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Transforming the Student Experience Through Learning Space Design

The Future of Learning and Teaching in Next Generation Learning Spaces

ISBN: 978-1-78350-986-7, eISBN: 978-1-78350-985-0

Publication date: 25 July 2014

Abstract

This chapter focuses on the challenges and the possibilities that exist for College and University leadership, academic planners, instructional technologists, campus planners, architects, and others involved in building the transformative student experience that has been the underpinning of education since the Raphael’s School of Athens. Students need to engaged in the learning and have meaningful interactions with the faculty and classmates.

Economic and societal influences during the first decade of the 21st century have illuminated the demand for access to education through emerging technologies in both physical and virtual spaces. These new opportunities have not developed without painstaking disruptions to conventional models for academic and campus planning. The disruptions have led to opportunities to pilot new modalities for curriculum development that blend both online and on ground learning. Parallel opportunities exist for piloting learning spaces that support blended learning.

Academics and campus planners alike have realized that there is no one-size-fits-all solution to planning effective formal and informal learning spaces. What is clear is moving the student experience from one that is transactional to transformational requires adhering to grounded best practices in teaching, learning, and campus planning, establishing a team of informed and engaged stakeholders, and developing empathy and authenticity in the planning process for both the spaces and the pedagogies.

Keywords

Citation

Sparrow, J. and Whitmer, S. (2014), "Transforming the Student Experience Through Learning Space Design", The Future of Learning and Teaching in Next Generation Learning Spaces (International Perspectives on Higher Education Research, Vol. 12), Emerald Group Publishing Limited, Leeds, pp. 299-315. https://doi.org/10.1108/S1479-362820140000012020

Publisher

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Emerald Group Publishing Limited

Copyright © 2014 by Emerald Group Publishing Limited