Learning Space Design: The Presentation of a Framework for the Built Environment Discipline

Wilson, Hannah; Cotgrave, Alison

doi:10.1080/15578771.2020.1727067

Cited by 8 publications

(7 citation statements)

References 48 publications

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“…Built environment is a multi-disciplinary field which comprises sub-fields such as architecture, landscape architecture, property, construction, urban design and urban planning. It is differentiated from other academic areas as it is designed as “highly industry-focused teaching structure targeting specific skills” (Wilson and Cotgrave, 2020, p. 135). Its design of curriculum links teaching and training activities to industry practice that students are equipped with knowledge and skills and their competence is examined by professional accreditation bodies and practising standards (Sintusingha and Wu, 2010).…”

Section: Bsl and The Built Environments Educationmentioning

confidence: 99%

“…Its design of curriculum links teaching and training activities to industry practice that students are equipped with knowledge and skills and their competence is examined by professional accreditation bodies and practising standards (Sintusingha and Wu, 2010). To fulfil the pedagogical needs, Wilson and Cotgrave (2020) suggest that built environment students have special preferences and requirements for their learning space. Curriculum design and delivery also require fluidity in learning styles at different stages of the learning process, such as from delivering abstract concepts to experiential learning in design studio teaching (Tucker, 2007).…”

Section: Bsl and The Built Environments Educationmentioning

confidence: 99%

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The use of blended synchronous learning for property education in and beyond the COVID-19 pandemic

Cheung

Wu²

2022

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PurposeThe COVID-19 outbreak has brought serious disruptions worldwide and higher education has been at the forefront of this global pandemic. To adapt to the “new normal”, new technology-backed teaching mode emerges in universities as valued option to integrate face-to-face and remote teaching-learning activities. Blended synchronous learning (BSL) forms part of this new trial. This paper investigates the relevance and implications of BSL for university teaching and learning in the field of property and built environments in and beyond the transitional period of COVID disruptions and a time of global uncertainty.Design/methodology/approachThis paper adopts case study approach to the understanding of BSL and its initial planning and design for property course delivery at the University of Melbourne. A review of literature helps formulate an analytical lens for the delivery mode and its significance and challenge in enhancing student learning experience. It also brings insights from the experience of participant observation.FindingsThis paper envisions new possibilities and challenges projecting the BSL as innovative and useful teaching-learning mode for property and built environments education in and beyond the pandemic. The analysis demonstrates the pedagogical values of BSL in facilitating supportive and equitable learning environment to achieve quality learning outcomes for property education. It identifies opportunities and challenges corresponding the underlying logic and practice of BSL.Originality/valueThis paper is the first to examine the use of BSL delivery and its pedagogical significance in post-pandemic property education. It sheds light on innovative pedagogical design for academic institutions to manage pandemic and technological disruptions to teaching-learning.

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Section: Bsl and The Built Environments Educationmentioning

confidence: 99%

Section: Bsl and The Built Environments Educationmentioning

confidence: 99%

The use of blended synchronous learning for property education in and beyond the COVID-19 pandemic

Cheung

Wu²

2022

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“…Moreover, the perspective of students, from student representatives involved in project steering or committee meetings, would bring an alternative perspective. In any case, Wilson and Cotgrave's (2020) recent study suggests that similar criteria (e.g. centred on functionality for learning/task or resource availability and access) might also be priorities by university students.…”

Section: Recommendations Of the Studymentioning

confidence: 99%

“…Another characteristic affecting the design of university spaces, in particular informal ones, is the wide variety and number of stakeholders involved in these developments. For instance, the issue of learning spaces development has been explored through the lenses of academic developers (Jamieson, 2003), of library services (Schader, 2008; Beagle, 2011), estates and facility managers (den Heijer, 2011; Riley et al , 2015; Vidalakis et al , 2013), architects (Boys, 2011), information services (Oblinger, 2006) or students (Harrop and Turpin, 2013; Wilson and Cotgrave, 2020). While the need for a collaborative approach in the development of HE spaces has been strongly promoted, the tensions between some of the perspectives above have also been highlighted (Boys, 2011; Brandt and Bachman, 2016; Walton and Matthews, 2019).…”

Section: Introductionmentioning

confidence: 99%

Supporting complex decision making in learning space design: WDA-ANP, a novel sociotechnical systems approach

Bringas

Bowles

Walker

2022

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Purpose The purpose of this paper is to introduce a novel approach, underpinned by systems thinking, to structure requirements and support front-end design decision-making around the performance in-use of developments within highly complex environments, with diverse stakeholders and users, such as the case of learning spaces in higher education (HE). Design/methodology/approach Work domain analysis (WDA), a sociotechnical systems design framework, is first used to model the constraints that shape the expected performance of an informal learning space (ILS). Based on the model, the following stage involved a sector-wide survey questionnaire (n = 175) to appraise the views of different stakeholder groups in relation to ILS. These were analysed using the analytical network process (ANP). Findings This study provides a novel approach, using WDA, to conceptualise the constraints shaping the performance in-use, integrating the perspectives of different stakeholder groups. Furthermore, it provides a structured approach to establish priorities that can serve as the basis to support complex decision-making during early design stages. The findings and proposed WDA–ANP approach aim to support HE estate managers on better understanding and integrating perspectives in relation to campus developments. Originality/value In this paper, a novel systems-based approach is proposed as an alternative to conceptualise ILS. Furthermore, the approach is combined with ANP, a multi-criteria decision-making approach, to develop a novel tool to derive priorities and support front-end design decision-making in learning space design.

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“…Physical learning spaces influence university students' satisfaction (Kärnä and Julin, 2015) and teaching support (Perks et al, 2016). Students consider the characteristics of operations, design, facilities, rooms, environment and appearance important in their perception of a quality learning space (Wilson and Cotgrave, 2020). Laurillard (2013) concerned teaching as mediated and situated learning.…”

Section: Built Environment and Teaching Carementioning

confidence: 99%

Student satisfaction from the influence of the built environment, price fairness and teaching care: a study at a community-supported university

Silva

Matte

Bebber

et al. 2021

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Purpose This study aims to test and analyze factors that may influence the satisfaction of university students, specifically, from the built environment, price fairness and teaching care. Design/methodology/approach A survey was conducted with 250 students from a university in southern Brazil. The data were analyzed by structural equation modeling. Findings The main results proved that the built environment, price fairness and teaching care have a significant and positive influence on the satisfaction of university students. Practical implications The factors presented explanation power for student satisfaction, which shows that they are essential aspects and, therefore, must be observed by universities to satisfy their students. Originality/value The study identifies the impact of factors such as the environment, price and teaching service on student satisfaction.

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Learning Space Design: The Presentation of a Framework for the Built Environment Discipline

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 8 publications

References 48 publications

The use of blended synchronous learning for property education in and beyond the COVID-19 pandemic

The use of blended synchronous learning for property education in and beyond the COVID-19 pandemic

Supporting complex decision making in learning space design: WDA-ANP, a novel sociotechnical systems approach

Student satisfaction from the influence of the built environment, price fairness and teaching care: a study at a community-supported university

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