Physical Learning Environments' Supportiveness to Innovative Pedagogies: Students' and Teachers' Experiences

Autor/inn/en	Baars, S.; Schellings, G. L. M.; Joore, J. P.; van Wesemael, P. J. V.
Titel	Physical Learning Environments' Supportiveness to Innovative Pedagogies: Students' and Teachers' Experiences
Quelle	In: Learning Environments Research, 26 (2023) 2, S.617-659 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baars, S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09433-x
Schlagwörter	Physical Environment; Educational Environment; Instructional Innovation; Student Experience; Teaching Experience; College Students; College Faculty + Suchen Sie Ihr Suchwort? Natürliche Umwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational Innovation; Bildungsinnovation; Studienerfahrung; Collegestudent; Fakultät
Abstract	Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers' and students' experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework. This framework, which brings together the multitude of PLE and PSLE aspects, was used to map and analyse teachers' and students' experiences that were gathered in focus group interviews. The PPR framework proved useful in analysing the results and comparing them with previous research. Previously-identified relationships were confirmed, clarified, and nuanced. The results underline the importance of the attunement of system aspects to pedagogical and spatial changes, and of a psychosocial-physical relational approach in designing and implementing new learning environments, including the involvement of actors in the discourse within and between the different system levels. Interventions can be less invasive, resistance to processes could be reduced, and innovative PLEs could be used more effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01