Continuing Education

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Learner Experiences in Learning Space in Continuing Education

Christina Ipser, Gregor Radinger

Danube University Krems, Department for Building and Environment

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Learner Experiences in Learning Space in Continuing Education

Online eucen conference 2021, 2 June 2021

Presentation: Christina Ipser, Gregor Radinger

Research team: Christina Ipser, Gregor Radinger, Filiz Keser Aschenberger, Sonja Brachtl, Nicole Hynek, Günther Schreder, Lukas Zenk Danube University Krems, Austria

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Presentation: Christina Ipser, Gregor Radinger

Learner Experiences in Learning Space in Continuing Education Remember your student days …

How do adult learners in academic continuing education experience the physical learning environment on a university campus?

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Background

Learning environments for adult learners…?

In 2016 44.4 % of people in the EU aged 25 to 64 took part in education and training

5.1 % in formal education*

~ 100 Mio adult learners

~ 10 Mio adult learners in formal education

* Eurostat. Adult learning statistics:

https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Adult_learning_statistics#Participation_rate_of_adults_in_learning_in_the_last_12_months

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Project management & organisation:

DI Christina Ipser, Arch. DI Gregor Radinger, MSc, Cornelia Winter Department for Building and Environment

Duration:

02/2019 – 01/2021

For more information:

https://moodle.donau-uni.ac.at/lis/

Funded by an internal grant from Danube University Krems to establish cross- faculty, cross-departmental and cross-disciplinary research groups (2019-2020).

Involved Departments:

Core team:

Department for Buidling and Environment Department for Continuing Education Research and Educational Technologies Department for Knowledge and Communication Management Experts group:

Department for Economy and Health Department for Integrated Sensor Systems Department for E-Governance and Administration Department for Migration and Globalization

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e.g. Sivunen, M et. al. (2014): Evidence-Based Design in Learning Environments: A Practical framework for project briefing,

The Classroom Environment as the “Third Teacher“

Loris Malaguzzi

Italian educational scientist of the 20th century, representative and co-founder of Reggio pedagogy.

His thesis: "The peer is the first educator, the teacher the second and the room the third."

Physical spatial characteristics impact learning experience, learning performance and students‘ well-being

• Indoor air quality

• Temperature

• Noise & acoustics

• Dayligth & lighting

• Colours & materials

• Layout & furniture

• Visual comfort & (green) views

• Informal learning spaces …

Background

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e.g. Sivunen, M et. al. (2014): Evidence-Based Design in Learning Environments: A Practical framework for project briefing,

The Classroom Environment as the “Third Teacher“

Loris Malaguzzi

Italian educational scientist of the 20th century, representative and co-founder of Reggio pedagogy.

His thesis: "The peer is the first educator, the teacher the second and the room the third."

Background

How about learning environments for

adults?

Physical spatial characteristics impact learning experience, learning performance and students‘ well-being

• Indoor air quality

• Temperature

• Noise & acoustics

• Dayligth & lighting

• Colours & materials

• Layout & furniture

• Visual comfort & (green) views

• Informal learning spaces …

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• at Danube University Krems - University for Continuing Education

• during one-week elective learning module “Cognition and Creativity”

• with 14 participants from different continuing education master programmes

• in December 2019

→ explore students’ experiences of physical campus learning spaces

Quantitative & qualitative approaches, e.g.

1. Questionnaire: students’expectations and satisfaction regarding

• Characteristics of Indoor Environmental Quality (IEQ)

• Availability of spaces suited for activities related to learning / well-being

• Campus Environment & accessibility

2. Walking Interviews: perception and use of campus learning environment Case Study

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Research context

Wachau Managementplan

Cultural landscape Wachau - UNESCO World Heritage Site since 2000

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Campus Danube University Krems / Heidelinde Frühwirth

Research context

Campusarea - Danube-University

< Adapted historical old building

and modern building extension >

34.000 m² for 8.000 students currently registered

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Site plan

Seminar room in modern building extension

• Fixed glazings and ventialton flaps

• Vertical sunprotection system

• Industrial design

conrete surfaces und violet acoustic panels…

Seminar room in historic buildung

• Box type windows

• Interior design in accordance with preservation order Cream colored wall plaster

Light green door frames..

N

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0%

20%

40%

60%

80%

100%

Group size 14

Age ø 38 years (23 – 47 years)

Gender ratio m/f: ~ Balanced

Educational background: Predominantly (62%) academics Professional activity: Predominantly (77%) employed

Group profile

0 200 400 600 800 1000 1200 1400

10 12 14 16 18 20 22 24 26 28 30

1 9 17 25 33 41 49 57 65 73 81 89 97 105 113 121 129 137 145 153 161 169 177 185 193 201 209 217 CO2 (ppm)

Temperature(°C)

9.12. 9:00 Uhr - 11.12. 15:00 Uhr

T C 2.08 T C 2.02 CO2 C 2.08 CO2 C 2.02

Indoor climate – Temperature and air quality

Building climatic measures

• Indoor room termperature ~ 23 °C (outdoor mean temp. ~ 6 °C)

• CO₂concentration max. 1176 ppm

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1,00 2,00 3,00 4,00

Students' expectations and satisfaction with the investigated characteristics of the campus learning environment

Students´ experiences with campus learning environments

Survey for the assessment of requirements and degree of fulfillment

Airquality

Space availability Modern equipement

Students´ expectations

Unimportant Rather important

Important Very important

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1,00 2,00 3,00 4,00

Important - unimportant: 1, rather important:2, important:3, very important: 4

Fulfillment of expectations - not fulfilled: 1, insufficiently fulfilled: 2, sufficently fulfilled: 3, perfectly fulfilled: 4

Students´ expectations Students´ satisfaction

Space availability Airquality

Unimportant Not fulfilled Rather important Insufficiently fulfilled Important

Sufficiently fulfilled Very important Perfectly fulfilled

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1,00 2,00 3,00 4,00

Important - unimportant: 1, rather important:2, important:3, very important: 4

Fulfillment of expectations - not fulfilled: 1, insufficiently fulfilled: 2, sufficently fulfilled: 3, perfectly fulfilled: 4

Materials Campus environment

accessibility

Students´ expectations Students´ satisfaction

Unimportant Not fulfilled Rather important Insufficiently fulfilled Important

Sufficiently fulfilled Very important Perfectly fulfilled

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Seminar rooms Catering areas (red)

Lounge and working areas (black), Public outdoor areas (green) Library spaces (yellow)

Walking Interviews

Researchers collect experiences, interpretations and practices of students within the invironment in which they move Guiding Questions (as assistance and discussion initiation)

* Have you ever been to that place?

* What have you done there?

* What do you find this place suitable / not suitable for?

* Is there anything this place inspires you to do?

* (How) does this place influence interpersonal interactions…?

Explore the student´s perception of

different rooms, facilities and areas on the campus

N

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• only used during lessons and breaks

• rooms in historic building were perceived more positively(“flair, pleasant atmosphere, charming”)

• generous room height was positively emphasized

• drinking water dispensers in seminar rooms were positively highlighted

Seminar rooms

• hardly used by participants, since communication, exchange and group work are not possible

• individual learning does not take place on campus, since most students stay in hotel rooms nearby during module weeks and prefer to use these (privacy, one can leave private items, no limited opening hours, etc.)

Library spaces

• frequently used for breaks, group work, discussions, etc.

• important characteristics: acoustics, daylight and lighting, pleasant design (colours, materials, plants), comfortable furniture, supply and facilities (coffee machine, toilets etc.)

• Standing height tables are preferred

Lounge and working areas

• very diverse use and preferences

• wish for more shaded places with suitable outdoor furniture

Campus outdoor spaces

• mainly used only for comsumption of food and drinks

• not for group work or learning activities

• seldom for informal exchanges or networking

• reasons: limited opening hours, poor acoustics, too much commotion and lack of retreat

Catering areas

Students‘ use and perception of campus learning spaces

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• brightness, availability of daylight (4x)

• perceived as friendly, inviting, cosy (4x)

• plants, green view (3x)

• pleasant floor design (3x)

• nice view, prospect (3x)

• generous room height (3x)

• pleasant colour design (2x)

• good location, situation (2x)

Positive mentions

• noise, poor acoustics (5x)

• perceived as cool, sterile, industrial style (5x)

• lack of seating or unsuitable seating (5x)

• lack of retreat or privacy (4x)

• poor lighting (3x)

• chaotic, unstructured layout (3x)

• absence of plants (2x)

• grey, too little colour (2x)

Negative mentions

• suitable outdoor furniture with shading (4x)

• more places on campus suitable for group work, collaborative tasks and individual exchange (3x)

Frequent wishes

Why students liked or disliked places on campus for use…

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Learner Experiences in Learning Space in Continuing Education

Our conclusions…

✓ design of formal and informal campus learning spaces, in line with didactical aspects and the nature of learning activities, is essential for positive learners’

experience

✓ variation of structured and unstructured spaces for different types of

learning activities are important for adult students, who bring their professional knowledge and experiences to the learning environment

✓ experiences and expectations of adult learners regarding physical campus environment may be different to those of traditional students → further research

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[LIS] – Learning and Innovations Spaces for Continuing Education https://mdl.donau-uni.ac.at/lis

Presentation: Christina Ipser christina.ipser@donau-uni.ac.at, Gregor Radinger gregor.radinger@donau-uni.ac.at

Hope to see you soon - in real!

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Disclaimer

Although every effort has been made to ensure that all information in this presentation is correct and up to date, Utrecht University cannot be held liable for any false, inaccurate or incomplete information presented herein.