Ambience in Social Learning: Student Engagement with New Designs for Learning Spaces

Autor/inn/en	Crook, Charles; Mitchell, Gemma
Titel	Ambience in Social Learning: Student Engagement with New Designs for Learning Spaces
Quelle	In: Cambridge Journal of Education, 42 (2012) 2, S.121-139 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2012.676627
Schlagwörter	Foreign Countries; Informal Education; Library Facilities; Social Experience; Undergraduate Students; Space Utilization; Student Attitudes; Study Habits; Audio Equipment; Diaries; Learner Engagement; Reflection; Focus Groups + Suchen Sie Ihr Suchwort? Ausland; Informelle Bildung; Nichtformale Bildung; Soziale Erfahrung; Raumnutzung; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Audio-CD; Diary; Tagebuch
Abstract	An imperative to develop the social experience of learning has led to the design of informal learning spaces within libraries. Yet little is known about how these spaces are used by students or how students perceive them. Field work in one such space is reported. The general private study practice of undergraduates was captured through audio diaries, while activity in the learning space was directly observed, and students provided reflective perspectives in focus groups and through spot conversations. Results suggest such spaces are popular and yet stimulate limited group work. Yet other, less intense, forms of productive collaboration did occur and a taxonomy of four such types of encounter is offered. Of particular importance to students was access to a "social ambience" for study. The results encourage institutions to design for a mixed economy of student choice over learning spaces and to consider modes of encouraging diversity in their use. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10