (Park & Choi, 2014). This supports the foundational ideas of ecological psychologists (Ge et al, 2013); if students believe that positive and impactful learning can occur, they are more likely to actively engage in the learning process (Lumpkin et al, 2015b;Park & Choi, 2014;Zandvliet & Broekhuizen, 2017), which can be demonstrated by the range of engagement means.…”

Section: Discussionmentioning

confidence: 70%

“…The study by Brooks and Solheim (2014) was distinctive in that they tested for the impact of the ALC (physical space) in addition to the pedagogies. Both physical and social factors within the realm of learning influence the process and experience of learning for students (Zandvliet & Broekhuizen, 2017). For this reason, more applied research needs to combine the variable of physical space into research on active learning pedagogies.…”

Section: Purposementioning

confidence: 99%

“…Each survey had two distinct question sections: one about the physical space and one about pedagogy. The physical space portion modified questions from the School, Physical, and Campus Environment Survey instrument designed by Zandvliet and Broekhuizen (2017) and contained four questions. The original instrument demonstrated acceptable discriminant validity measures and a Cronbach alpha greater than .7 (Zandvliet & Broekhuizen, 2017).…”

Section: Survey Instrumentsmentioning

confidence: 99%

“…The physical space portion modified questions from the School, Physical, and Campus Environment Survey instrument designed by Zandvliet and Broekhuizen (2017) and contained four questions. The original instrument demonstrated acceptable discriminant validity measures and a Cronbach alpha greater than .7 (Zandvliet & Broekhuizen, 2017). The first two physical space questions asked students to comment on their group formations and movements (or lack thereof for Gender and Sport) and their perceptions on how this impacted their learning and engagement.…”

Section: Survey Instrumentsmentioning

confidence: 99%

“…According to Park and Choi (2014), "educational spaces convey an image of educational philosophy about teaching and learning" (p. 750). Thus, the learning space symbolically and silently influences a learning episode, which has prompted more educational institutions to consider the planning and construction of learning spaces (Jankowska & Atlay, 2008;Zandvliet & Broekhuizen, 2017). Despite the fact that classroom furnishings are often beyond instructor control, they have been found to partially influence student evaluations of instructor effectiveness (Safer, Farmer, Segalla, & Elhoubi, 2005).…”

mentioning

confidence: 99%

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Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms

Dane-Staples

2019

Sport Management Education Journal

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Active-learning research has explored 2 distinct areas: pedagogy and physical space. As existing research has most often explored only 1 area per study and few have been done in the area of sport sociology, additional research is needed. This research combined both areas of active learning through a quasi-experimental design. Using 2 different classes, Sport and Society and Gender and Sport, students were exposed to an unchanging physical space or manipulated physical space, as well as active-learning tasks of varying complexity. No differences in student perceptions of engagement or learning were found when comparing space variations; however, task complexity did lead to significant differences in student perceptions of engagement and learning.

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