The Affordances of Innovative Learning Environments for Deep Learning: Educators' and Architects' Perceptions

Autor/inn/en	Young, Fiona; Cleveland, Benjamin; Imms, Wesley
Titel	The Affordances of Innovative Learning Environments for Deep Learning: Educators' and Architects' Perceptions
Quelle	In: Australian Educational Researcher, 47 (2020) 4, S.693-720 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Fiona) ORCID (Cleveland, Benjamin) ORCID (Imms, Wesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00354-y
Schlagwörter	Affordances; Educational Research; Educational Innovation; Teacher Attitudes; Taxonomy; Architecture; Educational Facilities Design; Educational Environment + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Instructional innovation; Bildungsinnovation; Lehrerverhalten; Taxonomie; Architektur; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Recent learning environments research conducted in Australasia reports positive correlations between innovative learning environments (ILEs) and students' deep learning. Yet, understandings about "how" ILEs may support teachers' professional practice and students' learning activities are limited, with little research having been conducted into how different spatial affordances may--or may not--enhance opportunities for effective teaching and learning. This study investigated the "affordance for learning" perceptions of educators and architects with respect to the "action possibilities" for deep learning in both ILEs and more traditional classrooms. The study identified a taxonomy of affordances found to enhance opportunities for varied pedagogical approaches. In addition, differences were found between educators' and architects' perceptions of "affordances for learning," revealing a need to better understand how both groups might learn to recognise and subsequently take advantage of "action possibilities" for deep learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01