Sustaining Systems of Relationships: The Essence of the Physical Learning Environment That Supports and Enhances Collaborative, Project-Based Learning at the Community College Level.

Autor/in	Wolff, Susan J.
Titel	Sustaining Systems of Relationships: The Essence of the Physical Learning Environment That Supports and Enhances Collaborative, Project-Based Learning at the Community College Level.
Quelle	(2001), (301 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Doctor of Education Dissertation, Oregon State University
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Building Innovation; College Buildings; Community Colleges; Cooperative Learning; Design Preferences; Educational Facilities Design; Physical Environment; Space Utilization; Student Projects; Teaching Methods; Two Year Colleges + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; College; Colleges; Building; Buildings; Hochschule; Fachhochschule; Gebäude; Community college; Community College; Kooperatives Lernen; Design requirements; Gestaltungsmittel; Natürliche Umwelt; Raumnutzung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level, and to gain an understanding of the rationale for selection of the features. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. Aspects of the rationale or purpose for the selected features included: (1) important factors for consideration; (2) sequence of consideration among the factors; (3) relationship among the factors; (4) derivation of the factors; (5) design process considerations; and (6) theories used to make the recommendation. Data were collected in three phases using a phenomenological approach to gain an understanding of the two foci areas of the study. Methods for collecting data included site visits, observations, text, interviews, and designs. Participants included architects, educators, and learners. The findings included the initial identification of 44 design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level and the determination of the rationale for the selection of the features. Analysis and synthesis of the features resulted in 32 design features that were placed in the following 6 categories: learning group size, functional spaces for learning activities, adjacencies, furnishings, psychological and physiological support of learners, and structural aspects. The study concluded that the essence of designing physical environments that support and encourage collaborative, project-based learning is the interrelationship among the categories and features within the categories. (Appendices contain research forms. Contains 104 references.) (EV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01