Effective utility of learning spaces in post-compulsory education from a student perspective

Satwant Saggu

Abstract

The man-made built environment provides the setting for human activity including post-compulsory education (PCE) (Temple, 2008). Whilst the built environment plays a significant role in shaping behaviours and attitudes of students, it is often perceived as a mere platform for learning (Fisher, 2005a). Furthermore, there is insufficient research on the relationship between the design of learning environments and pedagogy (Fisher, 2005b). This paper reports on an investigation carried out in a Technical College offering college-based higher education. It aims to reveal the role played by space in the learning process and how it should be organised to benefit learners. Twenty five students completed a questionnaire and then five students took part in a focus group. The findings suggest that learning spaces need to be flexible to accommodate both individual and group learning and to be well resourced in terms of technology. A square-shaped classroom is deemed best for constructivist teaching, but the maximum number of students needs to be balanced between gaining individual support and benefiting from much larger groups. Environmental conditions should be considered as insufficient materials can affect the sound insulation qualities and impact on learning. This paper proposes the holistic idea of the ‘learning city’ to share design layout for the ideal classroom and external spaces.

Saggu, S. (2024) Effective utility of learning spaces in post-compulsory education from a student perspective. Transformations, [online] Vol. 5(1). Available at: https://educationstudies.org.uk/?p=25330 [Accessed 27 Apr, 2024].

Creative Commons LicensePublished under Creative Commons Attribution, Non Commercial Licence https://creativecommons.org/licenses/by-nc/4.0/

Keywords

collaboration, interaction, pedagogy, post compulsory education, social spaces

Volume

Volume 5(1) 2024

Full Text

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